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CLASSROOM MANAGEMENT

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Mann Rentoy
Mann Rentoy

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 Strategies By Mann Rentoy
By Harry and Rosemary Wong First Days of School
By Rafe Esquith Teach Like Your Hair is on Fire
By Hal Urban Lessons from the Classroom 20 Things Good Teachers Do
The Four Stages of Teaching: FANTASY SURVIVAL MASTERY IMPACT
Leadership
Top 3 Traits of an Effective Teacher: (based on a 50-year study published by EDUCATIONAL LEADERSHIP)
An Effective Teacher is a Good Classroom Manager
An Effective Teacher designs lessons to reach mastery
An Effective Teacher has positive expectations that students will be successful
Quiz
(1) If a student 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
(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 to go to the washroom, I always honor the request. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree
(1) If a student 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.
Add your responses to 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.
The Number one factor governing learning is Classroom Management Not discipline Not self esteem Not motivation Not class size, etc.
Discipline v.s. Classroom Management
The best way to manage is to have Procedures & Routines. Clearly define classroom procedures and routines.
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.
PROCEDURES AND ROUTINES
PROCEDURES: What you want students to do. ROUTINES: What the students do automatically.
THE NUMBER ONE PROBLEM IN THE CLASSROOM IS NOT DISCIPLINE; IT IS THE LACK OF PROCEDURES AND ROUTINES.
Passing in papers Heading of papers Roll call Entering the classroom When asking a question Getting to work immediately When teacher is tardy
End of period class dismissal Participating in Class Discussion When a student needs paper/pen Coming to attention When you are absent Working cooperatively Changing groups
IT IS THE PROCEDURES THAT SET UP THE CLASS FOR ACHIEVEMENT TO TAKE PLACE.
Once and for all, you can solve that discipline problem.
THE KIDS WANT DISCIPLINE EVEN MORE THAN YOU DO!
5 Myths of Discipline
Low Control, Low Support Low Control, High Support Bored Frustrated
High Control, Low Support High Control, High Support Revengeful Successful
The Discipline Plan
3 Parts The Rules Negative Consequences (Penalty) Positive Consequences (Rewards)
"Good News" notes sent 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
Row, line, or class 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
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
Assignment to clean-up tasks--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
Removal of pupil and 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
There should be more rewards than penalties.
Check System
Stop Watch System
Reward System
The Stare
Good Deeds Bowl
Merit/Rewards
Class Culture & Identity
Trophy Technique
Three (or Five) Circles Technique as a Class Reward
The mediocre teacher tells, The good one explains, The superior oneshows, The great oneinspires. . .
Better Classroom Management
Todownload all the slides and videos from this presentation: www.mannrentoy.com
mannrentoy@gmail.com www.mannrentoy.com
www.scribd.com cepphilippines. com mann@cepphilippines.com
Classroom Management Strategies By Mann Rentoy

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CLASSROOM MANAGEMENT

  • 2.
  • 3. By Harry and Rosemary Wong First Days of School
  • 4.
  • 5.
  • 6.
  • 7. By Rafe Esquith Teach Like Your Hair is on Fire
  • 8.
  • 9. By Hal Urban Lessons from the Classroom 20 Things Good Teachers Do
  • 10.
  • 11. The Four Stages of Teaching: FANTASY SURVIVAL MASTERY IMPACT
  • 13.
  • 14. Top 3 Traits of an Effective Teacher: (based on a 50-year study published by EDUCATIONAL LEADERSHIP)
  • 15. An Effective Teacher is a Good Classroom Manager
  • 16. An Effective Teacher designs lessons to reach mastery
  • 17. An Effective Teacher has positive expectations that students will be successful
  • 18.
  • 19. Quiz
  • 20.
  • 21. (1) If a student 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 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 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 a student 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 responses to 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 one factor governing learning is Classroom Management Not discipline Not self esteem Not motivation Not class size, etc.
  • 27. The best way to 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.
  • 30. PROCEDURES: What you want students to do. ROUTINES: What the students do automatically.
  • 31. THE NUMBER ONE PROBLEM IN THE CLASSROOM IS NOT DISCIPLINE; IT IS THE LACK OF PROCEDURES AND ROUTINES.
  • 32. Passing in papers Heading of papers Roll call Entering the classroom When asking a question Getting to work immediately When teacher is tardy
  • 33. End of period class 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 THAT SET UP THE CLASS FOR ACHIEVEMENT TO TAKE PLACE.
  • 35.
  • 36. Once and for all, you can solve that discipline problem.
  • 37. THE KIDS WANT DISCIPLINE EVEN MORE THAN YOU DO!
  • 39. Low Control, Low Support Low Control, High Support Bored Frustrated
  • 40.
  • 41. High Control, Low Support High Control, High Support Revengeful Successful
  • 42.
  • 45. "Good News" notes sent 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, or class 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-up tasks--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 pupil and 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 more rewards than penalties.
  • 51.
  • 52.
  • 61. Three (or Five) Circles Technique as a Class Reward
  • 62. The mediocre teacher tells, The good one explains, The superior oneshows, The great oneinspires. . .
  • 63.
  • 64.
  • 66.
  • 67. Todownload all the slides and videos from this presentation: www.mannrentoy.com
  • 68.
  • 69.
  • 70.
  • 73.
  • 74.