© 2008 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 14 Managing the Classroom

© 2008 McGraw-Hill Higher Education. All rights reserved. Things happen quickly Classrooms have histories Events are often unpredictable Classrooms are multidimensional Activities occur simultaneously There is little privacy Classrooms Can Be Crowded, Complex, and Potentially Chaotic

© 2008 McGraw-Hill Higher Education. All rights reserved. What do you think? What is the general purpose of classroom management? Beyond the content and curriculum taught in a class, what does a student learn from a well-managed classroom that s/he does not learn from a poorly managed classroom?

© 2008 McGraw-Hill Higher Education. All rights reserved. Goals of Classroom Management Keep task focus Reduce distractions Organize and facilitate flow Management

© 2008 McGraw-Hill Higher Education. All rights reserved. Successful Classroom Managers Prepare for problems Have plans Involve students Plan and execute well-organized lessons

© 2008 McGraw-Hill Higher Education. All rights reserved. Basic Principles of Classroom Arrangement  Reduce congestion  See all students  Make teaching materials easily accessible  Make sure that students can easily observe whole-class presentations

© 2008 McGraw-Hill Higher Education. All rights reserved. In-Class Activity You are a teacher and plan to use the activities on the overhead in your classroom. Use the figure on p. 497 of your text to decide which classroom arrangement style to use for each activity. Be ready to explain why you chose this style to the rest of the class.

8 You have designed a problem-based learning activity for your class. You break the class down into groups. One group represents teachers, one group represents the school board, one group represents parents, and one group represents students. You want each group to work on its own to solve a problem that you posed. You plan to have a Native American speaker come into class to share her experiences and history. You want all students to be attentive while she talks and to be able to ask questions and engage in a discussion.

9 You want students to work together to figure out how to drop an egg from the top of the school without breaking it. You want students to pay attention to you while you read a story. You want students to pay attention to you while you list the spelling words on the board.

© 2008 McGraw-Hill Higher Education. All rights reserved. Classroom Arrangement Styles Auditorium style Face-to-face style Off-set style Seminar style Cluster style

11 The teacher is talking to the class about how plants grow. Juanita is whispering to her friend in the back of the room and then says (rather loudly) “This is so stupid. I’m going to live in the city so I’m never going to plant a garden. Who cares how plants grow.” The teacher ignores Juanita’s behavior and comments and continues talking.

12 It is Friday afternoon. A history teacher assigns a web-based project to his students and says that it will be due on Monday. One student raises her hand and reminds the teacher that they have a major project on the Civil War due on Tuesday. She suggests moving the due date of the web project so students can focus on their Civil War projects over the weekend. The teacher thinks about the student’s suggestion and then agrees to move the due date to the following Monday.

13 It is Friday afternoon. A history teacher assigns a web-based project to his students and says that it will be due on Monday. One student raises her hand and reminds the teacher that they have a major project on the Civil War due on Tuesday. She suggests moving the due date of the web project so students can focus on their Civil War projects over the weekend. The teacher immediately responds “I guess you’ll all have a lot to do this weekend then, huh?”

© 2008 McGraw-Hill Higher Education. All rights reserved. Teacher Management Styles Authoritative : Encourages students to be independent thinkers, but provides monitoring and verbal give-and- take Authoritarian : Restrictive and punitive with the focus mainly on keeping order rather than learning Permissive : Students have autonomy but little support for learning skills or managing behavior

© 2008 McGraw-Hill Higher Education. All rights reserved. What would the teacher do? Karol keeps interrupting the teacher’s lessons by making rude comments. The teacher wants students to understand photosynthesis. Chris gets up and walks out of class whenever he wants to.

© 2008 McGraw-Hill Higher Education. All rights reserved. Creating, Teaching, and Maintaining Rules and Procedures CLASS RULES SHOULD BE Reasonable and necessary Clear and comprehensible Consistent with instructional and learning goals Consistent with school rules

© 2008 McGraw-Hill Higher Education. All rights reserved. Effective classroom managers… Hold students accountable Techniques to hold/maintain attention and focus Show how they are “with it” Cope effectively with overlapping situations Maintain smoothness and continuity in lessons Encourage students in a variety of challenging activities

© 2008 McGraw-Hill Higher Education. All rights reserved. Technical Teaching Skills Verbal skills  Set induction  Voice control Nonverbal skills  Time on task  Eye contact  Physical proximity

© 2008 McGraw-Hill Higher Education. All rights reserved. Getting Students to Cooperate COOPERATION Develop positive student/teacher relationships Reward appropriate behavior Share classroom responsibilities

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Listening Skills Being a Good Communicator Speaking Skills Nonverbal Communications

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Communicator SPEAKING SKILLS Assertive people express their feelings, ask for what they want, and act in their own best interest. “You” messages are undesirable Aggressive messages are often hostile Manipulation makes others feel guilty Passive people don’t express their feelings

© 2008 McGraw-Hill Higher Education. All rights reserved. Barriers to Effective Verbal Communication Criticizing Name calling and labeling Advising Ordering Threatening Moralizing

23 When are you going to learn to remember your homework? Stop crying or I’ll give you something to cry about! Were you raised in a barn? Close the door! Don’t be so mean!! Stop picking on Kyle! If you don’t come here right now, I’m going to take away all of your toys! You should have known better than to run across the ice, no wonder you sprained your ankle.

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Listener Active Listening Pay careful attention to the person who is talking Paraphrase Synthesize themes and patterns Give feedback in a competent manner

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Communicator NONVERBAL COMMUNICATION FACIALEXPRESSIONS TOUCH SILENCE SPACE

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Dealing with Aggression Dealing with Problem Behavior Management Strategies Classroom- and School-Based Programs

© 2008 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should teachers withhold recess as a punishment for children who misbehave and/or don’t finish their work? YESNO

© 2008 McGraw-Hill Higher Education. All rights reserved. Management Strategies Minor Interventions Use nonverbal cues Keep activity moving Provide needed instruction Move closer to students Redirect the behavior Be direct and assertive Give student a choice Moderate Interventions Withhold privileges or desired activities Isolate or remove students Impose a penalty or detention

© 2008 McGraw-Hill Higher Education. All rights reserved. Other Resources peer mediation parent-teacher conference principal counselor mentor

© 2008 McGraw-Hill Higher Education. All rights reserved. How would you handle it? In second grade, a girl yells out to you when you are working with another student. In fifth grade, a small boy comes up to you and tells you that two much larger boys are bullying him. In ninth grade, you are on one side of the room when a fight breaks out between two boys on the other side of the room. In eleventh grade, a girl openly defies you in front of the class and refuses to cooperate.

© 2008 McGraw-Hill Higher Education. All rights reserved. Applied Behavior Analysis A  B  C Differential Reinforcement of Other Behaviors