Classroom Management
• Discuss responses to classroom situations
• Differentiate between rules and
procedures
• Discuss Classroom Management Inquiry
Group assignment
• Draw for Inquiry Group Assignments
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.
Classroom management = __________
• Creating a learning environment
• Encouraging positive social interaction
• Active engagement in learning
• Self-motivating
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:
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
There are critical teacher behaviors.
1. Agree
2. Disagree
50%
1
50%
2
Critical Teacher Behaviors
Withitness
What is withitness?
1. A keen awareness of
what is happening
2. Having good
relationships with
students
3. Being assertive
4. Utilizing spontaneous
behavior controls
25%
1
25%
25%
2
3
25%
4
Withitness
Critical Teacher Behaviors
Withitness
Smoothness
& Momentum
What does smoothness and
momentum refer to?
1. Smooth transitions
between lessons
2. Effective pacing
during a lesson
3. Having needed
supplies ready to go
4. All of the above
25%
1
25%
25%
2
3
25%
4
Smoothness & Momentum
Critical Teacher Behaviors
Withitness
Smoothness
& Momentum
Communicating
Expectations
What is meant by communicating
expectations?
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
25%
1
25%
25%
2
3
25%
4
Communicating Expectations
The next critical teacher behavior is smoothness and momentum
Critical Teacher Behaviors
Withitness
Smoothness
& Momentum
Communicating
Expectations
Varying and
challenging work
Why is it important to provide varying
and challenging work
1. Eliminates boredom
2. Facilitates
individualized
instruction
3. Promotes learning
4. All of the above
25%
1
25%
25%
2
3
25%
4
Variety & Challenge in Seatwork
Classroom Management Components
•Rules & procedures
•Situational assistance
(Disciplinary intervention)
•Teacher-student
relationship
•Mental Set
Which best describes a rule?
1. How things are
done
2. How students
behave
50%
1
50%
2
A rule – how students behave
A procedure – how things are done
Which of these is NOT an example of a
procedure
1. Sharpening your
pencil
2. Where to put your
work
3. Keeping your hands
to yourself
4. How to line up
25%
1
25%
25%
2
3
25%
4
What are some other examples of
classroom procedures?
Why is establishing procedures
important
1. Parents want to know
2. Increases time on
task
3. Reduces discipline
problems
4. All of the above
25%
1
25%
25%
2
3
25%
4
Why are procedures important?
• Student expectations necessary for
– Successful participation
– Learning
– Functioning effectively
• Enable multiple activities
• Increase time on task
• Reduce discipline problems
Procedural Events
•Beginning of school day (period)
•Transitions & interruptions
•Use of materials & equipment
•Group work
•Seatwork
•Teacher-led activities
Procedures
Explain
Demonstrate
Rehearse
Reinforce
Which statement is true?
1. Rules have
penalties and
rewards
2. Procedures have
penalties and
rewards
50%
1
50%
2
Consequences
Rule
Many behavior problems are
misidentified interpersonal problems?
1. Agree
50%
50%
2. Disagree
1
2
“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
Teacher-Student Relationships
Critical to rules & procedures & discipline interventions
Communicate appropriate levels of
dominance
•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
Teacher-Student Relationships
Communicate appropriate levels of
cooperation
•Provide flexible learning
goals
•Personal interest in
students
•Be equitable & positive
•Respond appropriately
Teacher-Student Relationships
Different Types of Student Behavior
• Passive
– Fear of relationships
– Fear of failure
• Aggressive
– Hostile
– Oppositional
– Covert
• Attention problems
– Hyperactive
– Inattentive
• Perfectionism
• Socially inappropriate
Classroom Management Styles
What’s yours?
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
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
Classroom Management Inquiry
Groups
• Guidelines are posted on the Wiki
• 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)
Looking ahead
• Burden Chapter 3 (Review)
• Blog #3 Will be posted
• Wednesday- Meet in Inquiry Groups