Classroom management presentation


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This presentation contains 20 practices to consider when managing a class.

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Classroom management presentation

  1. 1. Evidence-based Practices in Classroom Management: Considerations for Research to Practice<br />By. Brandy Simonsen and<br />
  2. 2. What is classroom management?<br /> “…all of the things that a teacher does to organize students, space, time, and materials so that student learning can take place.”<br />(Harry Wong )<br />
  3. 3. 20 Practices used as evidence for classroom adoption<br />1.Maximize Structure and Predictability<br />a. High classroom structure (e.g., amount of teacher directed activity)<br /> b. Physical arrangement that minimizes distraction (e.g., walls, visual dividers, etc.) and crowding.<br />
  4. 4. 2. Post, Teach, Review, Monitor, and Reinforce Expectations<br />Post, teach, and review expectations (social skills) and provide feedback: decreases disruptive behavior (e.g. talking out) and increases in academic engagement, leadership, and conflict resolution)<br />Active supervision: creates a positive impact on student behavior in different settings like classroom and non-classroom areas (cafeteria, playground, hallway, etc.)<br />
  5. 5. 3. Actively engage students in observable ways<br />Rate of opportunities to respond (OTRs): A teacher behavior that prompts or solicits a student response.<br />Direct instruction: Clear presentation of content through signals, gestures, skills and so on.<br />In-class-wide peer tutoring: Pairs to play the roles of tutor and tutee and provide each other with instruction.<br />
  6. 6. Computer assisted instruction (CAI): Use of technology to provide ss with one-one instruction through the use of corrective feedback and material tailored to the proper instructional level.<br />e. Guided notes: teacher-provided outlines of lectures and chapters that contain the main ideas and spaces for ss to include additional details.<br />
  7. 7. 4. Use a Continuum of Strategies to Acknowledge Appropriate Behavior<br />Specific and/ or contingent praise: a positive statement by the teacher.<br />Class-wide group contingencies: set for a group that has a common expectation. Three types: dependent (a smaller subset of the group), interdependent(the whole group), and independent (each student).<br />Behavioral contracting: written documents that specify a contingency (relationship between behavior and consequence).<br />d. Token economies: Chips or tokens sts earn contingent a desired behavior. Then, tokes are exchanged for desired items, activities and so on.<br />
  8. 8. 5.Use a Continuum of Strategies to Respond to Inappropriate Behavior <br />Error corrections: warnings and explicit reprimands.<br />Performance feedback: data (charts, graphs, reports) regarding their engagement in target behavior.<br />Differential reinforcement: engagement in low rates of undesired behavior, alternative behavior, and an incompatible behavior).<br />Planned ignoring plus contingent praise and / or instruction of classroom rules: teacher ignores a learner if s/he exhibits undesired behavior.<br />Response cost: The removal of a stimulus or privilege won before.<br />Time out from reinforcement: The removal of a student from a less reinforcing environment (playtime, play ground).<br />
  9. 9. The Characteristics of a Well-Managed Classroom<br />Students are deeply involved with their work, especially with academic, teacher-led instruction.<br />Students know what is expected of them and are generally successful.<br />There is relatively little wasted time, confusion, or disruption.<br />The climate of the classroom is work-oriented but relaxed and pleasant.<br /> Harry Wong<br />
  10. 10. The Effective Teacher<br />1. MANAGES his-her classroom. The ineffective teacher DISCIPLINES his-her classroom.<br />Trains students to know what they are to do.<br />Maximizes proximity to both students and materials.<br />Cultivates a positive reputation.<br />Has a posted morning or class-opening routine.<br />Posts a maximum of 3 to 5 rules or responsibilities.<br />Has the discipline plan posted when the students arrive on the first day of school.<br /> Harry Wong<br />
  11. 11. Universal Specific Rules<br />Follow directions the first time they are given.<br />Raise your hand and wait for permission to speak.<br />Stay in your seat unless you have permission to do otherwise.<br />Keep hands, feet, and objects to yourself.<br />No cursing or teasing.<br />No put downs of classmates.<br />Keep your voice to an inside working level.<br /> Harry Wong<br />
  12. 12. Specific Rules for the Playground<br />1.Swing only forward and backward on the swings.<br />2.Sliding paths must be clear before you start your slide.<br />3.Always go down the slide and never go up the slide.<br />4.Only two on the seesaw or teeter-totter at a time.<br /> Harry Wong<br />
  13. 13. Specific Rules for the Cafeteria<br />1.Follow correct traffic flow from serving counter to table and from table to trash to exit.<br />2.Choose a seat and remain there.<br />3.All food is to be eaten in the cafeteria.<br />4.Raise your hand to be excused when finished eating.<br />5.Scrape food into bins with a rubber spatula and put utensils in the water.<br />Harry Wong<br />