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Classroom management presentation

Classroom management presentation

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Classroom Management Presentation Classroom Management Presentation Presentation Transcript

  • What is Classroom Management? And how can we as teachers create a strong and positive classroom environment in urban middle schools? A Research Presentation for NLU's MLE 502 by Loren Williams
  • What classroom management IS...  Creating a safe, inclusive environment for all students  Building strong, positive relationships with students  Understanding the unique adolescent body and mindset  Understanding the multi-culltural and individual differences within a classroom  Promoting a love for learning and success  Presenting engaging instruction  Consistent and fair discipline  Well-practiced routines  Stating simple and clear expectations for rules  Staging appropriate interventions
  • What classroom management is NOT...  Telling students what to do to make your life easier  Unengaging  Teaching lessons in the style you want to teach because it's easiest for you  A power struggle between teacher/student  Overlooking of adolescent needs  Geared toward the teacher's preferences  Inconsistent discipline or overlooking of problems  Classroom favoritism  Unplanned and “winged”  Full of numerous, illogical, overbearing rules and consequences
  • How can classroom management affect learning? Studies from ASCD's article “The Critical Role of Classroom Management” show that learning is greatly affected by classroom management.
  • Why do teachers in general struggle with classroom management? “Consider the research by Walter Borg and Frank Ascione (1982). In a study involving 34 elementary school teachers who were randomly assigned to experimental and control conditions, they found that (1) teachers who had been trained in the use of effective classroom management techniques (the experimental group) improved their use of those techniques when compared to a group of untrained teachers (those in the control group), and (2) the students of the teachers in the experimental group had fewer disruptions and higher engagement rates than those in the control groups.” - ASCD The answer, thus, lies in lack of training. Whether it is lack of training in school or on the job, teachers are not “born” classroom managers. While some teachers may excel in classroom management right away through charisma with their students, truly refined management comes from learning and training and is accessible to all teachers.
  • What are the most important tools we as teachers can use from day one to develop great classroom management?
  • Routines—also known as classroom procedures—rid students of distractions that waste time and interfere with learning. Guesswork is minimized. Minor frustrations and inconveniences are fewer, as are opportunities for misbehavior. The students, then, are left to focus on learning. - Michael Linsin, writer of the blog “Smart Classroom Management” and author of the book Dream Classroom ROUTINES
  • “Positively stated rules are clear to students and provide observable behaviors for teachers to praise. Negatively written rules focus on what's wrong and put our classrooms in punishment mode.” - Sara Davis Powell, author of Introduction to Middle School POSITIVE FRAMING AND GOOD RELATIONSHIPS
  • “As a teacher, I almost always found that if I was angry with my students, I had waited too long to address issues or that I was not using consequences consistently. Using minor interventions and small consequences that you can administer fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning students' respect.” - Doug Lemov, Author of “Teach Like a Champion” CONSISTENCY
  • “8th graders in urban and urban high poverty schools scored lower on achievement tests” Studies show that urban schools have the most difficulty managing classroom behavior and academic goals...
  • What extra challenges do urban teachers and students face? • Violence • Constant school reforms (no consistency in teachers, administration, or rules) • Not enough talk or examples of college among the adults, siblings, or peers around them • Exposure to things that are inappropriate for their age • Not enough support in the K-2 grades yet students continue to be passed to the next grade • Low parent involvement in academics
  • How does this affect student learning even more negatively in urban classrooms? • Students do not trust and can assume the worst • Disrespect toward adults (verbally, walk out of class when they want, altercations with other students in class during lessons) • No fear of consequences at home so acting out is not uncommon • Low motivation to do work, leading to acting out • Not on grade level, making the material seem difficult, which can lead to acting out
  • What does a strong urban classroom manager look like? Here's one teacher's advice on what she did to create a strong environment when she taught at an urban middle school...  I knew I had to be strong voiced from day one • My procedures and consequences had to be consistent • I made sure I dressed and appeared in a way that would not distract my students from focusing on their learning • I made sure whatever I said to a student I could repeat to their parent or my superior • I recorded all behavior incidents • I built a relationship with my students while carrying out the classroom management plan • I was very upfront and clear about what my goals and intentions were --Teacher at LEARN Charter Network, South Side, Chicago, IL
  • How can we as teachers seek support in classroom management?  Again, the answer is training and implementation in your classroom.  Seek help from your university.  Seek professional development opportunities from administrators.  Pour through online resources and books.  Seek out effective teachers to observe and learn from.
  • Conclusion If we are to ever close the learning gap in urban classrooms, it must first be with strong classroom managers. Learning these skills will benefit any teacher enormously and have a stronger effect on better learning outcomes.
  • Clip Art/Photos Retrieved From: Slide 1, Know the Rules image: http://missgalicki.wikispaces.com/Classroom+Rules+and+Expectations Slide 2, Order in the Classrom: http://www.american.com/archive/2010/october/rules-for-schools-dealing-with-delinquents Slide 3, Classroom Jobs: http://thefirstgradeparade.blogspot.com/2011/08/free-for-all-friday.html Slide 5, Teacher: http://www.wcu.edu/academics/edoutreach/conted/profdev/teacher-education.asp Slide 6, You Can/You Can't Rules: http://amiekaufman.com/rules-schmules-which-ones-should-you-break/ Slide 7 & 13, Graphs: http://www.ascd.org/publications/books/103027/chapters/the-critical-role-of-classroom- management.aspx Slide 8, Stressed Teacher: http://likeawhisper.wordpress.com/tag/womens-rights/ Slide 14, Violence: http://articles.philly.com/2011-09-13/news/30149792_1_school-violence-south-philadelphia-high-school-urban-schools Slide 15, Chaos: http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2010/10/going_from_classroom_chaos_to_control.html Slide 16 & 18, Teacher & Puzzle Hands: Teacher: http://aflyontheclassroomwall.com/2011/02/ Slide 17, Keep Calm: http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-seek-help-2/
  • Resources (Texts, etc.) Lawler, Nikki. Personal interview. 15 Jul. 2013. Lemov, Doug. (2010). Teach Like a Champion. San Francisco, CA: Jossey-Bass. Linsin, Michael. Why Routines Make Classroom Management Easier; Plus One Great Idea. Retrieved from: http://www.smartclassroommanagement.com/2009/11/07/why-routines- make-classroom-management-easier-plus-one-great-idea/ Marzano, R.J., Marzano, J.S., and Pickering, D.J. Classroom Management That Works. Retrieved from http://www.ascd.org/publications/books/103027/chapters/the-critical-role-of-classroom-managemen National Center for Education Statistics. Urban Schools: The Challenge of Location and Poverty. Retrieved from: http://nces.ed.gov/pubs/96184all.pdf Powell, Sara Davis. (2011). Introduction to Middle School (2nd ed.). Boston, MA: Pearson Education, Inc.