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Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
Classroom Management (Queensland Education)
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Classroom Management (Queensland Education)

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  • make rules
    tell students what to do
    stop to assess what’s happening
    praising an on-task student to prompt others
    Smiling, nodding and moving near
    praise describing behaviour
    not obviously reacting to certain behaviours
    prompting on task behaviour
    describe student options and consequences
    doing what you said you would do
  • reduce managing conversations to increase learning conversations
  • too much acknowledgement: student not being corrected appropriately —> i.e. teacher trying to be liked at the expense of student order, also evident when teacher lacks assertiveness
  • Publish rules. Keep short and simple.
    Arrive on time.
    Follow teacher instruction
    keep limbs to yourself
    stay on task
    use manners
  • verbal examples: “shop and look front”
    “put your phones away.”
    “put your pencils down.”
    non-verbal
    clap, bell, whistle etc
    PHRASE IN STATMENT NOT A QUESTION
  • “Daniel, I can see you are working.”
    “Mira, well done.”
    non-verbal - smiling, finger signing, etc
  • Minimal talk and move towards students who are off task. Perhaps touch the desks/work of the on-task students.
    ** avoiding standing too close - can cue hostility
    ** don’t stare… it’s also a standoff invitation
  • “I see you got right to work.”
    “This group is working very effectively.”
    “Most students have moved to the correct place.”
    Avoid: conditional praise. “GOod work, why didn’t you do this all along?”
    also avoid generic praise “good, great, terrific.”
  • keep an eye on it, but don’t make it a big deal. Deliberately pay little attention to it.
  • “Do you need some help, Shane?”
    “Shane, what question are you on?”
    allow them time to redirect themselves, and then use low-level acknowledgement
  • Allow students time to think about their choices. “Take up time.”
    NEVER give a choice you can’t follow through
    ** recent example: I’ll forgive your swearing if you buy me starbucks.”
  • Transcript

    • 1. December 18 1
    • 2. What does good classroom Management look like?
    • 3. Essential Skills in context One aspect of the complex task of managing behaviour
    • 4. 4
    • 5. To facilitate effective learning, teachers: • articulate clear expectations • provide relevant curriculum and instruction • nurture positive relationships • foster student compliance with instructions • acknowledge appropriate behaviour • correct inappropriate behaviour • assess the achievement of outcomes • report outcomes.
    • 6. Core elements for successful learning: • setting clear expectations • acknowledgement of appropriate behaviour • timely correction of inappropriate behaviour.
    • 7. Teaching Language in the Classroom
    • 8. Discuss: 1.Talk about a classroom management issue you had. 2.How did you tackle it? 3.How could you have more effective? 8
    • 9. The Balance Model The Balance Model as described by Christine Richmond is made up of three sets of information (Richmond 2002): 1. The strategies teachers use to teach their expectations to students. 2. How teachers acknowledge students when they are behaving appropriately. 3. How teachers correct students when they behave inappropriately.
    • 10. When a teacher is said to be ‘in balance’ in the classroom, there are: 1. Clearly articulated expectations to students. 2. An observable evenness (balance) in the use of language, verbal and non-verbal to acknowledge appropriate behaviour and correct inappropriate behaviour. This is represented by The Balance Model of Behaviour Management.
    • 11. Imbalance 1 Unclear expectations, represented diagramatically by the triangle of dotted lines Imbalance 2 Too much acknowledgement Imbalance 3 Too much correction
    • 12. Skill 1 Establishing expectations To clearly articulate and demonstrate the boundaries of pro-social behaviour It is important to have clear boundaries for social behaviour so that everyone is clear about what is, and is not, regarded as responsible and safe in a particular context.
    • 13. Skill 2 Instruction giving To give a clear direction about what to do 1. Clear, short instructions help students understand what you expect them to do. 2. Instructions help students organise what they are required to do. •Instructions cue to students that they need to be actively engaged with the curriculum. use “Thanks” rather than “Please.” Why?
    • 14. Jonah Takalua
    • 15. How to Fold a T-shirt
    • 16. …Let’s try this again
    • 17. Skill 3 Waiting and scanning To wait and look at your students for 5–10 seconds after you give an instruction 1. It gives students time to process the direction. 2. It indicates non-verbally to students that you mean what you say; increasing compliance. 3. You avoid filling all the available time with excess talk which can inadvertently train the class to stop listening to your voice.
    • 18. Skill 4 Cueing with parallel acknowledgment To acknowledge students’ on-task behaviour with the intention of prompting others to follow suit 1. It cues other students to match the behaviour that is being acknowledged. 2. It is an alternative to a redirection, so can help you to avoid nagging or becoming too directive. 3. It contributes to a positive tone in the classroom.
    • 19. Skill 5 Body language encouraging To intentionally use your proximity, body gestures and facial expressions to encourage students to remain on-task 1. It takes no time to do. 2. It promotes a positive tone in the classroom. 3. Body language is an integral part of communication and strengthens relationships. 4. It promotes on-task behaviour when used intentionally.
    • 20. Non-verbal body language The Haircut
    • 21. Skill 6 Descriptive encouraging To encourage students to become more aware of their competence by describing exactly what you see or hear from them that you want them to repeat more frequently 1. It describes to students the behaviour that you know will help them to learn. This has a positive training effect. 2. It reinforces the rules. 3. It promotes a positive, supportive learning environment. 4. It focuses on strength and is esteem building. 5. It stimulates students to take risks in terms of behaviour. They become more able to display the courage to tackle difficult work, or practise self-control. 6. It gives students information about their competence. 7. It directs attention to strategies that are useful for problem solving. 8. It strengthens your relationship with students.
    • 22. Skill 7 Selective attending To intentionally give minimal attention to safe off-task or inappropriate behaviour 1. It avoids unintentionally reinforcing off-task or disruptive behaviour, decreasing the likelihood that this behaviour will be repeated. 2. It gives you time to think of how to handle the student’s behaviour in a way that is productive. 3. It gives you time to attend to other students who are on-task. 4. It sends a message to all students about your expectations. 5. It is a powerful modelling device saying, “I can stay focused on my work despite the disruption.”
    • 23. Skill 8 Redirecting to the learning To respectfully prompt the student who is off-task or disrupting others, initially with a redirection to the learning 1. Initially, it provides a least intrusive, positive, learning-focused prompt to resume on-task activity; reducing the need for further correction. 2. It puts the responsibility for decision making onto the student. 3. It reinforces the importance of on-task behaviour. 4. When linked with giving a choice, it reinforces to the student or group, information about your expectations and the likely consequences of the choices given.
    • 24. Skill 9 Giving a choice To respectfully confront the student, who is disrupting others, with the available choices and their logical consequences 1. It provides the student or group with information about your expectations and the logical consequences of the choice. 2. It puts the responsibility for decision making onto the student.
    • 25. Skill 10 Following through Resolute, planned action in the face of on-going disruptive behaviour that is seriously disturbing the learning environment or is extended off-task behaviour 1. It clearly establishes that you mean what you say. 2. It models assertive behaviour in the face of threat. 3. It models morally courageous behaviour.
    • 26. Questions? 

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