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CLASSROOM MANAGEMANTCLASSROOM MANAGEMANT(Managing the learning(Managing the learning

environment)environment)Prepared by:Prepared by:

AnisAnis SyuhadaSyuhada btbt AbdullahAbdullah

Nor DahliaNor Dahlia btbt ZamaniZamani

NadrahNadrah btbt AbdulAbdul MajidMajid

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Whether you are a teacher, a coach, or in anyWhether you are a teacher, a coach, or in any

position in which you work with young people,position in which you work with young people,you are first and foremost a manager . . .you are first and foremost a manager . . .

Teachers manage the learning space, time,Teachers manage the learning space, time,materials, and the mental,materials, and the mental,

physical, and emotional states of individuals,physical, and emotional states of individuals,

partners, small groups, and large groups.partners, small groups, and large groups.

Effective teachers must be effective managers.Effective teachers must be effective managers.

Jonathan C. ErwinJonathan C. Erwin

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IntroductionIntroduction

Classroom managementClassroom management, often called, often called classroom disciplineclassroom discipline,,has been a priority for teachers for nearly 40 years, or forhas been a priority for teachers for nearly 40 years, or foras long as there have been opinion surveys of educationalas long as there have been opinion surveys of educational

priorities.priorities. For example, theFor example, the Gallup PollGallup Poll designed to assessdesigned to assess

perceptions of public education (Rose & Gallup, 2006) hasperceptions of public education (Rose & Gallup, 2006) hasconsistently cited classroom management/school disciplineconsistently cited classroom management/school disciplineas a major issue.as a major issue.

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Managing the Learning EnvironmentManaging the Learning Environment

DisciplineDiscipline

Discipline is not always a punitive action. It should be aDiscipline is not always a punitive action. It should be a trainingtrainingthat is expected to produce a specific character or pattern ofthat is expected to produce a specific character or pattern ofbehavior.behavior.

Discipline problemDiscipline problem

any psychologically or physicallyany psychologically or physically unsafe behaviorunsafe behavior that destroysthat destroysproperty or interferes with either the teaching act or the rights ofproperty or interferes with either the teaching act or the rights ofothers to learn.others to learn.

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Managing the Learning EnvironmentManaging the Learning Environment

Under IDEA (1997) the following areas are listedUnder IDEA (1997) the following areas are listed

1. Safe learning environment,1. Safe learning environment,

2. prevent discipline problems,2. prevent discipline problems,

3. rights for all students,3. rights for all students, 4. appropriate education.4. appropriate education.

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4 TYPES OF PREVENTION FOR INAPPROPRIATE BEHAVIOR4 TYPES OF PREVENTION FOR INAPPROPRIATE BEHAVIOR

1. Antecedent Control1. Antecedent Control

= Know which buttons to push for each student and try to avoid= Know which buttons to push for each student and try to avoidthem.them.

Try not to use negative words (no, not, dont, stop, cant, wont)Try not to use negative words (no, not, dont, stop, cant, wont)should be : yeah right!!should be : yeah right!!

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2. Classroom2. Classroom

set up a learning, friendly environment.set up a learning, friendly environment. Keep work areas cleanKeep work areas clean

Establish your classroomEstablish your classroom

( work areas, teachers desk, pencil sharpener, exit, storage( work areas, teachers desk, pencil sharpener, exit, storage

areas, book shelves)areas, book shelves) Have a separate area set aside for problem behavior studentsHave a separate area set aside for problem behavior students

in trouble.in trouble.

Never let trouble makers sit near each other.Never let trouble makers sit near each other.

Beatify the room with plants, bulletin boards, displays,Beatify the room with plants, bulletin boards, displays,aquariums and so on.aquariums and so on.

As the classroom teacher be sure that you set yourself whereAs the classroom teacher be sure that you set yourself whereyou can see everything and everyone on your room.you can see everything and everyone on your room.

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4. Rules4. Rules = require students to obey your classroom rules.= require students to obey your classroom rules.

Let them know what you will and will not accept.Let them know what you will and will not accept.

Make the students accountable for their actions good and bad.Make the students accountable for their actions good and bad.

Dont criticize behaviors because many teachers establishDont criticize behaviors because many teachers establishdifferent base rules in their classesdifferent base rules in their classes

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8 topics to create rules in the classroom8 topics to create rules in the classroom

1. no more than 7 rules posted in class1. no more than 7 rules posted in class

2. may ask the students for rule suggestions2. may ask the students for rule suggestions

3. be specific on what you list3. be specific on what you list

4. state rules in a positive format4. state rules in a positive format

5. have consequences listed for actions5. have consequences listed for actions

6. age appropriate rules posted in class6. age appropriate rules posted in class

7. review rules at first of year7. review rules at first of year 8. make sure rules apply of all watch out for double standards8. make sure rules apply of all watch out for double standards

for particular studentsfor particular students

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Routine Classroom ProceduresRoutine Classroom Procedures::

keep you class as routine as possible, sped does not like changekeep you class as routine as possible, sped does not like changethat will produce behavior problemsthat will produce behavior problems

Routines consist of 2 areas:Routines consist of 2 areas:

a) Academica) Academic

= how to obtain and return materials, getting assistance,= how to obtain and return materials, getting assistance,headings on papersheadings on papers

b)nonb)non-- academicacademic

= hall passes, lockers, restroom permission, independent= hall passes, lockers, restroom permission, independentassignments, clean upassignments, clean up

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1. Student Schedules:1. Student Schedules:

1.1. minimize disruptions when possible,minimize disruptions when possible,2.2. review the students schedule with them,review the students schedule with them,

3.3. have the schedule available to you and the student,have the schedule available to you and the student,

4.4. check duration of class (40 min.?)check duration of class (40 min.?)

5.5. attention span may be 10 to 20 min. give short breaks!!attention span may be 10 to 20 min. give short breaks!!6.6. have back up materials incase student completeshave back up materials incase student completes

assignmentsassignments

7.7. end class telling or reviewing what they just didend class telling or reviewing what they just did

8.8. involve parents when possibleinvolve parents when possible

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2. Time management:2. Time management:

Allocated Time: make sure student have enough time in classesAllocated Time: make sure student have enough time in classesto meetIEP goals and benchmarksto meetIEP goals and benchmarks

Engaged Time:Engaged Time:

time on task, performance/work time,time on task, performance/work time,

teachers must have everything ready,teachers must have everything ready,

ask questions frequently,ask questions frequently,

call on all students,call on all students,

keep sped students away from back of the room when possible,keep sped students away from back of the room when possible,

spread your brighter students all over the room,spread your brighter students all over the room, participate (model) what you want your students to do,participate (model) what you want your students to do,

divide teams in groups of 4,divide teams in groups of 4,

independent and group answers to questionsindependent and group answers to questions

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3. Academic Learning Time:3. Academic Learning Time:

time the student is engaged in the instructional activity.time the student is engaged in the instructional activity.

Enhance the time with novel activities to motivate, give preciseEnhance the time with novel activities to motivate, give preciseinstruction, reward and praise for correct work, monitorinstruction, reward and praise for correct work, monitoranswers and answer and explain questionsanswers and answer and explain questions

Transition time:Transition time: time to get materials or putting them together, lining up fortime to get materials or putting them together, lining up for

lunch, moving from one subject or room to another.lunch, moving from one subject or room to another.

(a.) arrange room for efficient movement, keep with your(a.) arrange room for efficient movement, keep with your

schedule, warn students of changes, give them time to putschedule, warn students of changes, give them time to putthings away to avoid problems.things away to avoid problems.

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4. Emotional Learning:4. Emotional Learning:

1. positive responses results in positive actions1. positive responses results in positive actions

2. negative responses results in negativity2. negative responses results in negativity

3. Identify what causes a +/3. Identify what causes a +/-- response and action and pairresponse and action and pair

them togetherthem together

(ex. Not like peers/ likes to shop= arrange a shopping trip and(ex. Not like peers/ likes to shop= arrange a shopping trip andpair up with peerspair up with peers

4. produce as many +s as you can4. produce as many +s as you can

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Consequence Control:Consequence Control:

PositivePositive ReinforcersReinforcers 1. Primary= foods, drinks, toys1. Primary= foods, drinks, toys

2. Secondary=2. Secondary=

1. praise, facial expressions, hugs,1. praise, facial expressions, hugs,

2. get them to do something they dont like then let them do2. get them to do something they dont like then let them dosomething they do like,something they do like,

3. token reinforcement (old time give and take marbles, sticks3. token reinforcement (old time give and take marbles, sticksfor good or bad behaviors or work) watch for bribes,for good or bad behaviors or work) watch for bribes,

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PunishmentPunishment

= do it immediately = best= take away something that is= do it immediately = best= take away something that isimportant to the child!important to the child!

ReprimandReprimand

= 1. name the culprit,= 1. name the culprit,

2. pinpoint the inappropriate behavior,2. pinpoint the inappropriate behavior, 3. explain why the student is in trouble,3. explain why the student is in trouble,

4. describe what they should have done instead4. describe what they should have done instead

Time out:Time out:

1. contingent observation= they stay in the classroom where1. contingent observation= they stay in the classroom wherethey can still see and hear what is going onthey can still see and hear what is going on

2. Exclusion= removed from the action (corner)2. Exclusion= removed from the action (corner)

3. Seclusion= moved out of the room/isolated3. Seclusion= moved out of the room/isolated

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www.videocourses4teachers.com/courseDeswww.videocourses4teachers.com/courseDescriptions/COC_pdfcriptions/COC_pdf

http://www.apa.org/education/k12/classroohttp://www.apa.org/education/k12/classroomm--mgmt.aspxmgmt.aspx

www.theteachersguide.com/Classwww.theteachersguide.com/ClassManageManagementment.htm.htm