Classroom Management Issues 1. Greet students at the door daily. Show a sincere interest. 2. Use the “shoe test” for students with conduct disorders. Try to put yourself in their place. 3. Be alert to physiological factors and how they influence behavior—illness, medication, bus problems, home problems, etc… 4. Be alert to classroom elements that might influence behavior such as noise level, temperature, over/under stimulation. 5. Review (reflect) your teaching methods. Are directions clear? Are activities too difficult or take too long? Is there less structure, or more structure, than most students need? Continued…

“The mind can only comprehend what the rear can endure!” 6. Expect all students to maintain realistic standards for behavior. 7. Use humor often but, appropriately and reasonably. 8. Have a few minutes of guided physical activity throughout the day. Remember---- “The mind can only comprehend what the rear can endure!”

Statement of Behavior Expectations 1. Consider your goals for student behavior. Remember that the purpose of rules and procedures in the classroom is to facilitate student learning, not to establish obedience and conformity for its own sake. 2. Consider the activity or lesson and what will be happening during it. Does it include presentation, small group work or the use of breakable equipment? What behaviors will help the lesson or activity go smoothly, efficiently, safely and allow everyone to learn? 3. Determine what previously taught procedures students will need to use. Should you review them at the beginning of the lesson or activity?

4. Recognize that you will need to be especially clear about those rules that vary by situation (talking during tests,etc…). 5. State your expectations for talking, being out of their seats, asking for help, and what to do when finished. 6. State do’s rather than don’ts. “Raise hands” rather than than answer out loud.” 7. Be specific! Say, “ask permission before using anyone else’s materials,” rather than saying “Respect others.” 8. Be sure to follow through with your expectations. Don’t state expectations and them ignore them. Be consistent! 9. Acknowledge students for following the rules and procedures. Be specific!

Managing Behavior Signal for Attention: Teach the students the signal that means they are to pay attention Explain and demonstrate what attention means: “Stop where you are,” “Look at me,” and “Listen with your mouth closed.” Practice until the group is able to respond to the signal in a specified amount of minutes. Play beat the clock. Periodically repeat the timing and practice Following the signal, the teacher should remain silent. Make the students responsible, giving no reminders, warnings, or nagging.

Acknowledge students for learning and performing this skill. Encourage the students to help each other respond to the signal quickly through nudges, whispered reminders, and so on. Be sure you are ready to begin as soon as you have their attention. Make sure you do not start until you have everyone’s attention. If, after your best efforts, students remain slow to give their attention, implement consequences like, “We need to spend 45 on math today. Any time wasted will have to be made up during free time.”

Monitoring Seatwork Move around quickly at the beginning to make sure each student gets started quickly. Check on students you think might have difficulty. Do not just wander; look carefully at each student’s work. Monitor all students, not just those who raise their hands. Use peers to help monitor-”Compare your answers to questions 1 and 2 with your partner and let me know if they are different. If there are many errors and questions, stop and reteach.

Feedback Do not always give general feedback. Corrective feedback should be specific rather than general. Example—”Your definition for photosynthesis includes all key points!” rather than “Good job.” Negative feedback for incorrect responses is most effective when it is combined with a statement, an example, or a demonstration of the correct response.

Could you unintentionally trigger conduct disorders? Try to avoid: Scolding, criticizing, nagging, yelling, screaming and excessive loud talk. Using group punishment for a behavior will cause hostility or loss of respect for the teacher, or may set the class against the student (s) who caused the punishment, triggering more asocial behavior. Premature judgments may lead to reprimanding the wrong student. Students have a right to Due Process. Humiliating and cruel punishment is ineffective and symptomatic of teacher loss of control. Don’t compare students, and don’t give up on those who appear to have given up on themselves!

Do You React or Respond to Discipline Problems? Every teacher has expectations about themselves and their students: We expect to be able to control student behavior We expect to be able to teach without disruption. We expect students to be motivated and respectful. We expect students to follow rules. Although these appear to be reasonable expectations, there are very few classrooms where these expectations are met 100% of the time.

When our expectations are not met, the Reactive Teacher becomes: Angry Frustrated Resentful Disappointed Hurt These emotional reactions to our unfulfilled expectations cause stress for the teacher and the students. Reactive teachers are not as effective as responsive teachers.

Responsive Teachers Responsive teachers deal with all students and all behaviors in a calm and confident manner. They do not take students’ behavior personally. They ask themselves, “What does the student or the class need at this moment?” They use humor without sarcasm. They do not get into power struggles with students. They ignore minor infractions. They use eye contact or proximity before calling out a student’s name.