31 5-earthsoft-classroom-management


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Let us make earth little softer..

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  • spends time at the beginning of the school year
  • A direct function of teaching styleGroup alertingOverlappingLeast interventionFragmentation
  • A direct function of teaching styleGroup alertingOverlappingLeast interventionFragmentation
  • taking care of booksrules of the workshop
  • strategies/
  • Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.)
  • have extension cords, adapter plugs, and batteries
  • Polsky’s Diamond – Dr. Howard Polsky
  • 31 5-earthsoft-classroom-management

    1. 1. Earthsoft Foundation of GuidanceEdge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent Making earth little softer
    2. 2. About usEarthsoft Foundation of Guidance (EFG) has uploaded followingpresentations at http://myefg.in/downloads.aspxBe mentor using your education, knowledge & experience tocontribute for a social cause & do conduct free training seekinghelp of existing platforms. Kindly share with your friends•Motivation for higher study, Planning for study, Educationguidance, Career guidance, Career available after SSC & HSC•Personality development – 3 files•How to prepare resume, Tips to attend interview successfully•Religion related –To understand basic religion, Do & Don’t tips•Health related - Be vegetarian, Be healthy, Manage health•Corporate - Project management, Assertiveness, Ownership,Effective communication, Leadership, Be entrepreneur•Finance - To avoid speculation in stock market•Social - Women empowerment, Choosing life partner, conflictresolution, stop ragging, stop alcohol, snakebite treatment Making earth little softer
    3. 3. Index Making earth little softer
    4. 4. Ideal classroom• Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management• It is organized that encourages order, participation, independence, continuous learning• There is a small number of meaningful rules• Students understand and enforce rules• The teacher is constantly teaching independent behavior management skills• Teacher establishing the culture and climate for positive acceptable behavior at the beginning• Student’s demonstrating appropriate behaviors constantly receive positive reinforcement Making earth little softer
    5. 5. Ideal classroom• The teacher handles inappropriate behavior in a firm, fair, consistent, loving and caring manner• The teacher’s interactions with students are positive & reinforce the importance of success• The teacher has several motivators that reinforce and shape student positive behaviors• Classroom instruction is well organized, meaningful, and allows for student differences (individual and group)• Classroom management strategies are appropriate to the environment and needs of the students focusing on all round development Making earth little softer
    6. 6. Ideal classroom• There is an established communication between home and school• Students receive constant positive reinforcement for doing good work and encouragement to do better• Student work is displayed throughout the classroom• Behavior and learning are visible throughout the room Making earth little softer
    7. 7. A well managed classroom• A task oriented environment• A predictable environment• Is ready and waiting for students Making earth little softer
    8. 8. Classroom management• Classroom management : Activities that a teacher does to organize students, space, time, and materials so that instruction, content and student learning can take place effectively!• When a classroom is ready, you can prevent many misbehaviors from occurring! Making earth little softer
    9. 9. Classroom management• Why classroom management needed?• Purpose of a class to offer teaching so as learning should happenTo achieve this purpose it needs• Well prepared teacher• A group of students• Well managed content• Soft & hard environment - Physical entities class, table, space, board, books, note books, encouraging & enthusiastic environment• Predictable activities within stipulated time• A common objective among all stakeholders Making earth little softer
    10. 10. GoalTwo major goals…• To foster student involvement and cooperation in all classroom activities• To establish a productive working, energetic, energising, enthusiastic environment Making earth little softer
    11. 11. What is teaching? Education: All learning experiences Instruction: Planned learning experiences Training: Specific skills Making earth little softer
    12. 12. A well managed classroom• Students know what is expected of them and are generally successful!• There is relatively little wasted time, confusion or disruption.• The climate of the classroom is work-oriented, but relaxed and pleasant.• Students are deeply involved with their work, especially with academic, teacher-led instruction. Making earth little softer
    13. 13. To manage a classroom• Clearly must define procedures and routines• Effective teachers teach procedures & routines• Develop a signal to let students know it is time to begin and stay on a lesson (i.e. flashing a bell, raising your hand, etc).• Effective teachers spend most of the first week teaching students to follow class procedures Making earth little softer
    14. 14. In essence• A well managed classroom is a predictable environment where both teacher and students know what is supposed to happen in the classroom.• If you manage a classroom you do not discipline a classroom!• “Power comes when you make life predictable for people.” -Howard H. Stevenson Making earth little softer
    15. 15. Classroom Rules… Making earth little softer
    16. 16. Leading discussions MEANS WHAT IT IS NOT BY WHICH TO.. WHAT IT SHOULD BE Making earth little softer
    17. 17. The Rules for Rules• Keep the number to a minimum (approx. 10)• Keep the wording simple.• Have rules represent you basic expectations• Keep the wording positive, if possible.• Make your rules specific.• Make your rules describe behavior that is observable & preferably measurable Making earth little softer
    18. 18. Classroom rulesCheck following before introducing the rules• Plan carefully for what you want to accomplish• Convince that rules help to accomplish the goals• Shared the rules with consequences & rewards• Involved all stake holders• Assured that all stakeholders have understood• You have welcomed the class, introduced yourself, and taken care of administrative duties. Making earth little softer
    19. 19. Classroom rules• Classroom rules to be posted on the first day of school, with a copy distributed to each student• Rather than spend too much time with the whole class in forming rules, it may be better to involve the class in discussing matters such as:• -Why rules are needed• -Why a particular rule will help students succeed• -Specific examples of general rules, such as, “What does it mean to respect others?” Making earth little softer
    20. 20. Classroom rules• Make your rules describe behavior that is measurable.• Assign consequences to breaking the rules.• Always include a “compliance rule”.• Keep the rules posted periodically• Consider having rules recited daily for first two weeks then periodically.. Making earth little softer
    21. 21. Examples…Inappropriate Rules Preferred Rules•Be responsible •Keep hands, feet, &•Pay attention objects to yourself•Do your best •Raise your hand & wait•Be kind to others for permission to speak•Respect authority •Sit in seat unless you•Be polite have permission to leave it •Walk, don’t run, at all times in the classroom Making earth little softer
    22. 22. Consequences• The best consequences are reasonable and logical• A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed• The best logical consequences teach the students to choose between acceptable and unacceptable actions. Making earth little softer
    23. 23. Corrective Consequences• Proximity management• Convincing what is good & bad• Verbal reprimand/Warning• Time owed after class• In-class time-out• Parental contact• Restitution• Principal Notification Form• Disciplinary Referral• It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized. Making earth little softer
    24. 24. Classroom Management Plan… Making earth little softer
    25. 25. Classroom Management Plan8 Components:• 1) Level of Classroom Structure – based on risk factors of your students.• 2) Guidelines for Success – attitudes, traits, or behaviors to help achieve success.• 3) Rules – specific, observable, and measurable behavioral objectives• 4) Teaching Expectations – What, how, and when expectations will be taught Making earth little softer
    26. 26. Classroom Management Plan• 5) Monitoring – How you will monitor the progress of the expectations.• 6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior.• 7) Correction Procedures – How you will respond to irresponsible behavior.• 8) Managing Student Work – What procedures and systems you will use to manage student work. Making earth little softer
    27. 27. Organizing for Instruction• Demonstrate how to • Utilize instructional time effectively • Plan effectively for instruction Making earth little softer
    28. 28. Implementing Instruction• Provide guidelines for enhancing instruction• Be consistent across the school• Demonstrate how to communicate content and expectations to students• E.g. Frequently asked questions Making earth little softer
    29. 29. Monitoring Progress• Illustrate how to monitor student learning• Utilize the findings to foster the progress• Recheck Making earth little softer
    30. 30. Establish Routines• Where to sit during reading time• Giving a book talk• How to be a good listener in a share session• An appropriate noise level during reading time?• What to do when you finish a book• Kinds of questions to ask during a share session• Running a small group share session• Self-evaluation• Getting ready for a conference• How to have a peer conference• Where to sit during mini-lessons• Keeping track of books read Making earth little softer
    31. 31. Daily Intentional Teaching• What do my students need to know?• What strategy / knowledge help as readers?• Is this “strategy” look different across genre?• How will I make this strategy or understanding?• What language will I use?• What texts/materials will best support this instruction?• How can/will I connect this work to writing?• How to determine how well students have grasped this new understanding? Making earth little softer
    32. 32. Literature Example Mon Tue Wed Thu Fri REFLECT Code Breaker Meaning Maker Text User Text Critic• Q: What have I taught students today that will make them a stronger, more competent the next time they pick up a text like this? Making earth little softer
    33. 33. Stimulating discussion• Start out strong• Allow time• It’s not about you• Develop and implement ideas• Set goals and meet expectations• Evaluate• Improve Making earth little softer
    34. 34. Risks in the Classroom• What’s RISKY? For you? For the class?• A little PAIN is a good thing• The First Day of class is a fine place To start Making earth little softer
    35. 35. Tips• Encourages Student-Faculty Contact• Encourages Cooperation Among Students• Encourages Active Listening• Provides Prompt Feedback• Emphasizes Time on Task• Emphasizes Task on Time• Communicates High Expectations• Respects Diverse Talents and Ways of Learning Making earth little softer
    36. 36. Characteristics• Students are deeply involved with their work• Students know what is expected of them and are generally successful• There is relatively little wasted time, confusion, or disruption• The climate of the classroom is work-oriented, but relaxed and pleasant. Making earth little softer
    37. 37. Intervention Strategies• Classroom Rules• Classroom Schedule• Physical Space• Attention Signal• Beginning and Ending Routines• Student Work• Classroom Management Plan Making earth little softer
    38. 38. Activity• For the following types of student behavior, develop both an example of a logical consequence AND an illogical consequence…• Chews gum• Turns in sloppy paper• Walks in the classroom noisily• Passes paper in incorrectly• Arrives late• Does not bring textbook• Does not bring pencil or pen• Making noise during class• Disturbing fellow student Making earth little softer
    39. 39. Classroom Schedules Making earth little softer
    40. 40. Classroom Schedules• Avoid “Down Time”• Begin each activity on-time.• The best behavior plans are excellent academic lesson plans• Manage off-class effectively if teacher is absent Making earth little softer
    41. 41. Classroom Schedules• Budget your academic time• Example: 1 hr. allotment• 5 min. Teacher-directed review• 10 min. Introduction of new concepts• 10 min. Guided practice, working on assignment• 25 min. Independent/Cooperative work• 10 min. Teacher-directed corrections Making earth little softer
    42. 42. Physical Space Making earth little softer
    43. 43. Physical Space• Arrange desks to optimize for instructional tasks• Desks in Rows, Front to Back• Desks in Row, Side to Side• Desks in Clusters• Desks in U-Shape Making earth little softer
    44. 44. Physical Space• Make sure you have access to all parts of the room.• Feel free to assign seats, and change at will.• Minimize the disruptions caused by high traffic areas in the class.• Arrange to devote some of your bulletin board/display space to student work. Making earth little softer
    45. 45. Physical Space• If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible.• Desks do not have to be in traditional rows, but all chairs to face forward so that all eyes are focused on the teacher Making earth little softer
    46. 46. Prepare the Work Area• Arrange work areas and seats so that you can easily see and monitor all the students and areas no matter where you are in the room• Be sure that students will be able to see you as well as frequently used areas of the classroom• Keep traffic areas clear• Keep access to storage areas, bookcases, cabinets, and doors clear• Learn the emergency procedures• Make sure you have enough chairs for the work areas Making earth little softer
    47. 47. Prepare the Work Area• Be sure to have all necessary materials in easily accessible areas• Test any equipment to make sure that it works BEFORE you use it• Use materials such as bags, boxes, coffee cans, dishpans, etc. to store materials that students will need.• Arrange work areas where students can go for reading (math groups, science, lab areas, project work, learning centers, independent study) Making earth little softer
    48. 48. Prepare the Student AreaPlan areas for student belongings• Coats• Binders• Backpacks• Books• Lunchboxes & stationary• Uniform• Shoes• Lost and found items• others Making earth little softer
    49. 49. Prepare the Wall Space• Cover one or more bulletin boards with colored paper and trim• Reserve it bare for the purpose of displaying student work and artifacts• Display discipline plan in a prominent place.• Post procedures, assigned duties, calendar, clock, emergency information, schedules, menus, charts, maps, decorations, birthdays, and student work.• Have a consistent place for listing the day’s or week’s assignments Making earth little softer
    50. 50. Prepare the Wall Space• Post a large example of the proper heading or style for papers to be done in class• Post examples of tests students will take, assignments they will turn in, and papers they will write• Display the feature topic, theme, chapter, or skill for the day or the current unit Making earth little softer
    51. 51. Prepare the bookcases• Do not place the bookcases or display wall where they obstruct any lines of visions• Rotate materials on the shelves• Leave out only those items that you are willing to allow students to handle• Do not place books or other loose materials near an exit where they can easily disappear or where they may hide emergency information Making earth little softer
    52. 52. Prepare Teaching Materials• Let students to know which materials to bring from home. Have a place & a procedure ready for the storage of these materials.• Have a seating plan prepared.• Have basic materials ready• Find and organize containers for materials.• Store seldom used materials out of the way• Place electronic media at electrical outlets and where the students will not trip over the wires;• Obtain a supply of the forms that are used for daily school routines• Organize, file, inventory, stationary, etc Making earth little softer
    53. 53. Prepare Yourself & Your Area• Do not create a barrier between you & students• Place your desk away from the door• Communicate to students that everything on desk is personal property and off limits to them• Keep your personal belongings in a safe location• Have emergency materials handy• Personal items• Extra lunch money• Obtain the materials that you need before you need them Making earth little softer
    54. 54. Classroom Environment… Making earth little softer
    55. 55. Classroom EnvironmentThe Five Ranks of Social Power:• Leaders• Lieutenants• Members• Status Seekers• Scapegoats Making earth little softer
    56. 56. Attention Signal• Decide upon a signal you can use to get students’ attention.• Teach students to respond to the signal by focusing on you and maintaining complete silence. Making earth little softer
    57. 57. Advantages to Hand Raise• It can be given from any location in the room.• It can be used outside the classroom.• It has both a visual and auditory component.• It has the “ripple effect”. Making earth little softer
    58. 58. If the classroom is a fish bowl…• Piranha• Catfish• Goldfish• Understand the character & Learn to deal Making earth little softer
    59. 59. Piranha…..• Are usually the “trouble-makers”• Can be passive aggressive or overtly aggressive• Have negative attitude• Have attendance problems• Are “at risk”• Etc., etc., etc…… Making earth little softer
    60. 60. Catfish…..• Go with the flow• Are usually good-natured, but have limited motivation• Are social beings• Tend to cooperate; follow MOST rules• Perform to the average or just enough to stay out of trouble with mom/dad• Etc., etc., etc…… Making earth little softer
    61. 61. Goldfish…..• Are in the top 10-15% of their class• Are “teacher pleasers”• Are highly motivated to perform well• Show enthusiasm for learning• May be “over achievers” and /or high achievers• Etc., etc., etc……. Making earth little softer
    62. 62. “No improvement will occur in instruction until the classroom climate improves.”“Classrooms have personalities just like people.” Making earth little softer
    63. 63. Steve Yelon, (1996) MSU Professor Emeritus2009 TASEM - What is Effective Classroom Teaching?Jim Knight, University of KansasTodd Whitaker (2004)Annette Breaux and Todd Whitaker (2006)Delivered by: Razwan FarazAdopted from: Book by Stephen R CoveyPatricia M. Devino & Sarah L. FitzsimonsA powerpoint presentation by Thank YouMarney sobel & Mary anne lapennaKeith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior ConsultantWhat Is Effective Classroom Teaching?Kevin M. Johnston,MSU TA Programs Making earth little softer