Classroom Management Principles and Practices Ideas taken from:Discipline with Dignity Dr. Richard Curwin and Dr. Allen Mendler

Slides:



Advertisements
Similar presentations
What can we do in the Classroom?
Advertisements

Classroom Management 07 September There is no one right or wrong method for classroom management. Its a myth that One size fits all; it just doesnt.
Making Healthy Decisions
Matt Kendra Anne Carol Becky
Wise parents know that doing the right thing wont guarantee a happy kid.
McWhorter Elementary “Make Your Day” Self-Discipline: We are SERIOUS about EDUCATION.
Guiding the Behavior of Young Children. Establishing mutual respect Positive interaction Focusing on the child Encouragement of Self-control Effective.
Consequences Parent Fair November 12, 2012 Allen ISD Middle School Counselors.
LEE AND MARLENE CANTER ASSERTIVE DISCIPLINE
1 Summer Camp, Intervention Strategies for Challenging Behaviours Bushra Shahab-OUP ( )
The Classroom Learning Environment
© 2008 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 14 Managing the Classroom.
Guiding Children’s Behavior
Agenda The problem of bullying Social skills for all young people If your child is being bullied If your child is bullying others What else you can do.
Classroom Management.
Discipline with Dignity Richard Curwin and Allen Mendler Classroom Management EDUC 360.
Student Responsibility Classroom Management that Works.
Chapter 12 Manager as Leader
Teacher Interview Project
Class Room Management What is it? Instructional Theory Workshop Wed, Feb 1, 2006.
You deserve a safe and healthy relationship. Visit loveisrespect.org.
CLASSROOM DISCIPLINE DISCIPLINE “OK, here are your options: jump and discover the joy of flight, or don’t jump and I’ll kick your butt out of the tree.
General Theories of Classroom Management
SUPPORT BEHAVIOUR. © 2012 Pearson Australia ISBN: SUPPORT BEHAVIOUR Supportive environments The goal of a supportive environment is to build.
Wellness 9 Building Health Skills Building Health Skills.
Literacy Achievement for Secondary Students Exemplary teaching behavior Domains of expertise Anne G Liguori.
Curwin and Mendler Megan Beck Nicole Swinford. Richard Curwin Born May 25, 1944 Received his B.A in English and Doctorate of Education at the University.
Social Health Skills. Communication Skills Clearly say what you mean Pay attention to how you say something Be a good listener Be aware of your facial.
Classroom Management. Discuss responses to classroom situations Differentiate between rules and procedures Discuss Classroom Management Inquiry Group.
Jim Fay and David Funk – Tracy and Gyseka
Dignity  Respect for oneself and others  Designed to help teachers maintain a positive classroom environment  Provide hope to students who might otherwise.
Parenting & Child Development Life Skills Development making future better.
Richard Curwin & Allen Mendler Dignity with Discipline Alexandra Niehaus Crimi- SCED341 Spring 2011.
Richard L. Curwin and Allen N. Mendler
1 Chapter 12 The Manager as a Leader. 2 Lesson 12.1 The Importance of Leadership Goals Recognize the importance of leadership and human relations. Identify.
Classroom Management.
Chapter 7 Managing and Teaching the Physical Education Lesson.
Building Self–Esteem By Tteur Chun 7 th period. Why Self – Esteem is important? Most parents want their children to become happy, confident people, but.
Yellow Card Discipline and Setting Boundaries. Tonight’s Objectives  Understand that testing limits is a natural human behavior  Develop skills and.
Parenting for Success Class #11 Putting It All Together.
Jalongo & Isenberg, Exploring Your Role, 3e Copyright © 2008 by Pearson Education, Inc. All rights reserved Chapter 10: Exploring Your Role in Guiding.
Communication Skills for Teaching Classroom Management for Elementary Teachers Chapter 8 Evertson, Emmer and Worsham © Allyn and Bacon, 2006.
 Abigail Hecker  Noemi Rodriguez  Jennifer Schaaf  Shyno Thomas.
›Guiding Children’s Behavior ›Angela Hirsch. The first thing to look at when experiencing mistaken behavior in a classroom is the environment. Room arrangement,
The Manager as a Leader Chapter 12. The Importance of Leadership Definition: Leadership is the ability to influence individuals and groups to cooperatively.
UNIVERSITY IBN ZORH TEFL AND ICT STUDENTS PRESENT.
Classroom Management. Research tells us that good classroom management is the one commonality between all good instructors. Without it – you’re sunk!!
Parenting Theories John B. Watson
POSITIVE DISCIPLINE. WHAT IS DISCIPLINE? WHAT ABOUT SPANKING?  It is a physical assault on a child.  It teaches children to deal with life in a physical.
Meeting Children’s Social and Emotional Needs Objectives for Topic 10-4 After studying this topic, you will be able to explain how to help children develop.
Types of Discipline  Authoritarian- unquestioned obedience is required & little to no reteaching or explanation is given.  Permissive- there are few.
Chapter 5: Preventing Violence & Abuse Section 1: Conflict Resolution & Violence Prevention.
Discipline with Dignity: A Classroom Behavioral Model by Richard Curwin and Allen Mendler (Notes) Sources:
Dealing With Difficult Relationships Lesson 6-9 Bell Ringer.
Teacher Preparation & Effectiveness Unit 1. Brainstorm A list of words or phrases that identify the best teacher you’ve ever had.
Positive Discipline: Helping children develop self-discipline, responsibility, cooperation, and problem-solving skills By Angie Studer.
Conscious Discipline Lori Thieme Associate Superintendent.
The Dreikurs Model: Confronting Mistaken Goals
Chapter 12 Guiding Children’s Behavior Helping Children Act Their Best.
Educational Presentation By: Casandra. Lafayette.
TEACHER-STUDENT RELATIONSHIPS Chapter 4. Teacher-student relationships are the keystone for most issues in the classroom. Without the foundation of a.
Fostering Self Esteem Ways to help your child build self- esteem.
Mental & Emotional health
Ways to help your child build self-esteem.
PERSONAL MANAGEMENT.
Discipline With Dignity
Discipline with dignity
Lansing Public Schools July 19, 2011 Dorinda J. Carter Andrews, Ed.D.
The Philosophy and Practices of Nurturing Parenting
Meeting Children’s Social and Emotional Needs
Presentation transcript:

Classroom Management Principles and Practices Ideas taken from:Discipline with Dignity Dr. Richard Curwin and Dr. Allen Mendler THE KEY TO CLASSROOM MANAGEMENT By Robert J. Marzano and Jana S. Marzano Abridged from Educational Leadership, September 2003, Volume 61, Number 1

Self Check Strong Weak Where are you?? Where are you??Sensitive Insensitive

Relationships Don't Leave Relationships to Chance Teacher-student relationships provide an essential foundation for effective classroom management— and classroom management is a key to high student achievement.

Think About This “ The brain learns when connections are made between what is experienced and what that experience means to the child.” “ The brain learns when connections are made between what is experienced and what that experience means to the child.” Copied from ISBE Welcome Letter - Christopher A. Koch, Ed.D Welcome Letter to Parents from Superintendent

THE KEY TO CLASSROOM MANAGEMENT Effective teacher-student relationships have nothing to do with the teacher's personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by specific teacher behaviors:

Behaviors Include Appropriate Levels of Dominance Establish Clear Expectations and Consequences Establish Clear Learning Goals Exhibit Assertive Behavior Appropriate Levels of Cooperation Provide Flexible Learning Goals

Discipline with Dignity Philosophy Effective Communication – – Take a Personal Interest in Students – – Don't Leave Relationships to Chance Awareness of High-Needs Students I believe you can manage yourself You need to get a handle on your behavior because if you don’t I have a plan

Philosophy (cont) Defusing potentially explosive situations To prepare children for their future To value and protect opportunities for learning Reducing violence

Practical Discipline Guidelines The most practical discipline technique is to welcome every student. It takes less time at the end when you spend more time in the beginning. It takes less time at the end when you spend more time in the beginning. When students withdraw, make an even bigger invitation. Discipline responses require a two- stage approach: stabilize and teach.

Practical Discipline Guidelines Model effective expressions of anger with your students. Model effective expressions of anger with your students. When you take something away, give something back. Never use something you want a child to love as a consequence.

Practical Discipline Guidelines Eventually you must face a student who misbehaves; no one can do it for you. Eventually you must face a student who misbehaves; no one can do it for you. When disciplining students, always provide choices and limits. No one can change his or her behavior without a commitment.

Key to success of the program Treat students with dignity and respect Avoid power struggles Offer essential skills and strategies (you are a teacher not a policeman) Avoid reward / punishment based models Responsibility based discipline model

o Based on values; learning right from wrong o Focuses on instruction o Helps all students o Appropriate for all situations o Takes longer, lasts longer o Based on rewards and punishments o Focuses on deterrents o Works best with students who don't need it o Appropriate for safety o Works fast, doesn't last ResponsibilityObedience

4 factors that encourage self esteem in students Caring –Clearly defined limits Democratic atmosphere –Decision making and problem solving skills

Other Important Points Establish clear and specific guidelines Listen to what students are thinking and feeling Use humor –Vary style of presentation –Offer choices Refuse to accept excuses

Continued…… Be responsible (Yes it’s a big part of the job) Realize and accept you will not reach every child Start fresh every day