Review of Classroom Management Sec. Ed. TED 377 Methods in Sec. Ed.

Goals Three goals of classroom motivation and management: 1.To keep students emotionally and physically safe. 2.To have students to pay attention, do what we ask, and stretch as necessary to learn to the best of their abilities. 3.To manage students in ways that will allow them eventually to manage themselves. If we are successful managers, students will trust us and like being in our classrooms, enjoy learning, and will grow increasingly responsible and independent.

Most Important Part of Classroom Management You will find that this course is far less prescriptive than the modules used in TED 271 Classroom Management. YOU are the central issue in classroom management. Therefore, this course should be about YOU. This course is less about information (though there is new material) and more about YOU.

Mod 1: Introduction to Classroom Management Why do students misbehave? Historical background. Goals of classroom management. Why is classroom management important? Most important part of management. Elements of a classroom management system.

Mod 2: Advanced Preparation for the School Year Organizing the classroom. Rules and procedures. Preparing for the first days of school.

Mod 3: Legal Rights and Responsibilities Power and authority. In Loco Parentis and the Reasonable Person Rule. Restraining students. De-escalation techniques. Dealing with alcohol and drug abuse. Recording behavior.

Mod 4-A: Motivating Students What motivates people? What motivates students? Intrinsic and extrinsic motivation. Aspects of motivation. How to motivate. Grades as motivation. Student incentives.

Mod 4-B: Maintaining Appropriate Student Behavior Maintain appropriate student behavior: – Monitor student behavior. – Communicate your concern effectively. – Be consistent. – Manage inappropriate behavior promptly. – Create a positive climate. – Get to know your students as people. – Use teacher praise (public and private) appropriately. – Use incentives or rewards.

Mod 4-C: Managing Problem Behaviors Non-problem Minor Problem Major Problem, Contained Major Problem, Spreading Choose appropriate level of intervention. Do not overreact. Be assertive, and use drama as needed.

Managing Problem Behaviors Start off nonverbally, and don’t overreact! – Nonverbal: Make eye contact, use a signal, use your physical presence. – Verbal: Remind student of correct procedure, redirect student attention to the task, ask/tell student to stop behavior, use facial expression and tone. – Private talk: Conference with student. – Contract: Have student commit to agreement. – Office: Put student on detention, contact vice-principal. – Contact parent: Gain help and support.

Mod 4-D: Managing Students with Special Needs Emotional and/or behavioral problems. Asperger’s Syndrome. Attention Deficit Hyperactivity Disorder (ADHD). Deaf or hard-of-hearing. Visually impaired or blind. Extreme poverty. Limited English proficiency.

Mod 5: Planning and Conducting Instruction Instruction as organizing activities. Connecting activities with transitions. –Transitions and transitional activities. Teacher perceptions and biases in the classroom. –Beware of stereotypes and treating students differently (gender, body type, academic expectations). Concepts that contribute to effective management.

Classroom Management Good Teaching and Communication Summary Good advanced preparation!

Pacing of Instruction Summary

Be Careful: Don’t Let Little Things Slip! Most students exhibit good behavior initially. Gradually this can change if a teacher does not pay attention to maintaining good student behavior. Don’t be lulled into a false sense of security! Warning: Minor inappropriate behaviors left unaddressed can snowball! Summary

Be Careful: Don’t Let Little Things Slip! 1.Communicate expectations clearly. 2.Take action promptly. Summary

Final Scenarios Make eye contact, use teacher presence, and employ non-verbal cues/signals. Remind students of appropriate behavior, redirect students to the task, and ask students to stop the behavior if necessary. Hold a private conference with the student after class. Establish an individual contract with the student. Contact the office, and possibly put the student on detention.

Scenario #1 During a lab period, one student begins to use violent verbal abuse against another student, and you are concerned that the situation may escalate quickly into a situation.

Scenario #2 While three students started talking to each other quietly earlier in the week, now more of the class is beginning to do this as well.

Scenario #3 After you told one student earlier this week that her critical remarks in class about your teaching style were inappropriate and that she should cease this behavior, today the student openly criticized how you were teaching for a second time.

Scenario #4 Today two students started to go off-task and began talking to each other. You are aware of their behavior, although none of the students around them seem disrupted.

Scenario #5 One student refuses to do seatwork in class. Instead, he chooses to do work for his next class. You have already confronted this behavior issue both verbally in class and through a private conference with the student.

Scenario #6 One student who comes from a severely economically disadvantaged home setting suddenly begins to act differently (out of character) in class. While engaged in learning activities, the student begins to speak loudly, push his desk against another student’s desk, and he begins to call a second student names.

Review of Course Material Modules to Submit Mod 1 Mod 2 Mod 3 Mod 4-A, 4-B, 4-C Mod 5 Group Activities Completed in Class Room layout Rules Procedures Motivation Transitions Projects Wiki Final project

Conclusion Hope you enjoyed this course! You’ll be great in the classroom!