1. CLASSROOM MANAGEMENT Jo Hartmann 394-1876-ext 140 jhartmann@tie.net

2. Wherever groups of people live and work together, there are issues of organization that have to be solved or there is chaos. Wherever groups of people live and work together, there are issues of organization that have to be solved or there is chaos.

3. John Locke, the English philosopher, theorized about how society evolved. John Locke, the English philosopher, theorized about how society evolved.

4. Survival of the fittest. Survival of the fittest.

5. That is how government began, from its most primitive behavioral roots That is how government began, from its most primitive behavioral roots To groups banding together to protect their rights To groups banding together to protect their rights To rule of law To rule of law

6. In modern society, we need to understand that identical principles do apply. When there is no organization, the survival of the fittest, of the strong dominating the weak re- emerges. In modern society, we need to understand that identical principles do apply. When there is no organization, the survival of the fittest, of the strong dominating the weak re- emerges.

7. Every organized society is governed by rules and procedures… Every organized society is governed by rules and procedures…

8. Some are for our own safety Some are for our own safety Some are to protect our rights Some are to protect our rights And some are for reasons we forgot a long time ago. And some are for reasons we forgot a long time ago.

9. Research tells us that good classroom management is the one commonality among all effective instructors. Research tells us that good classroom management is the one commonality among all effective instructors.

10. With good classroom management as with any organizational structure, there are three basic and necessary components: With good classroom management as with any organizational structure, there are three basic and necessary components:

11. Rules and procedures Rules and procedures Consequences Consequences Relationships Relationships

12. All three components: rules and procedures, consequences and relationships, must be present in order for good classroom management to occur. All three components: rules and procedures, consequences and relationships, must be present in order for good classroom management to occur.

13. Relationships are the most important component but sometimes we forget that the other two components, rules and procedures and their logical consequences are also vital. Relationships are the most important component but sometimes we forget that the other two components, rules and procedures and their logical consequences are also vital.

14. Love alone doth not good classroom management make! Love alone doth not good classroom management make!

15. The two main things we have to remember about rules are The two main things we have to remember about rules are FIRST: that they have to FIRST: that they have to protect student and teacher safety and protect student and teacher safety and SECOND: they have to facilitate the best conditions for learning. SECOND: they have to facilitate the best conditions for learning.

16. The importance of establishing classroom rules during the first day and the first week can’t be emphasized enough. The importance of establishing classroom rules during the first day and the first week can’t be emphasized enough. If we treat classroom rules and standard procedures lightly and don’t understand their importance at the beginning of the year … If we treat classroom rules and standard procedures lightly and don’t understand their importance at the beginning of the year …

17. We exhaust ourselves trying to mend fences later on during the We exhaust ourselves trying to mend fences later on during the year ! ! ! ! year ! ! ! !

18. Classroom rules should be set cooperatively. Establish a few general rules of classroom conduct. Classroom rules should be set cooperatively. Establish a few general rules of classroom conduct. Rules need to be established as a result of a meaningful classroom discussion. Rules need to be established as a result of a meaningful classroom discussion. It’s an invitation for students to describe the class they would like to be part of and make suggestions for rules. It’s an invitation for students to describe the class they would like to be part of and make suggestions for rules.

19. Students know you respect and care for them when they are consulted and involved in decision making. Students know you respect and care for them when they are consulted and involved in decision making.

20. We often shoot ourselves in the foot by having too many rules and failing to enforce them. We often shoot ourselves in the foot by having too many rules and failing to enforce them. Minimum rules with maximum consistency is the golden rule Minimum rules with maximum consistency is the golden rule

21. When students break the rules, they must know ahead of time that there are consequences. In society, we know that if we choose to break the law, we had better be prepared to go to court and perhaps do some jail time. When students break the rules, they must know ahead of time that there are consequences. In society, we know that if we choose to break the law, we had better be prepared to go to court and perhaps do some jail time.

22. Hence the importance of knowing the consequences when one chooses to flout the rules. There should be no surprises. Hence the importance of knowing the consequences when one chooses to flout the rules. There should be no surprises.

23. The other key factor is consistency. Rules and consequences should be consistent in the classroom, across the grade level, and throughout the school. The other key factor is consistency. Rules and consequences should be consistent in the classroom, across the grade level, and throughout the school.

24. Rules are one thing, procedures are another. Procedures are usually unwritten, but have been practiced enough so students know them. It provides security to students to know what’s expected of them. Rules are one thing, procedures are another. Procedures are usually unwritten, but have been practiced enough so students know them. It provides security to students to know what’s expected of them.

25. Desk arrangements can minimize problems. Desk arrangements can minimize problems. Assign the students to their desks initially. Assign the students to their desks initially. As trust and cooperation develop students may request changes. As trust and cooperation develop students may request changes. Good behavior agreement from students requesting other seats is needed. Good behavior agreement from students requesting other seats is needed.

26. Teacher, I’m Finished. Now What Do I Do? The best-laid management plan can go astray during transition times when students who have completed class assignments butt in, asking for directions or begin playing around, disrupting others. The best-laid management plan can go astray during transition times when students who have completed class assignments butt in, asking for directions or begin playing around, disrupting others.

27. Quiet Choices Post a list of activities. Post a list of activities. Students can select a card from three suggested choices. Students can select a card from three suggested choices. Magazine rack selection, book shelf choice, art bucket, puzzle place, quick draw station, computer site to visit, cut pictures and letters for the bulletin board, free time writing activity. Magazine rack selection, book shelf choice, art bucket, puzzle place, quick draw station, computer site to visit, cut pictures and letters for the bulletin board, free time writing activity.

28. Summary of Current U.S. Research Summary of Current U.S. Research Marzano: Classroom Management That Works Marzano: Classroom Management That Works Orange: 25 Biggest Mistakes Teachers Make Orange: 25 Biggest Mistakes Teachers Make Tileston: What Every Teacher Should Know About Classroom Management and Discipline Tileston: What Every Teacher Should Know About Classroom Management and Discipline Reyhner: Teaching American Indian Students Reyhner: Teaching American Indian Students Checkley,: A Visit to Classrooms of Effective Teachers, ASCD Checkley,: A Visit to Classrooms of Effective Teachers, ASCD ASCD: Creating Caring Schools ASCD: Creating Caring Schools PDK: The Shame of the Nation PDK: The Shame of the Nation

29. To consider: how relationships are developed and maintainedhow relationships are developed and maintained the importance of establishing positive relationships with all childrenthe importance of establishing positive relationships with all children how to promote positive relationships between childrenhow to promote positive relationships between children

30. Underlying principles Positive relationships with children are key to positive behavior and regular attendancePositive relationships with children are key to positive behavior and regular attendance Positive relationships may just happen, but they can also be developedPositive relationships may just happen, but they can also be developed Positive recognition and reinforcement develop positive behavior and build the relationshipPositive recognition and reinforcement develop positive behavior and build the relationship Behavior is contextual and interactive: the way adults manage their own emotional responses has an important influence on children’s behaviorBehavior is contextual and interactive: the way adults manage their own emotional responses has an important influence on children’s behavior

31. The Fifth R The 4Rs RightsResponsibilities Rules Choices Routines Positive consequences Negative consequences Inevitability

32. Potential barriers to establishing positive relationships Large number of children with whom teacher needs to develop relationships Large number of children with whom teacher needs to develop relationships Lack of time to spend with individualsLack of time to spend with individuals We ourselves find it easier to develop positive relationships with some individuals than othersWe ourselves find it easier to develop positive relationships with some individuals than others Some children are actively suspicious of, and unfamiliar with, positive relationshipsSome children are actively suspicious of, and unfamiliar with, positive relationships

33. Exception finding Changing the view of the problemChanging the view of the problem Identifying successful moments Identifying successful moments Identifying times when the behavior is less severe, less frequent, less long- lasting. Identifying times when the behavior is less severe, less frequent, less long- lasting. ‘If you keep on doing what you’re doing, you’ll keep on getting what you’re getting’

34. Never treat a child in a way you wouldn’t treat an adult. Never treat a child in a way you wouldn’t treat an adult. Try to see things through the child’s eyes. Try to see things through the child’s eyes.

35. The importance of positive behavior in a role model can’t be emphasized enough. Kindness and humor shown in a business- like, task-oriented atmosphere is pivotal. When students feel cared about, they want to cooperate, not misbehave. The importance of positive behavior in a role model can’t be emphasized enough. Kindness and humor shown in a business- like, task-oriented atmosphere is pivotal. When students feel cared about, they want to cooperate, not misbehave.

36. We have considered: the importance of establishing positive relationships with all pupils the importance of establishing positive relationships with all pupils how relationships are developed and maintainedhow relationships are developed and maintained looking for exceptions in a ‘difficult’ relationshiplooking for exceptions in a ‘difficult’ relationship the ‘relationship bank’the ‘relationship bank’ how to promote positive relationships between children in a classroom communityhow to promote positive relationships between children in a classroom community

37. Factors Influencing How We View the World Family Family Gender Gender Race Race Age Age Sexual Orientation Sexual Orientation Language Language Friends Friends

38. Religion Religion School background School background Geography Geography Income of family/social class Income of family/social class Political views Political views Ethnicity Ethnicity Tech savvy Tech savvy

39. Social organizations Social organizations Travel experience Travel experience Special needs, (physical) Special needs, (physical) Special needs, (behavioral) Special needs, (behavioral) Special needs, (academic) Special needs, (academic) ELL ELL ESL ESL

40. Marzano’s research states: Marzano’s research states: If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations. If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations.

41. Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary action. Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary action.

42. Marzano states that rules and procedures and disciplinary actions that follow violations are also necessary components of effective classroom management. Marzano states that rules and procedures and disciplinary actions that follow violations are also necessary components of effective classroom management.

43. Teacher characteristics An analysis of teacher characteristics associated with effective instruction and classroom management includes: An analysis of teacher characteristics associated with effective instruction and classroom management includes: Moderately high dominance Moderately high dominance Moderately high cooperation Moderately high cooperation Consideration Consideration Buoyancy Buoyancy Inner control Inner control

44. Action steps Assertive body language Assertive body language Appropriate tone of voice Appropriate tone of voice Persisting until the appropriate behavior occurs Persisting until the appropriate behavior occurs Establishing clear learning goals Establishing clear learning goals Providing flexible learning goals Providing flexible learning goals

45. Taking a Personal Interest Talking informally with students before, during and after class about their interests Talking informally with students before, during and after class about their interests Greeting students outside of school Greeting students outside of school Singling out a few students each day in the lunchroom and talking to them Singling out a few students each day in the lunchroom and talking to them Being aware of and commenting on important events in students’ lives Being aware of and commenting on important events in students’ lives

46. Complimenting students on important achievements in and out of school Complimenting students on important achievements in and out of school Meeting students at the door as they come into class and saying hello to each child, making sure to use his or her name first. Meeting students at the door as they come into class and saying hello to each child, making sure to use his or her name first.

47. Making eye contact by scanning the entire room as you speak Making eye contact by scanning the entire room as you speak Freely moving about all sections of the room Freely moving about all sections of the room Deliberately moving toward and being close to each student in the room Deliberately moving toward and being close to each student in the room Attributing ownership of ideas to the student who originated them “Dennis has just added to Mary’s idea by saying that…” Attributing ownership of ideas to the student who originated them “Dennis has just added to Mary’s idea by saying that…”

48. Allowing and encouraging ALL students to be part of classroom discussions Allowing and encouraging ALL students to be part of classroom discussions Providing appropriate “wait time.” Providing appropriate “wait time.” Emphasizing right parts of wrong answers Emphasizing right parts of wrong answers Encouraging collaboration Encouraging collaboration Restating or rephrasing the question Restating or rephrasing the question Giving hints or clues Giving hints or clues Providing the answer and asking for elaboration Providing the answer and asking for elaboration

49. Types of Student Behavior Passive: 1. fear of relationships 2. fear of failure Passive: 1. fear of relationships 2. fear of failure Aggressive: 1. hostile 2. oppositional 3. covert Aggressive: 1. hostile 2. oppositional 3. covert Attention problems: 1. hyperactive 2. inattentive Attention problems: 1. hyperactive 2. inattentive Perfectionist Perfectionist Socially inept Socially inept

50. Conclusion Teacher-student relationships are critical to the success of the two other aspects of classroom management – rules and procedures and disciplinary interventions Teacher-student relationships are critical to the success of the two other aspects of classroom management – rules and procedures and disciplinary interventions To build good relationships, communicate appropriate levels of dominance and let students know you are in control of the class and are willing and able to lead To build good relationships, communicate appropriate levels of dominance and let students know you are in control of the class and are willing and able to lead

51. Communicate appropriate levels of cooperation and convey the message that you are interested in the concerns of students as individuals and as a class Communicate appropriate levels of cooperation and convey the message that you are interested in the concerns of students as individuals and as a class Make a special effort to build positive relationships with high need students Make a special effort to build positive relationships with high need students

52. Most importantly, remember that all three components of effective classroom management need to be present before learning can truly occur. Most importantly, remember that all three components of effective classroom management need to be present before learning can truly occur.

53. Start planning NOW for actions you will take next year. Start planning NOW for actions you will take next year. Think about what you wish you had done differently. Think about what you wish you had done differently. How will you start your first day of classes? How will you start your first day of classes?

54. We should structure our classroom management to reflect the world we live in. We should structure our classroom management to reflect the world we live in. We are preparing our students for that world. We are preparing our students for that world. How are we helping them to fit in? How are we helping them to fit in?