Newly Appointed Teachers Conference Batemans Bay Classroom Management

Classroom Management Preparation Relationships Behaviour Personality Routine Classroom Management Variety Parents Room organisation

Preparation Lessons planned at their level Students have a purpose…… Whiteboard / blackboard / smartboard items written/organised. Photocopies done Work areas ready – pencils, pens, books paper…… Transitions ready Early finishers tasks…

Routine Routines are the standard operating procedures or predicable sequences of events that promote smooth and timely accomplishment of specific classroom activities. Their purpose is not to reduce the class program to a set of rules but to avoid the teacher having to make repetitive statements about what pupils should do. http://www.acel.org.au/fileadmin/user_upload/documents/e-Tchg_11_Establishing_classroom_routines.pdf Timetables - Make it visual! 2. Use of classroom space Desks and personal storage space for pupil use • Storage of class materials for pupil use • Learning centres and equipment areas • Pencil sharpener, wastebasket, sink • Teacher’s table and storage space • Shared resources, bookshelves 3. Movement in and out of classroom • Beginning the school day • Leaving the room • Returning to the room • Ending the school day 4. Whole-class procedures • Distributing and collecting materials • Behaviour during disruptions or delays • Pupil participation in class discussions • Assignments and homework • Pupil behaviour during classwork Handing in/handing back pupil work • Out-of-seat procedures • What to do when a task is finished • Morning session routine • End-of-day requirements General procedures • Toilet • Emergency drills • Housekeeping – watering plants, feeding pets, monitors, cleaning chalkboards • Administrative matters – absences, roll call, collecting money, record keeping. 6. Small-group procedures • Preparing for group work • Pupil movement in and out of group • Bringing materials to a group • Expected behaviour • Recording progress

Routines For example: Routine for money, absent notes, permission notes Routine for bookwork Routine distributing art materials Routine for canteen lunch orders Routine for handing in completed work Routine if the teacher is called out of the room. Routine for going to the toilet Routine for working in small groups Routine for lining up

Make it visual Many and varied, have some fun! Teach the whole curriculum… the 3 Rs but also… CAPA, - art, dance, music. S&T – hands on, PEPDH – get out there teach basic skills, enjoy games time. Cogs

Munch 'n crunch

Relationships 1. Committed 2. Listening 3. Compassionate 4. Confident 5. Tough 6. Fair 7. Resourceful 8. Flexible 9. Supportive 10. Advocacy 11. Prepared 12. Approachable 13. Reliable 14. Tolerant to working with children who display challenging behaviour in a positive way 2.obviously, actively, responsibly and purposefully 3. see, understand and act positively 4. happy with yourself and with what you are doing 5. determined, persistent, resilient, able to handle the disappointments, the slow nature of progress and the reversals that can be a feature of the work. Tough on behalf of the children. 6. prepared to listen, willing to allow children to express themselves. Able to display fairness to all concerned. 7. innovative, participative and quick thinking 8. able to respond to circumstances which may change quickly and inexplicably, able to try different strategies 9. able to support all children even those who present a challenge 10 prepared to be an advocate for children who are subject to being scapegoats, picked on, bullied 11. to be involved in situations/incidents, the unexpected, the harrowing and the difficult 12.being there for children 13. able to handle information sensitively and professionally. Able to treat pupil confidences appropriately and with respect 14. an acceptance of the child, if not the behaviour, understanding the slow pace of change in children’s attitudes, behaviours, social skills and self motivation

Management tester 1 … It is straight after the lunch bell, your class has just seated themselves, in run group of boys to explain that a boy is locked in a cubicle in the boy’s toilets and appears to be unconscious. The principal is there but needs your assistance….. How will you manage to leave your class and deal with this emergency?

Behaviour Speak when you are angry and you will make the best speech you will ever regret. Lawrence J Peter

Establish behaviour boundaries / rules

A clear set of rules

The Pyramid 2% - 3% may require intervention strategies 12% will explore the boundaries of classroom management strategies 85% students prosper within classroom management strategies

Behaviour The problem student… Take time to understand the behaviour Medication? Poor diet? Late nights? family? Classroom disruption? Work too hard Too easy? Bullying? Centre of attention?

Behaviour

When it is all too much... Have a time out area for the student Send on a message Have a buddy / supervisor you can send student to Refer to LST, counsellor Share your problems

Parents Be available… Keep them informed… notes home, information afternoons / evenings, informal chats. Be positive … you are talking about their nearest and dearest… Utilise them as classroom helpers….

Room Organisation Clearly marked function areas … trays, books, bags, seating, Bright visual displays – word charts, tables charts, published work, art, science Furniture arranged for easy flow, easy visual access to ‘board’ areas…. ‘Areas’ …. Computers, mat, reading, wet….

Variety Teach the whole curriculum…. Key Learning Area Proportion of Time English 25% - 35% Mathematics 20% Science and Technology 6 % - 10% PDHPE 6 % - 10% HSIE 6 % - 10% Creative and Practical Arts6 % - 10% Additional activities up to 20% http://k6.boardofstudies.nsw.edu.au/go/k-6-curriculum/foundation-statements

Personality You are a major part of each individual’s life… Be positive…. Allow time for humour…. Show enthusiasm for your teaching….

Confrontational - yelling - excessive punishment The Classroom Manager Warm relationships. Poor preparation Humour. 9 – 3 teacher. Conditions of learning. Silly humour. Groups. Cooperative learning. SUCCESSFUL RANGE. King of the kids. VAK – variety of teaching styles. Excellent planning. Poor standards. MI. Motivational techniques. Laissez - faire Clearly and often stated standards, expectations & rules. Routines not established. Charisma IDEAL TEACHING STYLE. Accelerative strategies. Specific & explicit teaching. Modelling examples. Routines & procedures. Same teaching style. Laissez faire – ‘leave it alone’ …. a policy of allowing events to take their own course confidence. Sarcasm. Immobile Rule by fear. Put downs. Confrontational - yelling - excessive punishment Authority