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Managing Your Classroom Managing Your Classroom Presentation Transcript

  • Managing Your Classroom
    Brought to you by
    The First Years of Teaching Support Program
    UNCW Watson School of Education
  • The Scenario
    One or more students consistently talk in your class. They are disrupting your lesson and other students who are trying to work.
    What do you do?
    What is your behavior management plan?
    What procedures do you have in place for dealing with this low intensity, yet high frequency behavior?
  • Managing Your Classroom
    Effective teachers manage their classrooms, while ineffective teachers discipline their classrooms.
    ~Harry Wong
    Classrooms are systems; in order to have a well managed classroom you must think of it as such.
    ~Ruby Payne
    Classroom management is the business of getting kids to do what you want them to do. If the teacher is good at it, a lot gets done and kids enjoy coming to class.
    ~Fredric H. Jones
  • Key Factors
    Implement your classroom management plan beginning the first day of school
    Have routines and procedures posted on Day One, and be prepared to teach procedures
    Be clear about student expectations
    Be consistent in your procedures
    Move through transitions briskly to avoid wasted time
    Be proactive and engage students in the lesson
    Create a sense of community where students feel safe, respected, trusted and empowered
  • In A Well Managed Classroom…
    Students are engaged in their work and know what is expected of them. This does not necessarily mean that they are in their seats and quiet, but actively involved in the lesson and work-oriented.
    There is little wasted time, confusion or disruptions
    Student success and achievement at the end of the school year are directly related to the degree to which the teacher established good control of classroom procedures the very first week of school.
    ~Harry Wong
  • Management Strategies
    Avoid direct confrontation in front of the rest of the class
    Stand by the student’s desk without letting him/her interrupt your instruction
    User humor when appropriate to diffuse a situation, but never sarcasm
    Over-plan… busy students are less likely to disrupt
    Develop your “teacher stare”
    Research tells us that actions communicate more clearly than words. Many minor class disruptions can be eliminated by using the examples listed above.
  • Sources
    Wong, Harry and Rosemary: 2009. The First Days of School: How to Be an Effective Teacher. Harry Wong Publications.
    Payne, Ruby: 2006. Discipline Strategies for the Classroom: Working with Students. AHA Press.
    Henley, Martin: 2010. Classroom Management: A Proactive Approach. Pearson.
    Jones, Fredric : 2007. Tools for Teaching: Discipline, Instruction, Motivation. Fredric H. Jones & Associates, Inc.
  • Contact Information:
    Somer Lewis, MA NBCT
    Teacher-In-Residence
    910-962-7669
    lewiss@uncw.edu