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CLASSROOM MANAGEMENT
The document discusses various classroom management strategies and techniques. It begins by listing books and authors on the topic of classroom management. It then discusses the four stages of teaching, the top three traits of effective teachers, and how effective teachers are good classroom managers who design lessons for mastery and have positive expectations. The rest of the document provides strategies for establishing procedures and routines, the importance of classroom management over discipline, different discipline styles, developing discipline plans with rewards and consequences, and specific classroom management techniques.
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CLASSROOM MANAGEMENT
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- 3. By Harry andRosemary Wong First Days of School
- 7. By Rafe Esquith TeachLike Your Hair is on Fire
- 9. By Hal Urban Lessonsfrom the Classroom 20 Things Good Teachers Do
- 11. The Four Stagesof Teaching: FANTASY SURVIVAL MASTERY IMPACT
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- 14. Top 3 Traitsof an Effective Teacher: (based on a 50-year study published by EDUCATIONAL LEADERSHIP)
- 15. An Effective Teacher isa Good Classroom Manager
- 16. An Effective Teacher designslessons to reach mastery
- 17. An Effective Teacher has positiveexpectations that students will be successful
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- 21. (1) If astudent is disruptive during class, I send him/her out, without further discussion. (2) I don't want to impose any rules on my students. (3) The classroom must be quiet in order for students to learn. (4) I am concerned about both what my students learn and how they learn. (5) If a student turns in a late homework assignment, it is not my problem. (6) I don't want to reprimand a student because it might hurt his/her feelings. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree
- 22. (7) Class preparationisn't worth the effort. (8) I always try to explain the reasons behind my rules and decisions. (9) I will not accept excuses from a student who is tardy. (10) The emotional well-being of my students is more important than classroom control. (11) My students understand that they can interrupt my lecture if they have a relevant question. (12) If a student requests to go to the washroom, I always honor the request. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree
- 23. (1) If astudent is disruptive during class, I assign him/her to detention, without further discussion. (2) I don't want to impose any rules on my students. (3) The classroom must be quiet in order for students to learn. (4) I am concerned about both what my students learn and how they learn. (5) If a student turns in a late homework assignment, it is not my problem. (6) I don't want to reprimand a student because it might hurt his/her feelings. (7) Class preparation isn't worth the effort. (8) I always try to explain the reasons behind my rules and decisions. (9) I will not accept excuses from a student who is tardy. (10) The emotional well-being of my students is more important than classroom control. (11) My students understand that they can interrupt my lecture if they have a relevant question. (12) If a student requests a hall pass, I always honor the request.
- 24. Add your responsesto statements 1, 3, and 9. This is your score for the authoritarian style. Statements 4, 8 and 11 refer to the authoritative style. Statements 6, 10, and 12 refer to the laissez-faire style. Statements 2, 5, and 7 refer to the indifferent style.
- 25. The Number onefactor governing learning is Classroom Management Not discipline Not self esteem Not motivation Not class size, etc.
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- 27. The best wayto manage is to have Procedures & Routines. Clearly define classroom procedures and routines.
- 28. You want responsible students? 1.The only way you can have responsible students is if you have procedures and routines which the students can be responsible to. 2. When students know how the class is run, they will more willingly do whatever you want them to do.
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- 30. PROCEDURES: What you wantstudents to do. ROUTINES: What the students do automatically.
- 31. THE NUMBER ONE PROBLEM INTHE CLASSROOM IS NOT DISCIPLINE; IT IS THE LACK OF PROCEDURES AND ROUTINES.
- 32. Passing in papers Headingof papers Roll call Entering the classroom When asking a question Getting to work immediately When teacher is tardy
- 33. End of periodclass dismissal Participating in Class Discussion When a student needs paper/pen Coming to attention When you are absent Working cooperatively Changing groups
- 34. IT IS THE PROCEDURES THATSET UP THE CLASS FOR ACHIEVEMENT TO TAKE PLACE.
- 36. Once and forall, you can solve that discipline problem.
- 37. THE KIDS WANT DISCIPLINE EVENMORE THAN YOU DO!
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- 39. Low Control, Low Support LowControl, High Support Bored Frustrated
- 41. High Control, Low Support HighControl, High Support Revengeful Successful
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- 44. 3 Parts The Rules Negative Consequences (Penalty) PositiveConsequences (Rewards)
- 45. "Good News" notessent to parent Smile-O-Gram for pupil Happy face/rubber stamp/sticker award on a good piece of work "Citizen of the Day" award Pat on shoulder "I'm proud of you!" statement Special "free time" allotment Stars on chart for daily/weekly award "Special Helper of the Day" award Healthful food treat--if allowed Tokens or chips to be traded
- 46. Row, line, orclass leader job Extra "free-choice" time Selection from "Goodie Bag" Lunch with the teacher Extra media center time Assistant to school secretary, librarian, or custodian Visit to principal for special acknowledgement Tutor or assist other students Selector of group activity or project Exchange card for extra points Free homework pass Call to parent(s) with good news
- 47. Isolation in classroom(time out) Loss of break period Loss of all or part of recess Short detention at lunchtime Isolation in lunch room Detention after school Clean up the mess created Student call to parent at home or work to report misbehavior Isolation in another classroom (by pre-arrangement) Loss of star/demerit on behavior chart
- 48. Assignment to clean-uptasks--room, building, yard Restriction from programs and special assemblies Loss of center time or/free-choice time Lower conduct grade Seating assignment changed Tape-recording of tantrums; play back for parents
- 49. Removal of pupiland desk to hallway Student apology to those offended Last in line Request student to repeat rule and to follow rule Notes home to parent(s) Removal to the office In-school suspension Recommendation for suspension Recommendation for alternative school
- 50. There should be morerewards than penalties.
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- 61. Three (or Five) CirclesTechnique as a Class Reward
- 62. The mediocre teachertells, The good one explains, The superior oneshows, The great oneinspires. . .
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- 67. Todownload all theslides and videos from this presentation: www.mannrentoy.com
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