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Classroom
Management
“THE FAB 15”
WHO ARE YOU??
TWO TRUTHS AND A LIE
• Record 3 statements about
yourself.
• 2 of the statements should
be truthful
• 1 should be a lie
• We will try to spot the lie!!
BEST IN SHOW
Identify the best teacher you ever had (K-College
name isn’t important) and why they were the best.
What is one strategy that teacher used for
classroom management?
Now identify a teacher that you would consider one
of the worst teachers you ever had (K-College) and
Definitely do not give any names on this one!!
Identify specific actions that you feel have earned
them this title.
What is Classroom
Management?
– It’s effective discipline
– It’s being prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable
learning environment
– It’s building your students’ self
esteem
– It’s being creative and imaginative
in daily lessons
– And . . .
. . . It’s different for
EVERYONE!!
WHY?
– Teaching Styles
– Personality/Attitudes
– Student population
– Not all management
strategies are effective for
every teacher
• Try different strategies to see if
they work for you
QUIZ TIME!!
What is your classroom
management profile?
WHICH POOH CHARACTER
ARE YOU??
• Rabbit
• Owl
• Piglet
• Eeyore
SELF ASSESSMENT
• Fist-to-Five…Where are you with classroom
management?
• A fist indicates you are still thinking?
• One finger indicates extremely frustrated.
• Two fingers indicates frustrated.
• Three fingers indicates that you are
surviving.
• Four fingers indicates that you are pretty
comfortable and things are working well.
• Five fingers indicates that your classroom
runs smoothly with very few issues. What
are you doing here?? 
Why is Classroom
Management Important?
• Satisfaction and enjoyment in
teaching are dependent upon
leading students to cooperate
• Classroom management issues
are of highest concern for
beginning teachers
• Classroom management and
effective instruction are key in
ensuring student success and
learning
THE FAB 15…
LET’S BEGIN!
FAB 15…NUMBER 1
“EXPECT THE BEST…
TEACH THE REST”
YOU SET THE TONE
• Set the tone for everything…behavior,
procedures, grades, work ethic,
attitude…everything!!
• Teach students to manage their own
behavior
• Students LEARN to be on-task and engaged
in the learning activities you have planned
for them…REMEMBER THIS…
“It is more natural to be off-task than on!”
• Teach, teach, and re-teach routine
classroom procedures
• Model/provide exemplars for excellence in
student work and attitudes
FAB 15…NUMBER 2
I KNOW, I KNOW, YOU HAVE HEARD
THIS A MILLION TIMES..
FFC
• Be fair, firm and
consistent…remember that
students are, by nature, the
morality police.
• They can spot inconsistencies a
mile away and take joy in calling
you out on it!!
• Students may not enjoy
consequences of inappropriate
behavior but they will respect your
decisions if they know that you are
fair and apply
discipline/consequences fairly
FAB 15…NUMBER 3
ACCENTUATE
THE POSITIVE
POSITIVE IS A PLUS
• Build a positive, PROFESSIONAL
rapport with students
• Establish a positive classroom
environment…greet students at
the door everyday with a smile
• Model the positive behaviors and
attitude you desire in your
students
FAB 15…NUMBER 4
“IF YOU DO NOT HAVE A PLAN,
THEN YOU ARE PLANNING TO
FAIL!!”
BENJAMIN FRANKLIN
PLAN, PLAN, PLAN
• Planning engaging, purposeful
lessons is one of the best recipes for
a smooth, orderly classroom
• Over plan your lessons to minimize
down time…down time is every
teacher’s worst enemy
• Plan lessons that address multiple
learning styles and allow all students
to experience success
FAB 15…NUMBER 5
THE BOY SCOUTS SAID
IT BEST…
BE PREPARED!!
• Be organized
• Be on time
• Be prepared for changes to your
even the “best laid plans”
• Have a plan B
• Have a plan C
• Anticipate possible hiccups in your
lessons and activities
• In other words…winging it is not an
option!!
REFLECTIVE PLANNING
DEVELOP EFFECTIVE
BEHAVIOR CUES
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students
really have to listen to what
you’re saying
• Raise your hand
FAB 15…NUMBER 6
“TIME IS OF THE
ESSENCE”
Transition vs. Allocated
Time
• Allocated time: the time periods you intend
for your students to be engaged in learning
activities
• Transition time: time periods that exist
between times allocated for learning
activities
– Examples
• Getting students assembled and
attentive
• Assigning reading and directing to
begin
• Getting students’ attention away from
reading and preparing for class
discussion
Transition vs. Allocated
Time
• The 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
FAB 15…NUMBER 7
K.I.S.S.
KEEP IT SIMPLE SUGAR
• Make classroom rules simple
• Keep classroom procedures
simple
• Give clear and simple
instructions during classroom
activities
• Remember that even adults can
only process 3-4 instructions at
a time effectively!!
FAB 15…NUMBER 8
EDUCATOR “FENG SHUI”
CLASSROOM ARRANGEMENT
• Make sure all students can see
and hear clearly (and you can
see them clearly)
• Arrangement is determined by
learning activity (lecture, class
discussion, small group work,
etc.)
• Allow room and easy access for
proximity control
• Think through class procedures
and learning activities and
arrange the room in the best
possible way
FAB 15…NUMBER 9
“WITH-IT-NESS”
WITH-IT-NESS
• Withitness refers to a
teacher’s awareness of
what is going on in the
classroom
A teacher has “with-it-ness” if:
• When discipline problems occur, the
teacher consistently takes action to
suppress the misbehavior of exactly
those students who instigated the
problem
• When two discipline problems arise
concurrently, the teacher deals with
the most serious first
• The teacher decisively handles
instances of off-task behavior before
the behaviors either get out of hand
or are modeled by others
With-it-Ness (continued)
• When handling misbehavior –
make sure all students learn
what is unacceptable about
that behavior
• Getting angry or stressed does
not reduce future misbehavior
• Deal with misbehavior without
disrupting the learning activity
FAB 15…NUMBERS 10 & 11
“ACTIONS SPEAK
LOUDER THAN WORDS”
PROXIMITY AND BODY LANGUAGE
• Eye contact, facial expressions,
gestures, physical proximity to
students, and the way you carry
yourself will communicate that
you are in calm control of the
class and mean to be taken
seriously.
• Be free to roam
• Avoid turning
back to class
DEVELOP EFFECTIVE
BEHAVIOR CUES
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students
really have to listen to what
you’re saying
• Raise your hand
FAB 15…NUMBER 12
“THE BEST DRIVERS ARE
DEFENSIVE DRIVERS”
PROACTIVE VS. REACTIVE
• The best teachers use all of the Fab
15 strategies already mentioned and
more to ensure that their classroom
runs like a well-oiled machine.
• By using proactive teaching and
classroom management strategies,
more time is spent on teaching and
learning and less on reacting and
putting out fires.
• Being proactive means paying it
forward before class starts but
receives huge dividends in the end!!
FAB 15…NUMBER 13
“LAUGHTER IS THE
BEST MEDICINE”
USING HUMOR
• Use humor when appropriate
• Be able to laugh at yourself
• NEVER use sarcasm
• Sarcasm puts students on the
defensive and damages your
relationship
FAB 15…NUMBER 14
A STELLAR PERFORMANCE
EVERY PERFORMER
NEEDS A STAGE
• Confrontation gives students a
“stage” to perform
• Avoid power struggles…no one
wins
• Give students a dignified way
to get out of a bad situation
• Pick your battles
• Address behavior issues in
private whenever possible
FAB 15…NUMBER 15
DEVELOP A THICK SKIN
IT IS NOT PERSONAL
• Kids make poor choices…that is
what they do!
• Kids misbehave…that is their job!
• Kids test boundaries and limits…it is
a natural part of growing up!
• Kids don’t always do what we want
them to…no matter how much they
like us!
• DON’T TAKE IT PERSONNALY!!
THE HONEYMOON
IS OVER!!
Dealing with
Misbehavior
Functions of Behavior
• Every behavior has a function
• Four primary reasons for
disruptive behavior in the
classroom
– Power
– Revenge
– Attention
– Want to be left alone (i.e.,
disinterest or feelings of
inadequacy)
Functions of Behavior
• Many misbehaviors exhibited by
students are responses to a behavior
exhibited by the teacher
• Do not tolerate undesirable
behaviors no matter what the excuse
• Understanding why a person exhibits
a behavior is no reason to tolerate it
• Understanding the function of a
behavior will help in knowing how to
deal with that behavior
Dealing with off-task
behaviors
• Remain focused and calm; organize
thoughts
• Either respond decisively or ignore it all
together
• Distinguish between off-task behaviors
and off-task behavior patterns
• Control the time and place for dealing
with off-task behavior
• Provide students with dignified ways to
terminate off-task behaviors
• Make specific references to behaviors,
do not make it a personal attack
Dealing with off-task
behaviors
• Remember that continuing with
classroom instruction is always
the main priority!!
• Avoid playing detective
• Utilize alternative lesson plans
• Utilize the help of colleagues
• Communicate and enlist the
help of parents/guardians
Power Seeking Behavior
• Power-seeking students
attempt to provoke
teachers into a struggle of
wills
• In most cases, the teacher
should direct attention to
other members of the class
Attention Seeking Behavior
• Attention-seeking students
prefer being punished,
admonished, or criticized to
being ignored
• Give attention to this student
when he or she is on-task and
cooperating
• “Catch them being good!” – and
let them know you caught them
Behavior: Rambling -- wandering
around and off the subject. Using far-
fetched examples or analogies.
POSSIBLE RESPONSES:
 Refocus attention by restating
relevant point.
 Direct questions to group that is back
on the subject
 Use visual aids, begin to write on
board, turn on overhead projector.
 Say: "Would you summarize your main
point please?" or "Are you asking...?"
Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
 Acknowledge comments made.
 Give limited time to express viewpoint or
feelings, and then move on.
 Make eye contact with another
participant and move toward that person.
 Give the person individual attention
during breaks.
 Say: "That's an interesting point. Now
let's see what other other people think."
Behavior: Sharpshooting -- trying to
shoot you down or trip you up.
POSSIBLE RESPONSES:
 Admit that you do not know the
answer and redirect the question the
group or the individual who asked it.
 Acknowledge that this is a joint
learning experience.
 Ignore the behavior.
 Speak to the student in private…take
the stage away
 KNOW YOUR CONTENT!!
Behavior: Grandstanding -- getting caught up
in one's own agenda or thoughts to the
detriment of other learners.
POSSIBLE RESPONSES:
 Say: "You are entitled to your opinion,
belief or feelings, but now it's time we
moved on to the next subject," or
 "Can you restate that as a question?"
or
 "We'd like to hear more about that if
there is time after the presentation."
Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
 Hostility can be a mask for fear. Reframe
hostility as fear to depersonalize it.
 Respond to fear, not hostility.
 Remain calm and polite. Keep your temper
in check.
 Don't disagree, but build on or around what
has been said.
 Move closer to the hostile person, maintain
eye contact.
 Always allow him or her a way to gracefully
retreat from the confrontation.
Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
 Allow individual to solve the problem
being addressed. He or she may not
be able to offer solutions and will
sometimes undermine his or her own
position.
 Ignore behavior.
 Talk to him or her privately during a
break.
 As a last resort, privately ask the
individual to leave class for the good
of the group.
Behavior: Griping -- maybe legitimate
complaining.
POSSIBLE RESPONSES:
Point out that we can't change
policy here.
Validate his/her point.
Indicate you'll discuss the
problem with the participant
privately.
Indicate time pressure.
Behavior: Side Conversations -- may be
related to subject or personal. Distracts
group members and you.
POSSIBLE RESPONSES:
 Don't embarrass talkers.
 Ask their opinion on topic being
discussed.
 Ask talkers if they would like to share
their ideas.
 Casually move toward those talking.
 Make eye contact with them.
 Standing near the talkers, ask a near-by
participant a question so that the new
discussion is near the talkers.
 As a last resort, stop and wait.

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Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt

  • 2. WHO ARE YOU?? TWO TRUTHS AND A LIE • Record 3 statements about yourself. • 2 of the statements should be truthful • 1 should be a lie • We will try to spot the lie!!
  • 3. BEST IN SHOW Identify the best teacher you ever had (K-College name isn’t important) and why they were the best. What is one strategy that teacher used for classroom management? Now identify a teacher that you would consider one of the worst teachers you ever had (K-College) and Definitely do not give any names on this one!! Identify specific actions that you feel have earned them this title.
  • 4. What is Classroom Management? – It’s effective discipline – It’s being prepared for class – It’s motivating your students – It’s providing a safe, comfortable learning environment – It’s building your students’ self esteem – It’s being creative and imaginative in daily lessons – And . . .
  • 5. . . . It’s different for EVERYONE!! WHY? – Teaching Styles – Personality/Attitudes – Student population – Not all management strategies are effective for every teacher • Try different strategies to see if they work for you
  • 6. QUIZ TIME!! What is your classroom management profile?
  • 7. WHICH POOH CHARACTER ARE YOU?? • Rabbit • Owl • Piglet • Eeyore
  • 8. SELF ASSESSMENT • Fist-to-Five…Where are you with classroom management? • A fist indicates you are still thinking? • One finger indicates extremely frustrated. • Two fingers indicates frustrated. • Three fingers indicates that you are surviving. • Four fingers indicates that you are pretty comfortable and things are working well. • Five fingers indicates that your classroom runs smoothly with very few issues. What are you doing here?? 
  • 9. Why is Classroom Management Important? • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers • Classroom management and effective instruction are key in ensuring student success and learning
  • 11. FAB 15…NUMBER 1 “EXPECT THE BEST… TEACH THE REST”
  • 12. YOU SET THE TONE • Set the tone for everything…behavior, procedures, grades, work ethic, attitude…everything!! • Teach students to manage their own behavior • Students LEARN to be on-task and engaged in the learning activities you have planned for them…REMEMBER THIS… “It is more natural to be off-task than on!” • Teach, teach, and re-teach routine classroom procedures • Model/provide exemplars for excellence in student work and attitudes
  • 13. FAB 15…NUMBER 2 I KNOW, I KNOW, YOU HAVE HEARD THIS A MILLION TIMES..
  • 14. FFC • Be fair, firm and consistent…remember that students are, by nature, the morality police. • They can spot inconsistencies a mile away and take joy in calling you out on it!! • Students may not enjoy consequences of inappropriate behavior but they will respect your decisions if they know that you are fair and apply discipline/consequences fairly
  • 16. POSITIVE IS A PLUS • Build a positive, PROFESSIONAL rapport with students • Establish a positive classroom environment…greet students at the door everyday with a smile • Model the positive behaviors and attitude you desire in your students
  • 17. FAB 15…NUMBER 4 “IF YOU DO NOT HAVE A PLAN, THEN YOU ARE PLANNING TO FAIL!!” BENJAMIN FRANKLIN
  • 18. PLAN, PLAN, PLAN • Planning engaging, purposeful lessons is one of the best recipes for a smooth, orderly classroom • Over plan your lessons to minimize down time…down time is every teacher’s worst enemy • Plan lessons that address multiple learning styles and allow all students to experience success
  • 19. FAB 15…NUMBER 5 THE BOY SCOUTS SAID IT BEST…
  • 20. BE PREPARED!! • Be organized • Be on time • Be prepared for changes to your even the “best laid plans” • Have a plan B • Have a plan C • Anticipate possible hiccups in your lessons and activities • In other words…winging it is not an option!!
  • 22. DEVELOP EFFECTIVE BEHAVIOR CUES • Focus attention on entire class • Don’t talk over student chatter • Silence can be effective • Use softer voice so students really have to listen to what you’re saying • Raise your hand
  • 23. FAB 15…NUMBER 6 “TIME IS OF THE ESSENCE”
  • 24. Transition vs. Allocated Time • Allocated time: the time periods you intend for your students to be engaged in learning activities • Transition time: time periods that exist between times allocated for learning activities – Examples • Getting students assembled and attentive • Assigning reading and directing to begin • Getting students’ attention away from reading and preparing for class discussion
  • 25. Transition vs. Allocated Time • The 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
  • 27. KEEP IT SIMPLE SUGAR • Make classroom rules simple • Keep classroom procedures simple • Give clear and simple instructions during classroom activities • Remember that even adults can only process 3-4 instructions at a time effectively!!
  • 28. FAB 15…NUMBER 8 EDUCATOR “FENG SHUI”
  • 29. CLASSROOM ARRANGEMENT • Make sure all students can see and hear clearly (and you can see them clearly) • Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) • Allow room and easy access for proximity control • Think through class procedures and learning activities and arrange the room in the best possible way
  • 31. WITH-IT-NESS • Withitness refers to a teacher’s awareness of what is going on in the classroom
  • 32. A teacher has “with-it-ness” if: • When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem • When two discipline problems arise concurrently, the teacher deals with the most serious first • The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others
  • 33. With-it-Ness (continued) • When handling misbehavior – make sure all students learn what is unacceptable about that behavior • Getting angry or stressed does not reduce future misbehavior • Deal with misbehavior without disrupting the learning activity
  • 34. FAB 15…NUMBERS 10 & 11 “ACTIONS SPEAK LOUDER THAN WORDS”
  • 35. PROXIMITY AND BODY LANGUAGE • Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. • Be free to roam • Avoid turning back to class
  • 36. DEVELOP EFFECTIVE BEHAVIOR CUES • Focus attention on entire class • Don’t talk over student chatter • Silence can be effective • Use softer voice so students really have to listen to what you’re saying • Raise your hand
  • 37. FAB 15…NUMBER 12 “THE BEST DRIVERS ARE DEFENSIVE DRIVERS”
  • 38. PROACTIVE VS. REACTIVE • The best teachers use all of the Fab 15 strategies already mentioned and more to ensure that their classroom runs like a well-oiled machine. • By using proactive teaching and classroom management strategies, more time is spent on teaching and learning and less on reacting and putting out fires. • Being proactive means paying it forward before class starts but receives huge dividends in the end!!
  • 39. FAB 15…NUMBER 13 “LAUGHTER IS THE BEST MEDICINE”
  • 40. USING HUMOR • Use humor when appropriate • Be able to laugh at yourself • NEVER use sarcasm • Sarcasm puts students on the defensive and damages your relationship
  • 41. FAB 15…NUMBER 14 A STELLAR PERFORMANCE
  • 42. EVERY PERFORMER NEEDS A STAGE • Confrontation gives students a “stage” to perform • Avoid power struggles…no one wins • Give students a dignified way to get out of a bad situation • Pick your battles • Address behavior issues in private whenever possible
  • 44. IT IS NOT PERSONAL • Kids make poor choices…that is what they do! • Kids misbehave…that is their job! • Kids test boundaries and limits…it is a natural part of growing up! • Kids don’t always do what we want them to…no matter how much they like us! • DON’T TAKE IT PERSONNALY!!
  • 46. Functions of Behavior • Every behavior has a function • Four primary reasons for disruptive behavior in the classroom – Power – Revenge – Attention – Want to be left alone (i.e., disinterest or feelings of inadequacy)
  • 47. Functions of Behavior • Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher • Do not tolerate undesirable behaviors no matter what the excuse • Understanding why a person exhibits a behavior is no reason to tolerate it • Understanding the function of a behavior will help in knowing how to deal with that behavior
  • 48. Dealing with off-task behaviors • Remain focused and calm; organize thoughts • Either respond decisively or ignore it all together • Distinguish between off-task behaviors and off-task behavior patterns • Control the time and place for dealing with off-task behavior • Provide students with dignified ways to terminate off-task behaviors • Make specific references to behaviors, do not make it a personal attack
  • 49. Dealing with off-task behaviors • Remember that continuing with classroom instruction is always the main priority!! • Avoid playing detective • Utilize alternative lesson plans • Utilize the help of colleagues • Communicate and enlist the help of parents/guardians
  • 50. Power Seeking Behavior • Power-seeking students attempt to provoke teachers into a struggle of wills • In most cases, the teacher should direct attention to other members of the class
  • 51. Attention Seeking Behavior • Attention-seeking students prefer being punished, admonished, or criticized to being ignored • Give attention to this student when he or she is on-task and cooperating • “Catch them being good!” – and let them know you caught them
  • 52. Behavior: Rambling -- wandering around and off the subject. Using far- fetched examples or analogies. POSSIBLE RESPONSES:  Refocus attention by restating relevant point.  Direct questions to group that is back on the subject  Use visual aids, begin to write on board, turn on overhead projector.  Say: "Would you summarize your main point please?" or "Are you asking...?"
  • 53. Behavior: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES:  Acknowledge comments made.  Give limited time to express viewpoint or feelings, and then move on.  Make eye contact with another participant and move toward that person.  Give the person individual attention during breaks.  Say: "That's an interesting point. Now let's see what other other people think."
  • 54. Behavior: Sharpshooting -- trying to shoot you down or trip you up. POSSIBLE RESPONSES:  Admit that you do not know the answer and redirect the question the group or the individual who asked it.  Acknowledge that this is a joint learning experience.  Ignore the behavior.  Speak to the student in private…take the stage away  KNOW YOUR CONTENT!!
  • 55. Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES:  Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or  "Can you restate that as a question?" or  "We'd like to hear more about that if there is time after the presentation."
  • 56. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES:  Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.  Respond to fear, not hostility.  Remain calm and polite. Keep your temper in check.  Don't disagree, but build on or around what has been said.  Move closer to the hostile person, maintain eye contact.  Always allow him or her a way to gracefully retreat from the confrontation.
  • 57. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued) POSSIBLE RESPONSES:  Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.  Ignore behavior.  Talk to him or her privately during a break.  As a last resort, privately ask the individual to leave class for the good of the group.
  • 58. Behavior: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES: Point out that we can't change policy here. Validate his/her point. Indicate you'll discuss the problem with the participant privately. Indicate time pressure.
  • 59. Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you. POSSIBLE RESPONSES:  Don't embarrass talkers.  Ask their opinion on topic being discussed.  Ask talkers if they would like to share their ideas.  Casually move toward those talking.  Make eye contact with them.  Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.  As a last resort, stop and wait.