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 This PPT is not meant to be a somewhat cursory look at classroom management. You will receive additional instruction in Practicum (KIN 402) as you engage in more field work.

 Why important o Student learning o Respect for the profession o Longevity of your career o Enjoyment of each day o “Type” of school where you teach  Some teachers are born managers, most people will need to be taught. Both can be equally effective. For less “assertive” or conflict avoidant individuals, it may be more challenging

 Most issues that arise in the classroom relate back to the teacher!! Why? o Skills too easy or too hard o Clear expectations/standard of conduct o Clear task description o Groupings o Physical arrangement of students or orientation o Equipment o Transitions

 Routines o What are routines and what are some examples? Stopping and starting activity (what about equipment) Using the bathroom/getting a drink Unprepared for class (no PE clothes) Time out Warm up (some schools have set warm ups; Pierce MS) “What are we doing today” Attendance Waiting for next period Procedures for quizzes/exams Locker room Late for class

 Organization o Setting out equipment ahead of time o No desks, what! How organize students in physical space?  Classroom rules – if there are some, use them  Catch being good o Works SUPER well in elementary school. o What is an example? 1234 A B C D E

 Transition - What would you say? 24Ss, 6 th gr.,floor hockey dribbling with students.

o Game Face - – appropriate tone and demeanor (firm, organized, purposeful). Exude a confidence that you WILL keep the class under control and certain behaviors ARE expected and those contrary will NOT be tolerated o Be dynamic and motivating while teaching (ON STAGE). o “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS  Provide continual feedback, this reminds students the teacher is engaged with and monitoring class  Circulate around the gym - don’t “root” in one place.  Keep things moving & watch for activities “petering” out

o Planned activities Keep them fun! Keep them on task (idle hands lead to problems) Use small-sided activities Avoid elimination Vary the teaching style (not always practice style) Mix up teams (boy-girl etc)

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 1 st step to addressing misbehavior is? o Noticing it o Back to the wall – that is the concept that the only thing behind you should be just that, the wall.  2 nd step is? o Doing something about it o As simple as this may sound, it can be challenging. o The worst thing you can do is do nothing. o If you see misbehavior, directions not being followed or skills being improperly performed, say something.

 KIN 103 – you are not expected to administer consequences (time out) but are expected to use smaller interventions: o Non-invasive techniques – what are some? Proximity, eye contact, name in sentence, vocal variety o Moving student location o Group awareness talk I noticed this…. Everyone needs to do a better job of this…

 Other techniques o Wait time – just don’t overuse I’m waiting for quiet – even though this will cost you a few seconds, Ss get the message you are in charge and nothing is going to happen until everyone is listening.  Ignoring misbehavior – when is this OK?

 Don’t feel guilty about discipling students! o You are teaching them self control, discipline, character, appropriate standards of behavior. o These are VALUABLE LESSONS – You are in fact doing them a favor. o Better to learn now as opposed to later.