Classroom management
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The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
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Classroom management
- 1. Susan L. Mack, MA Steven N. Vitto, MA Muskegon ISD
- 19. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
- 20. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
- 37. Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior A closer look... Monitor Student's Behavior in the Natural Context
- 38. Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!
Editor's Notes
- I will always try to … I will never… There is no teaching unless learning occurs
- Study by Jacob Kounin – withitness had the biggest decrease in disruptive behavior
- Eulogy
- STORY: One teacher with whom we were working was really struggling with the level of freedom she permitted her students. This was a teacher who had taught effectively for 20 years and her students had always been successful while enjoying a high level of autonomy. The district had restructured, however, and this teacher ended up with a number of students in her room who lacked maturity and were exhibiting disruptive, off-task behaviors. It was clear the students had too much autonomy and needed more restriction to help them learn to control themselves but the teacher said: “I feel like I am running a boot camp. I have never had so many restrictions before and I don’t feel comfortable running my classroom this way.” Third bullet: discuss how kids will feel more respected when you are able to verbalize how because of their level of responsibility and maturity, you are able to lower your classroom restrictions and allow them more freedoms. Would our students feel proud of themselves, yes or no?
- When you are looking at this criteria, you DO NOT HAVE TO HAVE ALL OF THESE to be high level of freedom room. Highlight one or two such as Level of maturity and NO behavior problems
- For example. Feel good about school
- Qualifier: If you are teaching 29 kids in a closet, then you may need to really think about level of freedom regardless of how the kids feel about school.
- 1) When someone is not teaching or speaking to the class. 2) When you need to sharpen your pencil. Medium Structure High Structure
- Direct participants to this tool “Physical Space: Advantages & Disadvantages” and the accompanying handout that pictorially depicts various options for the physical layout of a room.
- Sarah
- Amy