Classroom Management References: Enhancing Adolescent Competence: Strategies for Classroom Management by Darcy Miller The First Days of School by Harry K. Wong & Rosemary T. Wong

Objectives Objective: Teachers will be able to: 1) Share their ideas/ concerns on what classroom management problems they have experienced. 2) Apply new classroom management techniques which are compatible with the extended classroom period. 3)Present solutions to classroom management problems that were given at the beginning of the workshop.

Share a scenario describing in detail a problem that stems from poor classroom management, and be prepared to provide a solution for your problem scenario. Scenarios:

Classroom Management is the management of content, material, time and people within a classroom.

“Classroom Management is all of the tasks and activities that teachers perform that facilitate a positive and effective learning climate.”

The essence of effective classroom management is healthy and happy relationships between teachers and students, and among the students themselves.”

To Teachers: “You can arrange your room creatively, you can list your rules on the bulletin board, you can be prepared for emergencies, but if you don’t have a positive relationship with your students it will be very difficult for you to manage your classroom effectively. In reality, all of teaching is relationship-oriented. Almost everything we do as teachers involves people--students, colleagues, administrators, parents, and community personnel. You can be a brilliant scholar in your chosen field of expertise but if you are not adequate at building and nurturing relationships, chances are you will not be an excellent teacher.”

Some tools for building positive relationships: The “Me” Bag Personality Squares Journals Others….

An analogy for classroom preparation A successful restaurant is ready… The dining room is ready. The atmosphere or ambiance is conducive to a pleasant dining experience. The staff is ready. You can expect fine service because the staff has high expectations that you will enjoy your dinner. The table is ready. The table is set and waiting when you arrive at your reservation time. Getting ready:

A successful teacher is ready. The work is ready. The desks, books, papers, assignments, and materials are ready when the bell rings. The teacher is ready. The teacher has a warm, positive attitude and has positive expectations that all students will succeed. The room is ready. The classroom has a positive climate that is work- oriented.

All battles are won before they are fought. -Sun Tzu

A Checklist for Teaching and Learning in the Talent Development High School

1) There is evidence that the teacher has prepared for class by:  familiarizing him/herself with the concepts, skills,and materials being taught;  gathering/arranging materials and supplies and pre-testing equipment. A Checklist for Teaching and Learning in the Talent Development High School

2) Desks and chairs are arranged in a way that is conducive to student interaction. A Checklist for Teaching and Learning in the Talent Development High School

Change partners or groups by assignment or by unit every 6 to 8 weeks, or by grading period.

Establish a classroom environment that is conducive to partner and group work. A Checklist for Teaching and Learning in the Talent Development High School

Seating Arrangements (Front of Classroom) An Arrangement Not Conducive to Group Work

Seating Arrangements (Front of Classroom) Arrangement for Partnerships

Seating Arrangements (Front of Classroom) An Alternate Arrangement for Partnerships

Seating Arrangements (Front of Classroom) Arrangement for Partnerships

3) Be sure students have a routine to follow (completing a drill, recording a home assignment, etc.) immediately upon entering the classroom. A Checklist for Teaching and Learning in the Talent Development High School

4) Give clear, concise instructions for each task students are to perform. A Checklist for Teaching and Learning in the Talent Development High School

5) Make students aware of time constraints for given tasks, and stick to them. A Checklist for Teaching and Learning in the Talent Development High School

6) Be sure the lesson includes significant periods of student- centered tasks, in addition to direct (teacher-centered) instruction. A Checklist for Teaching and Learning in the Talent Development High School

7) Circulate…  during direct instruction to maintain the attention of all students.  during individual, partner, or group practice to observe and give assistance. A Checklist for Teaching and Learning in the Talent Development High School

8) If students are inattentive, do not continue to teach until you have regained their attention. A Checklist for Teaching and Learning in the Talent Development High School

9) Require students to move at least twice during the class period. This can include:  movement from one area of the classroom to another  “seventh-inning stretches”  movement for the purpose of regrouping  movement between learning centers  movement-oriented activities such as “Corners.” A Checklist for Teaching and Learning in the Talent Development High School

10) Employ at least two types of media during the class period. These can include:  manipulatives  chalkboard  chart paper  overhead projector  lecture-demonstration (by the teacher or students)  video or audio equipment and computers A Checklist for Teaching and Learning in the Talent Development High School

11) Regroup students at least once during the class period. This can include whole-class instruction as well as individual or group work. A Checklist for Teaching and Learning in the Talent Development High School

12) Be sure the time students are given to perform tasks is appropriate, considering their level of maturity, their attention spans, abilities, and the complexity of the tasks. A Checklist for Teaching and Learning in the Talent Development High School

Building Resiliency What is resilience? Resilient students: “Those who have the capacity to overcome biological, psychosocial, and environment stressful events.” Poulsen, 1993 Emmy Werner, Ruth Smith & colleagues in Hawaii conducted a 30 year longitudinal study of children who were in particularly stressful life circumstances. Why were some successful and others were not?

Profile of a resilient student Social Competence Autonomy Problem-Solving Skills Sense of Purpose Qualities of a resilient student: Warmth, humor, flexibility, affectionate,responsible, alert, responsive to others, problem solvers, decision makers, hopeful, prosocial (shared, helped others)

Strategies for building resilience Holding High Expectations Communicating High Expectations Delineating Clear Guidelines Providing a Sense of Hope and Future Providing Caring and Supportive Environments Teacher’s role Peer’s role School’s role Ensuring Active Participation Providing meaningful activities and roles Teaching Participation Skills Providing Mentors

Solving the scenarios Sharing best practices

Questions