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. http://www.youtube.com/watch?v=L2hzRPLVSm4 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.