classroom management
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Classroom Management. Discuss responses to classroom situations Differentiate between rules and procedures Discuss Classroom Management Inquiry Group assignment Draw for Inquiry Group Assignments. - PowerPoint PPT PresentationTRANSCRIPT
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Classroom Management
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• Discuss responses to classroom situations
• Differentiate between rules and procedures
• Discuss Classroom Management Inquiry Group assignment
• Draw for Inquiry Group Assignments
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Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom which enables learning to take place.
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Classroom management = __________
• Creating a learning environment
• Encouraging positive social interaction
• Active engagement in learning
• Self-motivating
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WWETD?
Your kindergarten class has been discussing the 5 senses. One of the students’ tasks is to draw a picture that represents the 5 senses. Noah turns in this:
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WWETD????
• Work in groups of 4 and discuss the at least 3 scenarios
• Discuss how you would respond
• Decide what an Effective Teacher would do to keep the behavior from occurring in the first place.
• Use the resources to see what they say
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There are critical teacher behaviors.
1 2
50%50%1. Agree
2. Disagree
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Critical Teacher Behaviors
Withitness
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What is withitness?
1 2 3 4
25% 25%25%25%1. A keen awareness of what is happening
2. Having good relationships with students
3. Being assertive
4. Utilizing spontaneous behavior controls
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Withitness
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Critical Teacher Behaviors
Withitness
Smoothness & Momentum
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What does smoothness and momentum refer to?
1 2 3 4
25% 25%25%25%1. Smooth transitions between lessons
2. Effective pacing during a lesson
3. Having needed supplies ready to go
4. All of the above
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Smoothness & Momentum
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Critical Teacher Behaviors
Withitness
Smoothness & Momentum
Communicating Expectations
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What is meant by communicating expectations?
1 2 3 4
25% 25%25%25%1. Expecting high grades for all students
2. Communicating the lesson target
3. Letting students know expected behavior at any time
4. All of the above
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Communicating Expectations
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Critical Teacher Behaviors
Withitness
Smoothness & Momentum
Communicating Expectations
Varying and challenging work
The next critical teacher behavior is smoothness and momentum
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Why is it important to provide varying and challenging work
1 2 3 4
25% 25%25%25%1. Eliminates boredom
2. Facilitates individualized instruction
3. Promotes learning
4. All of the above
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Variety & Challenge in Seatwork
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Classroom Management Components
•Rules & procedures
•Situational assistance (Disciplinary intervention)
•Teacher-student relationship
•Mental Set
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Which best describes a rule?
1 2
50%50%
1. How things are done
2. How students behave
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A rule – how students behave
A procedure – how things are done
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Which of these is NOT an example of a procedure
1 2 3 4
25% 25%25%25%1. Sharpening your pencil
2. Where to put your work
3. Keeping your hands to yourself
4. How to line up
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What are some other examples of classroom procedures?
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Why is establishing procedures important
1 2 3 4
25% 25%25%25%1. Parents want to know
2. Increases time on task
3. Reduces discipline problems
4. All of the above
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Why are procedures important?
• Student expectations necessary for
– Successful participation
– Learning
– Functioning effectively
• Enable multiple activities
• Increase time on task
• Reduce discipline problems
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Procedural Events
•Beginning of school day (period)
•Transitions & interruptions
•Use of materials & equipment
•Group work
•Seatwork
•Teacher-led activities
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Explain
Reinforce
Rehearse
Demonstrate
Procedures
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Which statement is true?
1 2
50%50%
1. Rules have penalties and rewards
2. Procedures have penalties and rewards
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Consequences
Rule
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Many behavior problems are misidentified interpersonal problems?
1 2
50%50%1. Agree
2. Disagree
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“The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other personally.”
Rosa Sheets & Geneva Gay
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Critical to rules & procedures & discipline interventions
Teacher-Student Relationships
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•Rules and procedures•Disciplinary inventions used•Exhibit assertive behavior
•Use assertive body language•Speak in an appropriate tone of voice•Persist until the appropriate behavior is displayed
•Establish clear learning goals
Communicate appropriate levels of dominance
Teacher-Student Relationships
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•Provide flexible learning goals
•Personal interest in students
•Be equitable & positive
•Respond appropriately
Communicate appropriate levels of cooperation
Teacher-Student Relationships
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Different Types of Student Behavior
• Passive– Fear of relationships– Fear of failure
• Aggressive– Hostile– Oppositional– Covert
• Attention problems– Hyperactive– Inattentive
• Perfectionism• Socially inappropriate
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Classroom Management Styles
What’s yours?
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Inquiry Process• Topics based on student curiosity, questions, interests
• Dig deeply into complex, authentic topics that matter
• Flexible grouping
• Student responsibility with peer leadership
• Use of proficient reader/thinker researcher strategies
• Draws on multigenre, multimedia resources
• Going beyond fact-finding to synthesizing and applying knowledge
• Actively using knowledge: take action, share, go public
• Match learning to state and district curriculum
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Why Inquiry?
• Focuses on children’s natural inquisitiveness • Student control, responsibility and choice
increases self-efficacy and is motivating• Helps develop problem-solving skills• Students are engaged in authentic,
meaningful learning experiences• Small group interactions are “life-like”• Allows for differentiated instruction• Develops proficient readers and thinkers
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Classroom Management Inquiry Groups
• Guidelines are posted on the Wiki
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• Discipline with Dignity (Richard Curwin & Allen Mendler)
• Discipline without Stress, Punishment, or Rewards (Marvin Marshall)
• Beyond Discipline (Alfie Kohn) • The First Days of School (Harry Wong) • Positive Behavioral Interventions and Supports
(PBIS) • Love and Logic (Jim & Charles Fay)
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Looking ahead
• Burden Chapter 3 (Review)• Blog #3 Will be posted• Wednesday- Meet in Inquiry Groups