Preventative Measures
Anticipating and planning
for potential “stumbling
blocks” in the classroom
averts many management
problems.
© Kappa Delta Pi 2014
Questions to Ponder
 What is the difference
between reactive and
proactive teachers?
 What differences
might we see in their
classrooms?
© Kappa Delta Pi 2014
Questions to Ponder
 When would
class meetings
be useful?
 What elements
should a teacher
consider when
planning a class
meeting?
© Kappa Delta Pi 2014
Question to Ponder
Does “Practice
Make Perfect”?
© Kappa Delta Pi 2014
Question to Ponder
What do you consider to be
the most effective preventative
‘tool’ teachers can use
in their classroom?
© Kappa Delta Pi 2014
Prevention 1—Correction
 Why is it important to immediately
correct misunderstandings?
Enjoy this 2:14-minute video about a math
process that has gone awry.
www.youtube.com/watch?v=cVvbTz_EEk4
Rectify misunderstandings before they
become learned behaviors.
© Kappa Delta Pi 2014
Prevention 2—Checking Learning
 How do teachers make certain that students are
correctly learning the facts, processes, and tasks
being taught?
Withitness
 Observing and correcting as needed—
closely monitor students who may be having difficulty
 Incorporating exercise and movement—
activity increases brain connections and retention
 Making certain students are practicing “perfectly”
 Conducting regular class meetings—
Opportunity to clarify whole-class misunderstandings
© Kappa Delta Pi 2014
Prevention 3—Class Meetings
 Meetings, Benefits
Regular and Situational Class Meetings
 Build community.
 Create “buy-in”; students have a voice.
Regular Class Meetings
 Provide democratic setting.
 Value all input (students show openness, tolerance, and
self-discipline to avoid interrupting others).
 Begin during first week of school year to set classroom
rules and consequences.
 Schedule regularly to update students on academics,
behavioral issues, and schedule changes.
© Kappa Delta Pi 2014
Prevention 3—Meetings
 Situational Classroom Meetings
Clarify Specific Behavior or Academic Issue
 Students discuss misunderstandings, rules, and
consequences.
Focus is on correcting a situation or problem, not on
particular student.
 Consequences for behavioral issues must be
re-addressed.
 Focus is on improvement for the good of all in the
classroom, rather than changes needed in a
particular student or group.
© Kappa Delta Pi 2014