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Classroom
Management
                  Ayesha Aamir
    IDERAK…….step towards learning
     for contact: ash_planti@hotmail.com
Objective


• To understand the importance of
  class room management in
  teaching learning process.
WHY CLASS ROOM MANAGEMENT

        groups of people

         live and work

          organization

         solve or chaos.
              BECAUSE


     SURVIVAL FOR FITTEST
Welcome to CLASS ROOM!




       If you don’t plan, the
        student will plan for
               you!!
WHAT matters ?
•   You are not alone in class…
•   . . . It’s different for EVERY ONE!!
•   Anger shouldn't be part of the curriculum….
•   Focus on what a teacher can Change?
•   Must make learning relevant to students’’’’
•   It is more natural to be off-task – ENGAGE…
• Listens, RESPECT, listens, RESPECT, listens,
  RESPECT…….
• Design lessons for student mastery as
  REMEBER
              • Who Am I Planning For?
            • What Am I Supposed To Do?
Class lesson - success
               High
            Expectations
               10%S




   Mastery teaching
         25%

                    Class room
                    management
                       65%
Key - TIME

 Transition vs. Allocated
           Time
   Increase the variety of learning activities but
              decrease transition time

Student engagement and on-task behaviors are dependent
   on how smoothly and efficiently teachers move from one
                learning activity to another
Understanding Our
       Students

Dealing With Student Behavior in
       Today’s Classrooms
•   One in six youths (age 10-17) has seen or knows someone who has
    been shot.
•   At least 160,000 students skip class each day because they fear
    physical harm.
•   More than 150,000 school age children bring a gun to school each
    school day.
•   70% of those arrested in hate crimes are under age 19.

             CHANGING FAMILY STYLE IN
                    PAKISTAN
•   In the last two decades, there has been a 200% growth in single
    parent households.
•   The number of moms leaving home for work each morning has risen
    65% in the past 20 years.
•   Nearly 1 in 4 children in Pakistan are living below the poverty level.
Teachers who are ready
   maximize student
 learning and minimize
  student misbehavior
       are called
 EFFECTIVE TEACHER
“Effective teachers MANAGE
their classrooms.
Ineffective teachers DISCIPLINE
their classrooms.”
PUNISHMENT
    VS.
 DISCIPLINE
Why Do We Punish?

– Because it works
   • Punishment is effective for
     approximately 95% of our students
– It’s quick
   • Punishment produces a rapid (but often
     temporary) suppression of behavior
– It requires lower level thinking skills.
My views
•   D: strives to replace an unwanted behavior with a desirable behavior
•   P: takes away a behavior by force, but replaces it with nothing

•   D: Is firm and consistent, but peaceful
•   P: inflicts harm in the name of good

•   D: Positive behavioral change is expected
•   P: The worst is expected, and the worst is often received

•   D: Takes time and energy but consequences are logical and encourage
    restitution
•   P: Is immediate and high-impact but is hardly ever logical

•   D: Is not threatening, dangerous or abusive
•   P: Can be physically and emotionally dangerous

•   D: is caring but takes time and planning
•   P: is often “off the cuff” and emotionally charged
If you agree???
•   Discipline: Concerns how students BEHAVE
•   Procedures: Concerns how things are DONE

•   Discipline: HAS penalties and rewards
•   Procedures: Have NO penalties or rewards


    A procedure is simply a method or
      process for how things are to be
           done in a classroom.
Four Guiding
  Principles
      of
Classroom
Management
Guiding Principle # 1
                          STUDENT
                        ACHIEVEMENT




     Good Teaching              Behavior Management




Remember that good teaching is one of our best behavior
                  management tools
                 – Active engagement
                – Positive reinforcement
Guiding Principle # 2
Apply the three tiered prevention
  logic to the classroom setting

       Primary for all
     Secondary for some
      Tertiary for a few
CONTINUUM OF                   Tertiary Prevention:
                                         Specialized
      SCHOOL-WIDE        ~5%           Individualized
    INSTRUCTIONAL &               Systems for Students with
   POSITIVE BEHAVIOR                High-Risk Behavior
        SUPPORT          ~15%           Secondary
                                       Prevention:
                                    Specialized Group
                                   Systems for Students
                                       with At-Risk
Primary Prevention:
                                        Behavior
School-/Classroom-
 Wide Systems for
   All Students,
 Staff, & Settings

                       ~80% of
                       Students
Guiding Principle # 3

Link classroom to school-
           wide

   – School-wide expectations
 – Classroom v. office managed
          rule violations
School-wide Positive
                    Behavior Support
  Classroom             Systems

Setting Systems




 School-wide
   Systems
Guiding Principle # 4
Teach social skills like academic
              skills
  – Tell/model/explain
  – Guided practice
  – Monitor & assess
  – Give positive feedback
  – Adjust & enhance
ADJUST for             DEFINE
      Efficiency             Simply




 MONITOR &
ACKNOWLEDGE
                                  MODEL
  Continuously



              PRACTICE
               In Setting
5TH R is
              RELATION SHIP
         The 4Rs in CLASS ROOM MANAGEMENT

Rights                      Responsibilities


Rules                    Choices

         Negative                         Positive
         consequences                     consequences


Routines                Inevitability
Reinforce Positive
      Behavior/
Redirect Inappropriate
      Behavior
OUTSIDE

Effective classroom
management begins
     _________
   the classroom
        door.
Elements of Classroom
    Management
     Instruction              Motivation
       Creating                Creating
    Independent                 Good


                     Elements
                   of Classroom
                   Management




      Discipline
      “Meaning
“There is absolutely no research correlation between
 success and family background, race, national origin,
financial status, or even educational accomplishments.
  There is but one correlation with success, and that is
                       ATTITUDE.”

                                       Harry K. Wong (2)
References
•Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for
success. Longmont, CO: Sopris West.
•Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for
managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
•Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive
approach to behavior management. (2nd ed.). White Plains, NY: Longman.
•Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating
communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
•Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate
diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
•Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have.
Utah State University.
•Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1),
26-30.
•Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive
behaviors in the schools: A schoolwide, classroom, and individualized social learning
approach. Boston, MA: Allyn & Bacon.
•Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research Press
Thank you
Any queries…. PLZ

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Class room management iderak

  • 1. Classroom Management Ayesha Aamir IDERAK…….step towards learning for contact: ash_planti@hotmail.com
  • 2. Objective • To understand the importance of class room management in teaching learning process.
  • 3. WHY CLASS ROOM MANAGEMENT groups of people live and work organization solve or chaos. BECAUSE SURVIVAL FOR FITTEST
  • 4. Welcome to CLASS ROOM! If you don’t plan, the student will plan for you!!
  • 5. WHAT matters ? • You are not alone in class… • . . . It’s different for EVERY ONE!! • Anger shouldn't be part of the curriculum…. • Focus on what a teacher can Change? • Must make learning relevant to students’’’’ • It is more natural to be off-task – ENGAGE… • Listens, RESPECT, listens, RESPECT, listens, RESPECT……. • Design lessons for student mastery as REMEBER • Who Am I Planning For? • What Am I Supposed To Do?
  • 6. Class lesson - success High Expectations 10%S Mastery teaching 25% Class room management 65%
  • 7. Key - TIME Transition vs. Allocated Time Increase the variety of learning activities but decrease transition time Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another
  • 8. Understanding Our Students Dealing With Student Behavior in Today’s Classrooms
  • 9. One in six youths (age 10-17) has seen or knows someone who has been shot. • At least 160,000 students skip class each day because they fear physical harm. • More than 150,000 school age children bring a gun to school each school day. • 70% of those arrested in hate crimes are under age 19. CHANGING FAMILY STYLE IN PAKISTAN • In the last two decades, there has been a 200% growth in single parent households. • The number of moms leaving home for work each morning has risen 65% in the past 20 years. • Nearly 1 in 4 children in Pakistan are living below the poverty level.
  • 10. Teachers who are ready maximize student learning and minimize student misbehavior are called EFFECTIVE TEACHER
  • 11. “Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.”
  • 12. PUNISHMENT VS. DISCIPLINE
  • 13. Why Do We Punish? – Because it works • Punishment is effective for approximately 95% of our students – It’s quick • Punishment produces a rapid (but often temporary) suppression of behavior – It requires lower level thinking skills.
  • 14. My views • D: strives to replace an unwanted behavior with a desirable behavior • P: takes away a behavior by force, but replaces it with nothing • D: Is firm and consistent, but peaceful • P: inflicts harm in the name of good • D: Positive behavioral change is expected • P: The worst is expected, and the worst is often received • D: Takes time and energy but consequences are logical and encourage restitution • P: Is immediate and high-impact but is hardly ever logical • D: Is not threatening, dangerous or abusive • P: Can be physically and emotionally dangerous • D: is caring but takes time and planning • P: is often “off the cuff” and emotionally charged
  • 15. If you agree??? • Discipline: Concerns how students BEHAVE • Procedures: Concerns how things are DONE • Discipline: HAS penalties and rewards • Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
  • 16. Four Guiding Principles of Classroom Management
  • 17. Guiding Principle # 1 STUDENT ACHIEVEMENT Good Teaching Behavior Management Remember that good teaching is one of our best behavior management tools – Active engagement – Positive reinforcement
  • 18. Guiding Principle # 2 Apply the three tiered prevention logic to the classroom setting Primary for all Secondary for some Tertiary for a few
  • 19. CONTINUUM OF Tertiary Prevention: Specialized SCHOOL-WIDE ~5% Individualized INSTRUCTIONAL & Systems for Students with POSITIVE BEHAVIOR High-Risk Behavior SUPPORT ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Primary Prevention: Behavior School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
  • 20. Guiding Principle # 3 Link classroom to school- wide – School-wide expectations – Classroom v. office managed rule violations
  • 21. School-wide Positive Behavior Support Classroom Systems Setting Systems School-wide Systems
  • 22. Guiding Principle # 4 Teach social skills like academic skills – Tell/model/explain – Guided practice – Monitor & assess – Give positive feedback – Adjust & enhance
  • 23. ADJUST for DEFINE Efficiency Simply MONITOR & ACKNOWLEDGE MODEL Continuously PRACTICE In Setting
  • 24. 5TH R is RELATION SHIP The 4Rs in CLASS ROOM MANAGEMENT Rights Responsibilities Rules Choices Negative Positive consequences consequences Routines Inevitability
  • 25. Reinforce Positive Behavior/ Redirect Inappropriate Behavior
  • 26. OUTSIDE Effective classroom management begins _________ the classroom door.
  • 27. Elements of Classroom Management Instruction Motivation Creating Creating Independent Good Elements of Classroom Management Discipline “Meaning
  • 28. “There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.” Harry K. Wong (2)
  • 29. References •Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. •Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. •Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. •Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. •Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. •Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. •Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. •Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. •Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press

Editor's Notes

  1. Its about learner not fr teacherEvery one is different teacher so strategies work different for all… so try different not sameAnger of student is most important part of class and be readyBeing a teacher we cannt change students back grouds and all but there is we can change that is behaviour towards ur courseTherefore, we must make learning relevant to students’ present interests and provide effective connections between learning and the reinforcement method we choose. Students learn to be on-task and engaged in the learning activities you have planned for them….
  2. Allocated time: the time periods you intend for your students to be engaged in learning activitiesTransition time: time periods that exist between times allocated for learning activitiesThe Goal:Increase the variety of learning activities but decrease transition time.Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another