1. Classroom Management Bellringer Activity After Reading the article “The Key to Classroom Management” create a new title that better fits the content. Bellringer Activity After Reading the article “The Key to Classroom Management” create a new title that better fits the content.

2. What is it? / Research shows that THIS has twice the impact on student achievement as do school / Policies regarding curriculum / Assessment / Staff collegiality / Community involvement / Research shows that THIS has twice the impact on student achievement as do school / Policies regarding curriculum / Assessment / Staff collegiality / Community involvement

3. Teacher’s Actions

4. Why is classroom management so important? Because students cannot learn in a chaotic, poorly managed classroom! Because students cannot learn in a chaotic, poorly managed classroom!

5. Balance / Between providing clear and consistent consequences for unacceptable behavior / and recognition and rewards for acceptable behavior / Between providing clear and consistent consequences for unacceptable behavior / and recognition and rewards for acceptable behavior

6. What is it? / What is the key factor for all classroom management which allows for fewer disruptions and discipline problems?

7. Teacher-Student Relationships For Instance: Substitute Teachers Any others?

8. Characterization of Effective Student-Teacher Relationship 1. Appropriate levels of dominance 2. Appropriate levels of cooperation 3. Aware of high-need students 1. Appropriate levels of dominance 2. Appropriate levels of cooperation 3. Aware of high-need students

9. 1. Appropriate Levels of Dominance / Teacher’s ability to provide clear purpose and strong guidance with both academics and behavior / Students prefer this type over PERMISSIVE teachers / Why? / Teacher’s ability to provide clear purpose and strong guidance with both academics and behavior / Students prefer this type over PERMISSIVE teachers / Why?

10. Clear expectations & consequences / Teacher’s use a wide variety of verbal and non verbal reactions / Move closer to offending student / Finger to lip (shhh) / Point out inappropriate action / Praise appropriate action / Raise hand to cue students for action

11. / Giving visual representation of poor or good behavior / Happy box, tickets at end of day for candy / Employing Group contingency policies / Talk in hall - no snack time for all / Giving visual representation of poor or good behavior / Happy box, tickets at end of day for candy / Employing Group contingency policies / Talk in hall - no snack time for all Clear expectations & consequences

12. Academically / Establishing & communicating learning goals at the beginning of a lesson or unit / Providing feedback / Continually and systematically revisiting the goals / Providing summative feedback on goals (use of rubrics) / Establishing & communicating learning goals at the beginning of a lesson or unit / Providing feedback / Continually and systematically revisiting the goals / Providing summative feedback on goals (use of rubrics)

13. Assertive Behavior / Is the ability to stand up for one’s legitimate rights in ways to make it less likely that others will ignore or circumvent them

14. Assertive Behavior / Body language: erect posture, face offending student, but keep enough distance so as to not appear threatening, match facial expression to match content of message

15. Assertive Discipline / Use appropriate tone of voice, avoid any display of emotions in the voice / Persist until student respond with appropriate behavior / Do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. / Use appropriate tone of voice, avoid any display of emotions in the voice / Persist until student respond with appropriate behavior / Do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

16. 2. Appropriate levels of Cooperation Focus is on students and teacher working together as a team.

17. Establish Rules & Procedures / General classroom behavior / Group work / Seat work / Transitions and interruptions / Use of materials required / Beginning and ending of day routine / General classroom behavior / Group work / Seat work / Transitions and interruptions / Use of materials required / Beginning and ending of day routine

18. Flexible Learning Goals / Which means?

19. Take Personal Interest in Each Student / Talk informally before, during, and after class about their interests / Greet students outside of the school (events, grocery, etc.) / Talk to students in café, hallway / Talk informally before, during, and after class about their interests / Greet students outside of the school (events, grocery, etc.) / Talk to students in café, hallway

20. Take Personal Interest in Each Student / Be aware and comment on important events in their lives / Compliment them on achievements outside of school / Meet students at the door as the come into class; greet each one by name / Be aware and comment on important events in their lives / Compliment them on achievements outside of school / Meet students at the door as the come into class; greet each one by name

21. Equitable & Positive Behaviors / Eye contact with all students / Ownership - give credit to someone with good idea, etc. / Encourage all to participate / Allow wait-time (3-5 seconds) for student to answer / Eye contact with all students / Ownership - give credit to someone with good idea, etc. / Encourage all to participate / Allow wait-time (3-5 seconds) for student to answer

22. Awareness of High Needs Students / Look at chart