1. Classroom Management

2. Discuss responses to classroom situations Differentiate between rules and procedures Discuss Classroom Management Inquiry Group assignment Draw for Inquiry Group Assignments

3. Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom which enables learning to take place.

4. Classroom management = __________ Creating a learning environment Encouraging positive social interaction Active engagement in learning Self-motivating

5. WWETD? Your kindergarten class has been discussing the 5 senses. One of the students’ tasks is to draw a picture that represents the 5 senses. Noah turns in this:

6. WWETD???? Work in groups of 4 and discuss the at least 3 scenarios Discuss how you would respond Decide what an Effective Teacher would do to keep the behavior from occurring in the first place. Use the resources to see what they say

7. There are critical teacher behaviors. 1.Agree 2.Disagree

8. Critical Teacher Behaviors Withitness

9. What is withitness? 1.A keen awareness of what is happening 2.Having good relationships with students 3.Being assertive 4.Utilizing spontaneous behavior controls

10. Withitness

11. Critical Teacher Behaviors Withitness Smoothness & Momentum

12. What does smoothness and momentum refer to? 1.Smooth transitions between lessons 2.Effective pacing during a lesson 3.Having needed supplies ready to go 4.All of the above

13. Smoothness & Momentum

14. Critical Teacher Behaviors Withitness Smoothness & Momentum Communicating Expectations

15. What is meant by communicating expectations? 1.Expecting high grades for all students 2.Communicating the lesson target 3.Letting students know expected behavior at any time 4.All of the above

16. Communicating Expectations

17. Critical Teacher Behaviors Withitness Smoothness & Momentum Communicating Expectations Varying and challenging work The next critical teacher behavior is smoothness and momentum

18. Why is it important to provide varying and challenging work 1.Eliminates boredom 2.Facilitates individualized instruction 3.Promotes learning 4.All of the above

19. Variety & Challenge in Seatwork

21. Classroom Management Components Rules & procedures Situational assistance (Disciplinary intervention) Teacher-student relationship Mental Set

22. Which best describes a rule? 1.How things are done 2.How students behave

23. A rule – how students behave A procedure – how things are done

24. Which of these is NOT an example of a procedure 1.Sharpening your pencil 2.Where to put your work 3.Keeping your hands to yourself 4.How to line up

25. What are some other examples of classroom procedures?

27. Why is establishing procedures important 1.Parents want to know 2.Increases time on task 3.Reduces discipline problems 4.All of the above

28. Why are procedures important? Student expectations necessary for –Successful participation –Learning –Functioning effectively Enable multiple activities Increase time on task Reduce discipline problems

29. Procedural Events Beginning of school day (period) Transitions & interruptions Use of materials & equipment Group work Seatwork Teacher-led activities

30. Explain Reinforce Rehearse Demonstrate Procedures

31. Which statement is true? 1.Rules have penalties and rewards 2.Procedures have penalties and rewards

32. Consequences Rule

33. Many behavior problems are misidentified interpersonal problems? 1.Agree 2.Disagree

34. “The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other personally.” Rosa Sheets & Geneva Gay

35. Critical to rules & procedures & discipline interventions Teacher-Student Relationships

36. Rules and procedures Disciplinary inventions used Exhibit assertive behavior Use assertive body language Speak in an appropriate tone of voice Persist until the appropriate behavior is displayed Establish clear learning goals Communicate appropriate levels of dominance Teacher-Student Relationships

37. Provide flexible learning goals Personal interest in students Be equitable & positive Respond appropriately Communicate appropriate levels of cooperation Teacher-Student Relationships

38. Different Types of Student Behavior Passive –Fear of relationships –Fear of failure Aggressive –Hostile –Oppositional –Covert Attention problems –Hyperactive –Inattentive Perfectionism Socially inappropriate

39. Classroom Management Styles What’s yours?

40. Inquiry Process Topics based on student curiosity, questions, interests Dig deeply into complex, authentic topics that matter Flexible grouping Student responsibility with peer leadership Use of proficient reader/thinker researcher strategies Draws on multigenre, multimedia resources Going beyond fact-finding to synthesizing and applying knowledge Actively using knowledge: take action, share, go public Match learning to state and district curriculum

41. Why Inquiry? Focuses on children’s natural inquisitiveness Student control, responsibility and choice increases self-efficacy and is motivating Helps develop problem-solving skills Students are engaged in authentic, meaningful learning experiences Small group interactions are “life-like” Allows for differentiated instruction Develops proficient readers and thinkers

42. Classroom Management Inquiry Groups Guidelines are posted on the WikiWiki

43. Discipline with Dignity (Richard Curwin & Allen Mendler) Discipline without Stress, Punishment, or Rewards (Marvin Marshall) Beyond Discipline (Alfie Kohn) The First Days of School (Harry Wong) Positive Behavioral Interventions and Supports (PBIS) Love and Logic (Jim & Charles Fay)

44. Looking ahead Burden Chapter 3 (Review) Blog #3 Will be posted Wednesday- Meet in Inquiry Groups