Effective Classroom Management Jennifer St.Germain Winnemucca Grammar School

Why increase your management skills in the classroom? Increase time on task Add teaching time to your day Keep your energy for the lessons More rewarding work environment for students and teacher Less stress on students and staff with organization skills Increase Positive Behavior towards learning (Norona, Bicard, Barbetta, 2005) According to Norona, Bicard and Barbetta teachers interviewed today would not go into the profession again due to bad attitudes with students and staff. Teachers are not taught basic classroom management to control the classroom and improve student engagement. They say once a teacher loses control of the classroom it is not easy regained. From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.

Three Theoretical Perspectives Dr. Tracey Garrett also describes classroom management as a process of key tasks teachers must perform to develop an environment conducive to learning. Skinner believed that effective teaching must be based on positive reinforcement which is, he argued, more effective at changing and establishing behavior than punishment. (B. F. Skinner, n.d.) "For teaching to be enjoyable, you must be able to simply relax and teach. Classroom management must be built from the ground up so that most problems do not occur“(Jones, 2002). A combination of all three perspectives would be the best classroom management plans. This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY Establish positive environment for teacher and student. (Garret) Enjoyable and effective environment. (Skinner) High expectations for working and behavior and use motivation as the key. (Jones)

What does it look like to have classroom management? Organized Physical Classroom Established Rules Developed Relationships Engaging Instruction Prevent/Respond to discipline (Classroom management, 2005, n.d.) Organized Space Clear Expectations Create Relationships Engaging Instruction Prevent/Respond to problems Classroom management is the action to taken to create a safe, supportive, social and emotional learning environment. Dr. Garret says all of these components must be addressed to have a successful learning environment.

Measure the outcomes with time on task! When students have less transition times, and changes in their location, less academic instruction is wasted. When students practice and model the wanted behavior, then they will have a better understanding of what the expected behavior looks like in themselves and others. This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA Increase depth of knowledge with focused students, sit students in working groups Practice and model expected behavior, students will cue each other with nonverbal actions, more time on task

Proximity! Effective teachers are always on the move, students are in close proximity and the teacher can see the student’s work. This Photo by Unknown Author is licensed under CC BY-ND Teachers must minimize the physical distance between themselves and their students. Fred Jones believes that teachers should be constantly moving among their students. He suggests creating an "interior loop" so teachers can move easily among the classroom. Teachers are more effective when using close proximity with their students, students know the teacher will be around to them soon, and will wait for their turn to ask for help (Jones, 2002). This Photo by Unknown Author is licensed under CC BY-NC-SA This Photo by Unknown Author is licensed under CC BY

Time on task, increases with Classroom Management Plan Teachers with routines increase their time on task with students Teachers who expect students to know from last year’s instruction Teachers with no follow through or have no routines (Marzano, 2011) Class students on task Students not on task Teacher with solid routines 18 3 Teacher who expects students to know already 13 7 Teacher with no follow through 10 9 Marzano explains that teachers that give solid expectations, and do not rely on what students might or might not have heard in another classroom are more successful with academic performance. Teachers who do not follow through with their expectations lose credibility with students which in turn makes for poor academic performance. Assess students on task and not in your room can give you perspective of where you need to adjust your management plan.

Using positive verbal praise is one way to increase a student’s performance. Teachers should give a quick, correction or praise and keep moving to the next student. "For teaching to be enjoyable, you must be able to simply relax and teach. Classroom management must be built from the ground up so that most problems do not occur"( Jones, 2002).

Build a foundation of trust, fairness and honesty in your community classroom. (Garrett) “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr. Seuss Building relationships with students makes them feel safer and want to try harder, students will feel more comfortable with support from their teacher. School should be a place where students want to come to daily.

References: 3 Part Classroom Management System. (n.d.). Retrieved 7 22, 2017, from Maryann: http://www.superteacherworksheets.com/classroom-behavior-cont.html Allodi, M. W. (n.d.). The meaning of social climate of learning environments: Some reasons why we do not care enough about it. Learning Environments Research, 13(2), 89–104. Retrieved 7 22, 2017, from http://link.springer.com/article/10.1007/s10984-010-9072-9/fulltext.html Classroom management. (n.d.). Retrieved 7 22, 2017, from Wikipedia: The Free Encyclopedia: http://en.wikipedia.org/wiki/Classroom_management Madesen, C. (n.d.). Rules, Praise, And Ignoring: Elements Of Elementary Classroom Control. Applied Behavior Analysis. Retrieved 7 22, 2017, from http://www.indiana.edu/~educy520/sec5982/week_8/madsen68.pdf Norona, K. L., Bicard, D. F., & Barbetta, P. M. (2005). Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 11–19. Retrieved 7 22, 2017, from http://www.tandfonline.com/doi/abs/10.3200/PSFL.49.3.11-19 Phi Delta Kappa. (n.d.). Retrieved 7 28, 2017, from Wikipedia: The Free Encyclopedia: http://en.wikipedia.org/wiki/Phi_Delta_Kappa Philosophy of education. (n.d.). Retrieved 7 28, 2017, from Wikipedia: The Free Encyclopedia: http://en.wikipedia.org/wiki/Philosophy_of_education

Marzano, R. J. (2003). What works in schools. Alexandria Marzano, R. J. (2003). What works in schools. Alexandria. VA: Association for Supervision and Curriculum Development. Bernard, 8. (2003). Turnaround teachers and schools. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (pp. 115-137). Alexandria, VA: Association for Supervision and Curriculum Development. Jones, F. (n.d.). (2007) Tools for Teaching. Retrieved from http://www.educationworld.com/a_curr/columnists/jones/jones020.shtml