CLASSROOM MANAGEMENT

 Advocating positive student behaviors  Teaching self-discipline  Promoting physical and psychological safety  Progressing events in an orderly fashion during the school day  Creating the most effective learning environment possible WHAT IS CLASSROOM MANAGEMENT?

 Arrangement of room  Seating chart  Readily available and logically placed supplies  Expectations and consequences clearly posted  Displays that support instruction  Safe and fun environment ENVIRONMENTAL FACTORS

 Plants  Non-fluorescent lighting  Comfortable decorations (with student input)  Examples of student work and success  Positive reminders SUGGESTIONS

 Have procedures developed and prepared to present to students for most scenarios involving movement, including:  Entering the room  Getting out supplies  Individual, small group, and large group instruction/work  Exiting the room  Turning in work  Sharpening pencils ONCE STUDENTS ENTER

 Reasonable  Positively stated  Clearly and concisely defined  Limit rules to 7 or less (3 is ideal)  Positive Consequence Examples  Tangible rewards (candy, toys, etc.)  Activity time  Computer time  Student/Class created rewards  Negative consequences for not meeting expectations  Appropriate for the behavior (major and minor infractions)  Also clearly and concisely defined  Keep things consistent EXPECTATIONS (RULES)

 Pencil and paper  Create charts for students  Check intermittently at fixed intervals  Point Sheets (Daily/Weekly)  Classroom Dojo Ideally, this should be a school-wide discipline system that is consistent with all teachers WAYS TO MONITOR POSITIVES/NEGATIVES

 Behavioral Approaches  Focuses on changing observable behaviors such as talking  Requires teachers to identify desired and undesired behaviors without looking for causes  Relies heavily on the work of B.F. Skinner  Positive and negative reinforcement  Ecological Approaches  Based on the research of Jacob Kounin and Paul V. Gump  Focuses on the physical “habitat” of the classroom and how it effects student behavior  Examines the rules, routines, and procedures of the environment  Examines the activities conducted in the environment  Classroom consists of segments (tests, group work, ind. work)  Each segment has its own routines depending on the activity  Focus is on consequences of actions to educate after misbehaviors  Builds on the ideas of social and emotional learning (SEL) VARIOUS BEHAVIOR MANAGEMENT THEORIES

 Self-Regulating Approaches  Focuses on self-awareness  Helps students with goal setting and motivation  Makes students aware of being in control and things they are unable to control  Examines student participation in their own learning through:  Behavior Management  Cognitive Reflection  Environmental resources VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

 Process-Outcome Approaches  Examines the “events, including teacher and student behaviors and interactions, the teaching and learning process. They also examine the ‘outcomes of instruction, such as achievement, attitudes, or classroom behavior’” (p.123)  Importance is placed on the teacher creating a positive environment that promotes academic and social skills  Examines critical beginning of the year activities that set the tone for the rest of the year  Cooperative learning; students are held accountable for their own performance  Smooth transitions, learning time, monitoring of student progress  Strong communication between student and teacher VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

 Community Approaches  Focuses on building a community with students in the classroom  Emphasizes the students fostering their community in ways that drive their learning forward  Teacher is not in control of the classroom, but is more of a promoter of the community  Rewards and consequences are not important but educating students to have increased internal motivation and self-control is  Lessons appeal to students’ intrinsic learning motivation - “Bribes, threats, rewards, and punishments are deemed coercive, should be restricted or eliminated, and should be placed with explanation and persuasion.” (p.170)  Supportive Approaches  Classrooms and teachers serve to support appropriate social interactions, a positive learning climate  Promotes knowledge construction appropriate for developmental levels of students  Keeps negativism to a minimum  No use of negative language such as sarcasm or ridicule VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

 Did you fill in six out of the six spaces?  Targeted intervention – Single student, not a whole class  The question at the top can be any behavior that needs to be addressed (blurting out, lack of focus, off-task, etc.)  Should be carried over to multiple days so that it’s not a major infraction if a student misses one of the squares  Pair with a well-behaved student to lessen stigma of it being only for “bad” behaviors  Lessens the stakes – Get to reset every X minutes INDEX CARD INTERVENTION

 Strategies for Addressing Behavior Problems in the Classroom Mary Margaret Kear, C. Michael Nelson  Student Teacher to Master Teacher Michael S. Rosenberg, Lawrence O’Shea, Dorothy J. O’Shea  Classroom Management: Models, Applications, and Cases M. Lee Manning, Katherin T. Bucher  Matt Collier the coolest dude in the universe RESOURCES CITED