Chapter 10
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Chapter 10






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Chapter 10 Chapter 10 Presentation Transcript

  • WHAT DO YOU THINK ABOUT CLASSROOMMANAGEMENT? Think of the time when you were 7-8 years old. In a piece of paper, draw everyone who lived with you at that time. Think about how you were discipline at that time:  Who was the disciplinarian?  How were you disciplined?  Was it fair?
  • WHAT IS YOUR MANAGEMENT STYLE Take the management style quiz in your student package.  Authoritarian  Authoritative  Laissez-Faire  Indifferent
  • THE IMPACT OF STUDENT POVERTY INCLASSROOM BEHAVIOR We are going to watch a video about homeless students in Central Florida. While you are watching this video, complete a 3-2-1 chart. 3. Things you did not know about homeless students. 2. Things that you found interesting about these students/families. 1. Question you would like to know more about. *This is your exit pass for today.
  • LACK OF SOCIAL CAPITAL AMONG POORSTUDENTS A sense of academic initiative: Many students lack a school work ethic, good study habits, and a high level of self-discipline. Academic success is not perceived as important to their success. A sense of knowing: Many students do not have a sturdy foundation upon which to build success in school. They do not have advantages such as pre-school attendance, summer camps, home computers, organized sports and exposure to art. A sense of connectedness: Many students feel alienated, and do not have a sense of belonging to their community, neighborhood or school. A sense of well-being: Poverty, concerns for one’s emotional and psychological well-being, and worries about what the future holds cause many students to develop a negative sense of well-being.
  • HOW CAN WE HELP STUDENTS WHOSTRUGGLE WITH CLASSROOM BEHAVIOR Classroom Arrangement: Students should be seated with their attention directed toward the teacher. High traffic areas should be free from congestion. Students should be able to clearly see chalk, board, and the teacher. Classroom arrangement should be flexible enough to accommodate a variety of classroom activities.
  • HOW CAN WE HELP STUDENTS WHOSTRUGGLE WITH CLASSROOM BEHAVIOR Punishment vs. Consequences: The latest research shows evidence that it is more effective to give students a consequence rather than a punishment. Consequences are viewed as an end result and punishment is more penal in nature. In the case of students in poverty, a classroom program must clearly delineate what classroom behavior are or are not acceptable. The program also must emphasize that students always have a choice to show appropriate behavior.
  • HOW CAN WE HELP STUDENTS WHOSTRUGGLE WITH CLASSROOM BEHAVIOR Preventing Disruptions: Effective classroom managers are skilled at preventing classroom disruptions from happening in the first place.  Withitness: Communicating to students that you know what they are doing, and what is going on in the classroom.  Overlapping: Attending to different events simultaneously, without being totally diverted by a disruption or other activities.  Smoothness and Momentum in the lesson: Maintaining a brisk pace, and giving continuous signals or cues.  Group Alerting: Involving all the students in recitation tasks, and keeping all the students “alerted” to the task at hand.  Establishing Procedures: Establishing procedures for everyday activities such as passing papers, and books.
  • CLASSROOM APPLICATION In terms of establishing classroom procedures, in your groups, please design two procedures that you consider vital to a smooth functioning classroom.
  • CLASSROOM STRATEGIES Classroom Management Strategies • Hold and communicate high behavioral expectations. • Establish clear rules and procedures, and instruct students in how to follow them; give primary-level children and those with low socioeconomic status, in particular, a great deal of instruction, practice, and reminding. • Make clear to students the consequences of misbehavior. • Enforce classroom rules promptly, consistently, and equitably from the very first day of school. • Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring skills. • Maintain a brisk instructional pace and make smooth transitions between activities. • Monitor classroom activities; give students feedback and reinforcement regarding their behavior. • Create opportunities for students (particularly those with behavioral problems) to experience success in their learning and social behavior. • Identify students who seem to lack a sense of personal efficacy and work to help them achieve an internal locus of control. • Make use of cooperative learning groups, as appropriate. • Make use of humor, when suitable, to stimulate student interest or reduce classroom tensions. • Remove distracting materials (athletic equipment, art materials, etc.) from view when instruction is in progress.
  • APPLICATION Pick one of the strategies listed in the prior slide, and as a group think of how you would apply it in your classroom.
  • ENCOURAGING STUDENTS SUCCESS DESPITEALL THE ODDS Get to know the child. Solicit support from family members. Uncover the child’s likes and dislikes. • Never publicly humiliate a child. You can’t imagine how this can adversely impact this child. • Yelling at children all day is ineffective. Try lowering your voice. • Tell children something about you, perhaps a funny story. Children want to know that you are human too! • Remember what it was like being a child. • Acknowledge good behavior. • Learn from family members, other teachers, or any available resource what works with the child. • Give students choices. Repeated choice opportunities allow students to build a sense of competence and may prevent challenging behaviors. • Help students celebrate their successes, however small. This will help them open up to more positive thoughts and actions about themselves.
  • CLASSROOM APPLICATION Have you ever been the victim of a teacher who punished you in front of the entire class? How did that make you feel? Please discuss in groups situations where a teacher could have handled students’ classroom behaviors more humanly.
  • COMMUNICATION WITH FAMILIES Why should teachers communicate with families?  Collaboration between parents and teachers can improve learning.  Establishing a positive communication might easy communication when classroom problems occur.  Teacher might find parents who are willing to support the classroom with materials or personal time.
  • TEACHERS SHOULD ALWAYS TAKE THE FIRSTSTEP To establish a positive communication with parents, teachers should take the first step by introducing themselves in the beginning of the year.  Letter of introduction: In this letter, you should introduce yourself, introduce the course you are teaching, share classroom rules and regulations/ important dates (open house). It should also include your contact information.  Course Syllabus: Following a letter of introduction, a course syllabus would be another way to share with parents the course’s content.  Invitation to the teachers’ website: Very effective, should have copies of assignments, schedule, extra resources and the teacher’s contact information. Important: Keep it updated.