Management Strategies Adrienne


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Management Strategies Adrienne

  1. 1. Western Massachusetts Writing Project Summer Institute 2004 <ul><li>Inquiry Project Assignment </li></ul><ul><li>Presented by: Adrienne S. </li></ul><ul><li>July 28, 2004 </li></ul>
  2. 2. Inquiry Question <ul><li>What kinds of classroom management strategies encourage respectful behavior in the urban classroom? </li></ul>
  3. 3. Why do I care about this subject? <ul><li>Disrespect in the classroom hurts teachers and students. </li></ul><ul><li>Disrespect happens in our schools too often. </li></ul><ul><li>Students need more models of respectful behavior </li></ul>
  4. 4. Why are students disrespectful? <ul><li>Feelings of powerlessness and hopelessness. </li></ul><ul><li>Low self-esteem. </li></ul><ul><li>Inconsistent rules and consequences in the classroom. </li></ul><ul><li>Boredom </li></ul>
  5. 5. Why are students disrespectful? <ul><li>Lack of motivation. </li></ul><ul><li>Unable to deal productively with feelings of anger, frustration, depression, fatigue, etc. </li></ul><ul><li>Feel attacked or confronted </li></ul><ul><li>Classroom curriculum seems irrelevant and unimportant </li></ul>
  6. 6. Effective Classroom Strategies <ul><li>Explain rules and short and long term consequences for breaking rules. </li></ul><ul><li>Discipline students privately when possible. </li></ul><ul><li>Avoid direct confrontation and yelling. </li></ul><ul><li>Postpone deadlines due to compelling circumstances. </li></ul><ul><li>Get to know who your students are. </li></ul>
  7. 7. Effective Classroom Strategies <ul><li>Help build their confidence. Tell them they are good, not just their school work. </li></ul><ul><li>Provide models. Don’t just tell, show! </li></ul><ul><li>Explain how disrespectful behavior hurts people/How would you like it if….? </li></ul><ul><li>Keep parents updated and involved. </li></ul>
  8. 8. References <ul><li>Howard, N.A. & Norris, M.R. (1994). Source, characteristics, and perceived effectiveness of classroom rules . (Report No. PS024399). Kentucky. (ERIC Document Reproduction Service No. ED 396 855). </li></ul><ul><li>McEwan, B. (1996). It is as much the how as the what: Examining my own practices for teaching classroom management . Paper presented at the annual meeting of the American Educational Research Association, New York, NY. (ERIC Document Reproduction Service No. ED 397 011) </li></ul><ul><li>Farrell, Edwin., Peguero, George., Lindsey, Rasheed., & White, Ronald. (1988). Giving voice to high school students: pressure and boredom, ya know what I’m sayin’? American Educational Research Journal , 25(4), 489-502. </li></ul><ul><li>Matus, Don. E. (1999). Humanism and effective urban secondary classroom management. The Clearing House , 72(5), 305. </li></ul>
  9. 9. References <ul><li>Butroyd, Robert, Somekh, Bridget. (2001) The Teachers' Role in Inculcating Values through a Mandated Curriculum: Isolation and Instrumentalism in High School Science and Language Arts Classrooms in England . United Kingdom; England. Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). (ERIC Document Reproduction Service No. ED453171) </li></ul><ul><li>Merrett, F. & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers’ opinions about their initial training with special reference to classroom behavior management . Educational Studies, 19 (1), 91-106. </li></ul><ul><li>Matus, Don E. (1990). Urban High School Classroom Management: A Humanistic Approach. Massachusetts: Urban Education. (ERIC Document Reproduction Service No. ED395049) </li></ul>