1. Classroom Management Presented by Frank H. Osborne, Ph. D. © 2015 EMSE 3230 Math and Science in Education 1

2. Charlotte Danielson’s Framework for Teaching The Framework consists of four Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 2

3. Introduction 3

4. Domain 2: The Classroom Environment 2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture of Learning 2c. Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space 4

5. 2a. Creating an Environment of Respect and Rapport Teacher interaction with students, including both words and actions –Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. –Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. 5

6. 2a. Creating an Environment of Respect and Rapport Teacher interaction with students, including both words and actions –The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. –Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers. 6

7. 2b. Establishing a Culture for Learning Importance of content and of learning –A culture for learning refers to the atmosphere and energy level in a classroom where students are engaged in important work. –The teacher conveys enthusiasm for the subject, letting students know that they are pursuing this knowledge because it's important, interesting, and fun—as opposed to learning something because it will be on the state test or is in the textbook. 7

8. The Classroom Environment 2b. Establishing a Culture for Learning Expectations for learning and achievement The teacher also communicates to students that although the content is challenging, it is within the reach of any student committed to working hard. Student pride in work In such classrooms, students respond by taking pride in their work and experience the feeling of satisfaction that comes from having achieved major goals. 8

9. The Classroom Environment 2c. Managing Classroom Procedures Instructional groups –Much classroom work occurs in small groups. –Small groups enable students to work with their classmates. –Small groups can discuss possible approaches to a problem. –Small groups help students benefit from one another’s thinking. 9

10. The Classroom Environment 2c. Managing Classroom Procedures Instructional groups –Students cannot be expected to automatically know how to work productively in small groups. –Skills for working in groups must be taught. –Students work independently in groups with little supervision from the teacher in a well-run classroom. 10

11. The Classroom Environment 2c. Managing Classroom Procedures Transitions –Many lessons engage students in different types of activities-large group, small group, independent work. –Transitions between these different activities and grouping patterns should proceed easily and smoothly. –Students move from one activity to another with little instructional time lost. –Students know the process and execute it seamlessly. 11

12. The Classroom Environment 2c. Managing Classroom Procedures Materials and supplies –Classroom Arrangement Students can see teacher and face away from windows All students should be always visible to teacher and classroom aides Teacher and aides need to be able to move freely among students to supervise work Post classroom rules in an obvious location Areas to display student work Students have easy access to their materials. Student materials are separated from teacher materials. 12

13. The Classroom Environment 2c. Managing Classroom Procedures Materials and supplies –Classroom Stations to Organize Materials Places may be set up for students to pick up corrected work, where learning materials are located, where students go to correct their work. Stations are located for making transitions more efficient. Classroom aide can maintain the stations. Students should be learning at the stations. Each station should have its own procedures, posted rules for the station and opportunity for student practice and praise for correct use. 13

14. The Classroom Environment 2c. Managing Classroom Procedures Performance of classroom routines –Rules How students need to act in the classroom How to maintain a safe environment How students participate in learning Must be clear, fair, reasonable, enforceable, and consistently applied 14

15. The Classroom Environment 2c. Managing Classroom Procedures Performance of classroom routines –Routines How to enter and leave the classroom How to take attendance Label classwork, turn in assignments, transitions What to do in case of an emergency 15

16. The Classroom Environment 2c. Managing Classroom Procedures Supervision of volunteers and paraprofessionals –Communication with paraprofessionals –Modelling and managing work –Planning and scheduling –Instructional support for paraprofessionals –Training for paraprofessionals 16

17. The Classroom Environment 2d. Managing Student Behavior Expectations –Know what you want and what you don’t want. –Show and tell your students what you want. –When you get what you want, acknowledge it (but not praise it). 17

18. The Classroom Environment 2d. Managing Student Behavior Expectations –When you get something else, act quickly and appropriately. –Do not use classroom rules that you are unwilling to enforce. –Remind children that they need to practice appropriate behavior in the classroom. This cannot be done outside of class so it needs to be reinforced all the time. 18

19. The Classroom Environment 2d. Managing Student Behavior Monitoring student behavior –Provide acknowledgement and reinforcement for good behavior. –Move in the room using unpredictable patterns of movement. –Always maintain eye contact with students. –Make positive social contact with students. 19

20. The Classroom Environment 2d. Managing Student Behavior Positive responses to student misbehavior 20

21. The Classroom Environment 2e. Organizing Physical Space Safety and accessibility –Cleaners and chemicals –Electrical safety and extension cords –Classroom equipment and supplies –Appliances –Classroom decorations –Teacher personal safety 21

22. The Classroom Environment 2e. Organizing Physical Space Arrangement of furniture and use of physical resources Classroom arrangement should reflect your teaching style. –If you want small group work, use tables or clusters of desks. –For frequent discussions with the whole group, try a circle or U- shaped desk configuration. –Using an individualized, self-paced curriculum, you might want to use learning stations. The classroom contents should also reflect you. Use personal touches such as plants, art, rugs, posters, and maybe some comfortable pillows for the reading corner. 22

23. The End 23