Governing CLASS ROOM MANAGEMENT IS THE KEY INGREDIENT OF EDUCATION

–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

. . . It’s different for EVERYONE

Classroom management is a process that allows teachers to control the learning and direction of their classroom. Teachers use classroom management to keep students focused on learning while preventing disruption from slowing the learning process. A wide range of classroom management techniques are used by teachers, ranging from hands-off classroom management focused on cooperation to direction of the class to ensure students aren’t disruptive to their peers. Since classroom management keeps classes on track and prevent disruptions from slowing down the learning process, it’s one of the most fundamental aspects of high quality education.

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.

“Educators in the 21st century realize that students entering the classroom today are much different from those who have come before. Today’s students are demanding a change in the classroom because of their ability to gather information faster than any other generation.” 1 He states further in the article, “To make authentic connections with students, we must change our strategies to fit this new age of students. With the resources available today for use in the classroom, such as interactive software, digital imaging, audio and video creation tools, on-demand video libraries, computers and LCD projectors, and Web 2.0 tools, the hardest job may be choosing which tool to use and how to integrate it into the classroom. It is the greatest time in history to be in a class room because learning technology is changing at an exponential rate, and our students can thrive with it.”

Why is Classroom Management Important?

To unleash the power and potential of this new learning environment, a robust, fully functioning learning management platform is more critical than ever before. It’s more than a quest for the newest or latest technology. Instead, it’s a growing knowledge that the best learning management technologies focus on the learning experience and work to drive all of the technology components within a high performance classroom.

?Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate. ?Classroom management issues are of highest concern for beginning teachers

Student behaviors like shouting out, not paying attention, task avoidance, disrespect, refusal, and engaging in power struggles take your focus away from teaching and students’ focus away from learning. In order to create and maintain a productive classroom setting and bring the focus back to teaching and learning, use these classroom management strategies to decrease disruption and increase compliance.

Understand Your Students.

Get to know each student as an individual. Build relationships with them based on trust and understanding. Be sure to let your compassion for each student reflect through your nonverbal behavior and your paraverbal communication.

Be Patient.

Keep in mind that you have a choice about how you respond to disruptive student behavior. Choose not to take the behavior personally, and use positive self-talk. For example, instead of thinking, “I can’t take this disrespect anymore,” think, “I’ve seen this before. Why am I letting it get to me today?”

Set Limits.

Be sure to post your classroom’s rules prominently. Keep to a few rules and make sure that they’re clear, simple, and positive. For example, instead of stating, “NO FOOD OR DRINKS ALLOWED,” state, “Please leave food and drinks in the cafeteria.”

Keep to the Schedule You Set.

Following your own rules is key to modeling timeliness and productivity. The more organized you are, the more opportunity there is to focus on teaching and learning. This will help your students respect schedules and work within designated time frames.

Be Aware of the Causes of Behavior.

Being mindful of Precipitating Factors and early warning signs helps you focus on prevention. One way to avert difficult behavior is to seat disruptive students strategically. For example, if a student tends to be loud, inattentive, or noncompliant, seat her away from others who might tempt her to challenge you or engage in a power struggle with you.

Walk Around.

When a student is inattentive, rowdy, or challenging, it distracts others. As you’re teaching, move toward the student while continuing to talk to the class as a whole. Most students will not continue being disruptive if you stand near them as you’re teaching. You can also try making friendly eye contact with the student.

Be consistent in your practice of these classroom management techniques. When students know what to expect from you, and what you expect from them, they’re more likely to be productive learners. Put these effective classroom management tips to use to manage disruptive behavior with confidence.

What are the challenges of classroom management?

Teachers face a variety of classroom management challenges. These can include disruptive students that slow or interrupt the pace of learning and ineffective or poorly thought out management techniques that worsen student behaviour. The most effective teachers typically understand a variety of effective classroom management techniques and use the most appropriate solution to keep their class free of disruption and focused on achieving its educational goals.

Principles for successful classroom management

?Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors

?Teach students to manage their own behavior

?Students learn to be on-task and engaged in the learning activities you have planned for them

–It is more natural to be off-task than on

Techniques for Better Classroom Control

?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

?Direct your instruction so that students know what is going to happen

?Monitor groups of students to check progress

?Move around the room so students have to pay attention more readily

?Give students non-verbal cues

?Engage in low profile intervention of disruptions

?Make sure classroom is comfortable and safe

?Over plan your lessons to ensure you fill the period with learning activities

?Come to class prepared

?Show confidence in your teaching

?Learn student names as quickly as possible

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

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

Withitness

?Withitness refers to a teacher’s awareness of what is going on in the classroom

A teacher has “withitness” 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,

?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

Jones’ study of off-task behaviors

?99% of off-task behaviors take one of several forms

–Talking out of turn

–Clowning

–Daydreaming

–Moving about without permission

?Antisocial, dangerous behaviors make up a fraction of the time students spend off-task

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

Cooperation through communication

?Verbalize descriptions of behaviors and never value judgments about individuals

?Verbalize feelings but remain in control

?DO NOT USE SARCASM

?Do not place labels (good or bad)

?Do not get students hooked on praise

–Praise the work and behavior – not the students themselves

?Speak only to people when they are ready to listen

Classroom Rules For Conduct

?Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited

?A few rules are easier to remember than many rules

?Each rule in a small set of rules is more important than each rule in a large set of rules

?Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors

?Secures the safety and comfort of the learning environment

?Prevents the activities of the class from disturbing other classes

?Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

Establishing a “Businesslike” Atmosphere

?Take advantage of the first days of class

?Establish an environment in which achieving specified learning goals takes priority over other concerns

?It is much easier to establish this environment from the beginning rather than later

FIVE STEPS

1.Take advantage of the new school year or term to set the stage for cooperation

2.Be particularly prepared and organized

3.Minimize transition time

4.Utilize a communication style that establishing non-threatening, comfortable environment

5.Clearly establish expectations for conduct.

Policies you’ll need to be aware of as a teacher

?Internet/Email use policies

?Family Educational Rights and Privacy Act (FERPA) Policies

?Policies regarding the reporting of abuse, neglect, suicide threats, etc.

?Emergency procedures

–Fire, earthquake, bomb threat, intruder, etc.

?Field Trip policies

?Accident reporting procedures

?Reporting academic progress

?Purchasing guidelines

?Substitute teachers

–Requests for, planning, etc.

?Use of videos, movies, and instructional materials.

Big Strategies: Fundamental Principles of Classroom Management

1. Follow the first step of hypnosis.

A hypnotist's first induction technique often involves directing subjects to focus on something they're already doing. "Feel your eyes getting tired" is a good opening, because everybody's eyes feel tired all the time, but we don't notice until someone points it out.

Teachers, like hypnotists, can string along a series of requests by asking students to do something most are already doing, then waiting for 100-percent compliance, and finally issuing another directive, etc. It's better for teachers to say, "Point your eyes toward me" and wait for compliance, instead of saying, "Stop talking, turn around, turn to page 237, take out a pencil, and head your paper with 'Geology Frame.'"

2. Keep your consequences as minimal as possible.

When a rule is broken, assign the smallest consequence possible and see if that gets the job done. Don't use up big consequences too fast.

3. Appropriate curriculum is a classroom management strategy.

For some, being thrown out of the room for backtalk has a lower social cost than appearing dumb in front of peers. Assigning appropriately difficult work (which often means differentiating) eliminates that risk.

4. Rehearse transitions.

Most disruptions occur before the bell rings and between activities. "Silent 30" was my signal for all students to clear their desks and sit silently within half a minute. A class reward occurred after 30 were completed successfully. My kids loved how visitors witnessing the routine would drop their jaws in surprise.

5. Anticipate problems and be creative.

At the beginning of one year, my middle-grade students charged into class like Mel Gibson and a thousand Scottish warriors. To solve the problem, I asked my kids to line up for class outside my door with their left arm against the wall and a foot of space between them and the person in front of them.

To enter class, each child had to answer either a content-related question or a random dumb question like, "What type of weapon would you use to battle Aquaman?" The dumb questions kept the line entertained. After answering, they were directed to take a seat, quiet as moonlight, and follow instructions on the board. Students talking or violating any of the protocol were sent to the back of the line.

6. Make positive phone calls home and send letters.

I used to send a positive note home to every student's guardians, and that note included a magnet (100 cost about $9.00) to encourage its placement on the refrigerator. I also left complimentary voicemails. That way, parents and kids saw me as an ally.

Little Things: Quick Interventions That Support Classroom Management

1. Show students that it pays to behave.

At the end of tough classes, I'd daily give out two raffle tickets -- one for academic effort and one for good behavior. After writing their names on the tickets, kids dropped them in a jar. On Friday, I randomly drew two student names -- both received candy bars.

2. Never punish an entire class.

Even when you feel like the the entire class is misbehaving, there are always some kids following directions. Punishing the class as a group only incites further resistance.

3. Build content-related anticipation.

At the beginning of class, say, "Later today, I'll tell you. . ."

• How to cure cholera (Clean water makes all the difference.)
• What most super-geniuses have in common (They burn through acolytes.)
• How the X-Wing fighters in Star Wars violate Newtonian physics (Blasters and afterburners don't make sounds in space.)

The goal is to get students interested in the teacher's agenda in lieu of misbehaving.

4. Change the tone.

To interrupt a class of aggressive complainers, I cued up Katrina and the Waves on my CD player. When the first grumbling complaint occurred, I raised my palm and played "I'm walking on sunshine, woooah / And don't it feel good!" Everybody laughed. Another kid started to whine until I pressed play again. Bigger laughs. After that, complaints rarely occurred.

5. Find things to appreciate.

Instead of starting class braced for conflict, make yourself look for things to delight in: that Serena knows everything about Detroit hip-hop or that your thermos of Intelligentsia Coffee is three quarters full.

6. Ramp up your enthusiasm.

There's no downside to being 20 percent more enthusiastic.

7. Use your words.

Students sometimes miss the obvious. Say, "This class makes me glad that I teach."

8. Don't pander.

Never cueing students to meet your emotional needs is an important adult boundary. And one of life's paradoxes is that people who never obsess over being adored are often the recipients of adoration.

9. Forgive.

When students get kicked out of Katie Riley's ninth-grade English classroom, she always tells them that everything is forgiven and that the next day will be a fresh start. When a student commits a felony, he sees Ms. Riley sitting in the courtroom gallery. That's all he needs to know.

10. Give students choices.

"Do you want to do this assignment in class or as a take-home quiz?" "Should this project be group or independent work?" Choice increases students' buy-in.

11. Publicly announce classroom management goals.

Say, "Yesterday, the noise was at an 'eight' during work time. Let's shoot for a 'five' today."

12. Establish routines.

If you have a chaotic class, keep things predictable. Also post the day's schedule.

13. State the truth when things go wrong.

If students are confused and lost, don't brush over it. And when you've sent a student out of the classroom, say, "That makes me sad and frustrated, but let's get our brains focused back on the third math problem."

As you find your way forward with hard-to-manage classes, please let us know what has worked for you, and what hasn't

Effective Classroom Management

Effective Classroom Management is:

1.Planned not improvisational

2.Preventative rather than simply reactive

3.Controlled and organized rather than chaotic

4.An opportunity for all students and teachers to experience success

Tips for Arranging the Classroom

1.Have extra supplies available at a location in the classroom where students who have forgotten supplies will be able to go without disrupting other students (i.e. a cup of pencils at the center of each table or the back of the classroom).

2. Set a good example to your students by providing a neat and organized classroom.

3.Make your classroom look attractive. Use plants, bulletin boards, banners, warm colors, or anything to help make your classroom look aesthetically pleasing.

4.Structure your classroom as to avoid chaos and promote learning. For instance, do not place a talkative student next to the pencil sharpener because this creates many opportunities for disruptive behavior.

5. The teacher should be able to observe all student s at all times and be able to see the Door from his/her desk.

6.Students should be able to see the teacher/ presentation area without having to move turn around.

7.Arrange the room as to allow easy movement.

8 Main idea: Make your classroom fun, attractive, motivating, & functional.

Tips for Building Positive Student/Teacher Relationships

1.Follow the Golden Rule – Treat each student with respect and kindness.

2.. Identify a few students each class period and find ways to individually praise them so that by the end of the week every student in your class has been praised.

3. Be available before and after school in case a student needs help or simply needs to talk to you.

4.Praise students for good work.

5.Praise students for effort.

6.Establish appropriate levels of dominance and cooperation.

7.Create one-to-one interactions with students.

8.Display students’ successful work in the classroom.

9.Disclose appropriate personal information that your students might find helpful (i.e. share a personal story that helps you describe a particular point of the lesson).

Time Saving Strategies

1.Establish time-saving, efficient routines for collecting papers and distributing materials and supplies (i.e. bins for each subject or class, mailboxes for each student or class).

2.ORGANIZE! ORGANIZE! ORGANIZE!

3.Establish daily routines.

4.Make a “To Do List” at the end of each day so that when you arrive the next morning you know exactly what needs to be done. Prioritize it and list the things that must be done first.

5.Create classroom jobs. This will help save you time and teach them responsibility.

6.Create a system for monitoring unfinished assignments. (i.e. Keep a clipboard with a list of student names with several boxes for each class next to each name. When you have finished grading the assignments, check off the boxes next to the students who have handed in the assignment.)

7.Teach your students how to be organized. Encourage them to have separate folders for each class and a home folder for assignments/notes.

8. Create your own filing system. Assign each class a color and keep important lesson materials in each folder.

Instructional Tips

1. Give directions one step at a time and avoid long and detailed directions.

2.Use visual aids to help present and review concepts and directions.

3.Provide a variety of learning experiences,including peer teaching, cooperative learning,small group instruction, and lecture.

4.Provide homework assignments and activities that are meaningful, relevant, and instructional.

5.Teach students good study habits and provide a variety of different study suggestions.

6.Have your class summarize the lesson or activity at the end of each class.

7.Provide students with feedback (about what they did right and wrong).

8.Help your students set realistic goals.

Tips for Creating a Positive Classroom Environment

1.Use humor.

2.Greet students at the doorway and in the halls.

3.Show enthusiasm and be animated.

4.Provide opportunities for every student to succeed.

5.Model good listening skills by paying attention when student speak.

6.Create anticipation for lessons or tasks.

7.If a particular student is struggling, provide the student with a classroom buddy who is mature and responsible.

8.Create classroom rituals and traditions which build a sense of community.

9.Encourage parental and community involvement.

Tips for Preventing Misbehavior

1.Establish realistic and age appropriate rules and procedures.

1. Have discussions with your students about the rationale and purpose of each rule. When appropriate, incorporate student opinions and thoughts into your classroom rules andprocedures.

3.Walk throughout the classroom during lectures and seat work to provide assistance and monitor behavior.

4.Keep class work and assignments separate from behavior issues.

5.Carefully plan each class time and have extra plans in case you finish early.

6.Have extra activities available for students to do when they are bored or finished with all their work.

7.Establish routines for transitions (leaving the room, using the bathroom, etc.) and prepare students for transitions by warning them ahead of time.

8.Reinforce and praise appropriate behavior.

9.When deciding whether or not to intervene with a behavior, determine if the problem solely “teacher-owned.” Does the behavior simply annoy you or is it harmful to other students?

10. Establish a program that teaches self-discipline and responsibility to students. When appropriate, give students extra duties that will help save you time and teach them responsibility.

Tips for handling student discipline situations

1.REMAIN CALM AND COMPOSED!

2.When correcting misbehavior, communicate in the most private, respectful, and positive manner.

3.Make all discipline decisions after the “heat of the moment.”

4.Use appropriate humor to de-escalate conflict situations.

5.When you feel as if you or your student is too emotional to handle a particular situation, suggest postponing the discussion until both are prepared to talk it out.

6.Instead of blaming, use I-messages to explain why the behavior was disruptive. Instead of saying “You’re disruptive” try saying “I lose my concentration when you are talking inclass.” This helps to avoid an angry retaliation.

7.Use positive self-talk to reduce stress and help to remain control. Mentally say things such as “remain calm,” “I’m doing a good job at handling this situation.”

8.Attempt to de-escalate situation by providing distractions. These distractions give people the opportunity to cool off.

9.Exaggerate issues to help students put the situation in perspective.

10.Use stress management techniques such as deep breathing or repeatedly tensing and relaxing your muscles.

11.Address only student behavior rather than personal traits.

• In response to these emerging and sequential student needs effective middle school teachers organize the first day activities in the following sequence:

1. Personally greet students
2. Advance organizer for the session at the bell
3. Roll and seating
4. Student information cards
5. Introduce 5 core rules (entry, listening, raising hands, leaving other's stuff alone and finally exiting the class)
6. Describe class goals, instructional methods and grading system
7. Assess preferred learning styles
8. self-disclosure
9. Preview of next session
10. Access after class.

REFERENCES..

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5. Brooks, D. M. (1985). The First Day of School. Educational Leadership, 42(8), 76-78.
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