The Classroom Management Plan Rules, Protocols, and Preventing Misbehavior Dr. Allen Guidry – ECU HIED

A model for approaching CM Discipline Classroom/material organization Policy and procedure Instructional time management Relationships

The classroom management plan Classroom rules Daily protocols and routines (see subsequent slides) General procedures Seatwork and instruction procedures Student group work Miscellaneous Levels of consequences Intervention strategies Preventative management/motivation techniques Implementation plan

Establishment of clear, fair, and enforceable rules/expectations A good set of classroom rules/expectations includes: Forbidden behaviors Required behaviors (“Be attitudes”) Consequences for violations Avoid negative wording Respect for others permeates rules Limited to 5-7

Establishment of clear procedures Clear classroom procedures can prevent a number of problems A good set of procedures includes: Administrative procedures Passing papers Sharpening pencils Turning in work Participating in class Procedures for: Seatwork Teacher guided activities Student group work

General procedures Beginning of period Attendance check Previously absent students Tardy students Expected student behaviors Out of room policies Location of materials and equipment (map showing location) Pencil sharpener Overhead, projector, TV, projector screen, etc. Students desks and teacher desk Storage of materials (notebooks, supplemental texts, etc.) Ending of period

Seatwork and instruction procedures Gaining student attention Eliciting student participation Seatwork procedures Talk among students Obtaining help Out-of-seat When seatwork is complete

Student group work Use of materials and supplies Assignment of students to groups Student participation and behavior

Miscellaneous Behavior during interruptions Fire and disaster drills Split lunch period Lockers

Management of instructional time Classroom management begins with a well-planned, engaging lesson High time on task requires three elements: Preventing misbehavior Withitness and overlapping of activities (teaching and handling admin matters) Managing movement Momentum and smoothness in lesson Maintaining group focus Group alerting and encouraging accountability

Management of instructional time (cont.) Most problems occur when (1) there is a “lull” in the lesson and (2) when transitions occur How will you prevent slowpokes from slowing down your lesson tempo as they transition? How will you prevent transition problems in the following key transition periods of each lesson? Beginning of period Transition from input segment of lesson to assignment End-of-period

Kounin’s principles of group management (preventative) Preventing misbehavior Withitness Overlapping Managing movement Momentum Smoothness Maintaining group focus Group alerting Encouraging accountability Higher participation formats

Common problems (momentum and smoothness) Dangle – topics left to do or talk about something else Flip-flop – coming back to topic left from dangle Thrust – intrusion on activity with some (often irrelevant) information Stimulus bound – teacher distracted from outside stimulus and attention drawn from lesson