Effective Classroom Management Allison Sawka BED 307 Final Project

What is Classroom Management? According to the American Psychological Association, “Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. The purpose of implementing classroom management strategies is to enhance prosocial behavior and increase student academic engagement.”

Classroom Management is Important Because It… Establishes and sustains an orderly environment Increases meaningful academic learning and time engaged Facilitates social and emotional growth Decreases negative behaviors

It Looks Different Every teacher has their own method of managing his/her classroom. Methods depend heavily on: Grade level and subjects Culture/community Personal preferences (e.g. noise level) Student population Student needs

Dr. Tracey Garrett’s Model

Dr. Garrett’s Model Her model of classroom management discusses it as a process in which a teacher addresses various aspects of the classroom to prevent misbehavior. Addressing discipline is the last step in the process and should rarely occur if the first 4 steps are implemented properly.

Organizing Physical Design This step takes place before students ever enter the classroom. The atmosphere and setup should be inviting and comfortable (i.e. bulletin boards, soft items, culturally responsive) to ensure students feel safe upon entering.

Establishing Rules and Routines Communicating clear expectations for how the classroom will run will ensure smooth processes and maximize instructional time. How specific rules and routines should be is heavily dependent on grade level. For example, Kindergarteners typically require a high level of structure with clear, specific expectations to ensure the classroom runs smoothly. 5th grade students may not need as much structure, as they [should] understand what behaviors are and are not necessary and appropriate in the classroom.

Establishing Rules and Routines cont. One aspect of rules and routines is whether they should be student- or teacher-generated. This decision is entirely up to the teacher based on grade level and student population. There are advantages and disadvantages to both. Teacher-generated ensures that the teacher communicates exactly which rules he/she feels are absolutely necessary in his/her classroom.

Establishing Rules and Routines cont. As for student-generated rules, they require much guidance from the teacher to have the rules that he/she desires. The large advantage to allowing student-generated rules is that the students are involved in creating their own rules, which increases the likelihood that they will follow them.

Developing Relationships Creating supportive, caring relationships between students and teacher(s) is essential in effective classroom management. Students are much more likely to listen and respond to a teacher they have a relationship with. This is due to the trusting bond they have with the teacher in that they believe their teacher wants what is best for them, increasing student response and engagement.

Implementing Engaging Instruction Academic instruction is the foundation of schooling, therefore having meaningful lessons and activities is extremely important. It is vital that the teacher address the 3 prior steps before he/she can have effective instruction. Having a comfortable classroom with clear rules and supportive relationships will set the foundation for instructional time.

Implementing Engaging Instruction cont. To have engaging and effective instruction, a teacher must know their students. When a teacher knows the students, he/she can design instruction according to students’ interests and preferences, prepare for different student responses by drawing upon previous experiences with them, include them in the instruction, and so much more. Effective instruction is designed for the particular group of students and knowing them is how a teacher does so.

Implementing Engaging Instruction cont. One must also use appropriate assessments to be an effective teacher. By using information gained from appropriate pre- and post-assessments, a teacher can prepare lessons that will build on what students already know. It is important to connect new information to what students already know to ensure comprehension and growth. Also, by using assessments, a teacher can design instruction that will challenge students (instead of review known information that will likely bore them).

Addressing Discipline If a teacher performs the 4 steps prior to this one, he/she will rarely have to address discipline within the classroom. Misbehavior is still possible, as students may be effected outside the classroom, have an internal issue, diagnosed behavior issues, etc. A teacher must address misbehavior immediately and appropriately to maintain the respectful atmosphere of the classroom and to ensure other students continue to follow rules and routines.

Addressing Discipline cont. Every teacher has a different method of addressing misbehavior in their classroom but an effective method is conferencing with the student and reflecting.  The teacher should also reflect on what he/she is doing (or not doing) that may be causing this behavior and adapt accordingly. For example, changing the routine of the day or not communicating clear expectations may upset a student, which caused the behavior issue.

Addressing Discipline cont. The teacher should also ensure the student understands that his/her choices have an impact on the whole class and the teacher. Once those 2 aspects have been addressed, a foregoing plan to address the behavior can be created. The teacher must assess if the child can be included in the creation of the plan. It will likely be effective if the child is included in the creation and implementation of the plan, but it may not be appropriate in some cases.

Learn more about Dr. Garrett’s model: https://www.njea.org/news-and-publications/njea-review/september-2014/classroom-management

Dr. Garrett’s Book http://www.amazon.com/Effective-Classroom-Management-Essentials/dp/0807755745

Culturally Responsive Teaching Another aspect of classroom management is acknowledging the culture within the classroom and ensuring the environment is one of respect and acceptance. Some behavior management issues can stem from the teacher not addressing the various cultures and differences within the classroom; therefore it is important to acknowledge and teach using culturally responsive methods.

Culturally Responsive Teaching “Culturally Responsive Classroom Management (CRCM) is an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching which uses students’ backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.” From: http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Culturally Responsive Teaching Recognition of One’s Own Cultural Lens and Biases Knowledge of Students’ Cultural Backgrounds Awareness of the Broader, Social, Economic and Political Context Ability and Willingness to Use Culturally Appropriate Management Strategies Commitment to Building Caring Classroom Communities From: http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Culturally Responsive Resources Building Culturally Responsive Classrooms: A Guide for K-6 Teachers, Delgado-Gaitan, Concha. Sage Publications, Thousand Oaks, CA, 2006. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Singleton, G., Linton, C. Corwin Press, A Sage Publications Co., Thousand Oaks, CA, 2006. Classroom Behavior Management in a Diverse Society. Grossman, Herbert. Mayfield Publishing Co., Menlo Park, CA 1995.

GoNoodle is a free web-based tool that “gets kids moving to be their strongest, bravest, silliest, smartest, bestest selves.” The application helps teachers get their students moving with short interactive activities. Desk-side movement helps kids achieve more by keeping them engaged and motivated throughout the day. It is also designed with K-5 classrooms in mind. http://support.gonoodle.com/knowledgebase/articles/191223-what-is-gonoodle

Practices research-based activities that use exercise science and up-to-date research. The activites are designed to be healthy for the body, engaging for the attention, and beneficial to the brain in specific ways. Transition from listless to engaged in minutes. GoNoodle takes no time to setup, has content of a variety of lengths (from 1 minute to 20 minutes), and just requires you to press play. Designed for Long-Term Engagement: GoNoodle makes earning minutes of healthy activity a game that your kids play together. Motivate kids to stay active. Each class chooses a Champ -- a virtual mascot -- who grows as the class earns the minutes needed to advance to the next level. Reward them for engagement by helping them grow their Champ. Multiple Classes: For teachers who see multiple groups of kids each day. GoNoodle can be easily set up so that each class has their own game progress, Champ, and rewards. http://support.gonoodle.com/knowledgebase/articles/191223-what-is-gonoodle

A broadband internet connection. What's Required: GoNoodle is designed for use in the average classroom. All the teacher needs is: A computer. A broadband internet connection. A screen that all students can see (e.g., a projector, interactive whiteboard, or big monitor). http://support.gonoodle.com/knowledgebase/articles/191223-what-is-gonoodle

Responsive Classroom “The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. How children learn is as important as what they learn, and that academic success is inextricably tied to building social-emotional competencies.” Having a responsive classroom approach will support a teacher in his/her management plan and instruction. https://www.responsiveclassroom.org/about/

The Responsive Classroom Approach One-Minute Overview https://www.responsiveclassroom.org/about/

These 4 domains will assist a teacher in supporting a respectful, accepting atmosphere in the classroom and providing effective instruction. https://www.responsiveclassroom.org/about/

Responsive Classroom Services and Resources Choose from a broad variety of consulting services and professional development resources to meet your school’s or district’s needs, including: Multi-day and one-day workshops for K-8 teachers, specialists, administrators, and other school staff On-site, whole-school professional development and consultation for schools and districts Annual national conferences for school leaders and teachers Many award-winning publications and free online resources

Classroom Management Overview Classroom management is a process that involves many factors and looks different for every teacher. In order to be a successful teacher, one must have effective and appropriate classroom management. Various methods include: Dr. Tracey Garrett’s Model Culturally Responsive Teaching Activities (e.g. GoNoodle) Responsive Classroom