1. 1.0 Classroom Management: Perspectives and Research

2. Every Teacher’s Vision

3. The Reality

4. Tell your partner some of the reasons why you believe student behavior has become a more difficult problem for teachers today. Think Pair-Share Think-Pair-Share

5. A Few Considerations….. More than 8 in 10 American children attending school today will graduate from high school. In pre-World War II America, less than 3 in 10 graduated. (Sprick, Knight, Reinke, Skyles, Barnes, 2010)

6. A Few Considerations….. The percentage of college- educated Americans today now equals the percent of high school graduates at the onset of World War II. If current trends continue, some 30-40% of American schoolchildren born in this millennium will graduate from college. (Sprick, Knight, Reinke, Skyles, Barnes, 2010)

7. A Few Considerations….. School is no longer reserved for: The privileged few Those who do not have to work on the farm or at home

8. A Few Considerations….. We have come to expect (as law now mandates) that all children are educated to a twelfth grade level and we do not exclude students by: –Gender –Race –Disability Students who have joined the system are not the ones already predestined for success—they are the ones who only a few generations ago wouldn’t have been there at all.

9. A Few Considerations….. We depend on the educational system to train teachers to be successful in the classroom. How well has the system adapted to the needs of today’s teachers and students?

10. The Critical Role of Classroom Management Classroom management: continues to be a major concern for all educators represents a first year teacher’s most serious challenge continues to be a major factor in stress and burnout for all teachers Despite these concerns, classroom management and discipline are often neglected in training programs for teachings.

11. The Critical Role of Classroom Management More than 6,000 teachers are threatened and students on school grounds injure over 200 teachers annually (Sprague & Walker, 2000). “The increase in aggressive and delinquent behaviors in schools throughout the country has reached critical proportions” (Safran & Oswald, 2003).

12. The Critical Role of Classroom Management Nearly half of new teachers leave the profession within five years. The most common cited reasons include discipline problems and lack of administrative support for dealing with discipline issues. (Sprick, Knight, Reinke, Skyles, Barnes, 2010)

13. There is a substantial gap between the attitudes of teachers in the classroom and those of the professors who prepare them for their careers. While virtually all classroom teachers (97%) say that good discipline is “one of the most important prerequisites” for a successful school, fewer than 4 in 10 education professors (37%) consider it absolutely essential to train “teachers who maintain discipline and order in their classroom.” (Weiss, 2011)

14. Activity Read the excerpt from Robert Marzano’s “Classroom Management That Works”Read the excerpt from Robert Marzano’s “Classroom Management That Works” As you read the excerpt, put an exclamation mark next to any information that is new to you.As you read the excerpt, put an exclamation mark next to any information that is new to you. Put a check mark next to any information you already knew.Put a check mark next to any information you already knew. Put a question mark next to anything you would like more clarification on.Put a question mark next to anything you would like more clarification on. Share one piece of new information and something you already knew with your partner.

15. What Makes An Effective Teacher? (Marzano, 2003) Teachers that manage classrooms effectively have: –Rules and procedures for general classroom behavior, classroom routines/activities, and transitions –Disciplinary interventions (i.e., consequences for positive behavior, consequences for negative behavior). –Teacher-Student Relationships (i.e., establishing clear goals, taking personal interest in students, using positive classroom behaviors). –Mental set (general, “withitness”, emotional objectivity).

16. What Makes An Effective Teacher? (Cotton,1995) Effective Teachers: Establish smooth, efficient classroom routines. Directly teach students how to be successful. Interact with students in positive, caring ways. Provide incentives, recognition, and rewards to promote excellence. Set clear standards for classroom behavior and apply them fairly and consistently.

17. What Makes An Effective Teacher? (Wong, 1991) Three characteristics of an effective teacher: 1. Positive expectations for student success 2. Establishes good classroom management techniques 3. Designs lessons for mastery Classroom Management Mastery Teaching Positive Expectations