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Classroom Management

Classroom Management






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    Classroom Management Classroom Management Presentation Transcript

    • RETW PHX 1-23-2010 Adopted from Article by Emma McDonald Education World® Copyright © 2008 Education World
    • What’s in your mind?
    • Components For Management
      • Laying the Groundwork – Expectation
      • Forming Good Habits – Routines & Procedures
      • Setting the Tone
      • Freedom and Responsibility
      • Consistency and Flexibility
      • Motivational Tool
    • Laying the Groundwork
      • What you want your classroom to look like?
      • Clear idea how you expect students to behave.
      • Discuss of your expectation and procedures.
      • Lay the groundwork for your vision and build habits that will last.
    • Characteristics for Proactive Rules
      • Observable
      • Measurable
      • Specific
      • Positive
      • 5 or Less
      • Posted for Students to See
    • Forming Good Habits
      • What kind of classroom habits is important to you?
      • Without good habits in place, students are more likely to get out of control.
      • But how?
        • Clear explain, Practice, Be Consistent, Maintenance
    • Procedures
      • The number One concern in the classroom is not discipline: It is the lack of PROCEDURES and ROUTINES
    • Setting the Tone
      • Maintain a good balance
        • You want students to be comfortable with you, but you don’t want them to get so comfortable that they feel you are easily controlled.
      • The key to that balance has everything to do with you -- your body language, eye contact, and tone of voice.
      • Your appearance, posture, and attitude send a clear message
    • What message is he sending?
    • What message is he sending?
    • Freedom and Responsibilities
      • A balanced classroom environment -The goal is for an atmosphere of mutual respect.
      • Empower students to take a part in their own learning.
      • A system of Consistency and Flexibility within the classroom.
      • Provide structure to the freedom.
      • Flexibility – being fair but not always the same.
    • Consistency and Flexibility
      • Consistency isn’t consistency of consequences, but consistency of actions, attitudes, and procedures.
      • Students learn what to expect from you; an image they can trust.
      • Faced with uncertainty, some students will begin testing you.
      • The more trust you build up on both sides, the better your relationships will be.
    • Motivational Tool
      • A reward system
      • You don’t want a system that inadvertently punishes students. You also don’t want to get into a situation in which students always expect “something” in return for good behavior or class participation.
      • A balance system that goal oriented.
      • What do I want to teach?
        • Clear Expectation / Message
      • Who do I teach?
        • Knowing my students
      • How do I teach ?
        • Procedure, Strategy