1. Classroom Management Dr. Latricia Trites Academic Advisor Fulbright Yilan Project 2008-2009

2. Classroom Management Survey Take a few minutes and complete the Classroom Management Survey handout Take a few minutes and complete the Classroom Management Survey handout (modified from 2007-2008 Yilan Project Workshop).

3. Reporting Back I feel best about my students when…. I feel best about my students when…. I feel worst about my students when…. I feel worst about my students when…. Disruptions can occur when…. Disruptions can occur when…. The biggest classroom management problem I’ve ever had was…. The biggest classroom management problem I’ve ever had was…. I feel best about my teaching when…. I feel best about my teaching when…. I feel worst about my teaching when…. I feel worst about my teaching when…. My best technique for dealing with discipline problems is…. My best technique for dealing with discipline problems is….

4. When Do Children Misbehave? When they don’t feel well When they don’t feel well When they feel rejected or unloved When they feel rejected or unloved When they lack knowledge and experience When they lack knowledge and experience When they are upset and feel insecure When they are upset and feel insecure When they feel discouraged or lack confidence When they feel discouraged or lack confidence

5. How do we deal with misbehavior? Punishment and reinforcement Punishment and reinforcement Tricks that Don’t Work Tricks that Don’t Work Tricks that Don’t Work Tricks that Don’t Work Discipline by Design Discipline by Design Discipline by Design Discipline by Design

6. Addressing Misbehavior Remember YOU are the authority. Remember YOU are the authority. Maintain an atmosphere of mutual respect. Maintain an atmosphere of mutual respect. Provide students with clear guidelines and expectations. Provide students with clear guidelines and expectations. Remain firm. Remain firm. Discipline with respect. Allow the student to keep his/her dignity. Discipline with respect. Allow the student to keep his/her dignity. Don’t make the wrongdoer the center of attention. Keep intervention low-profile. Resolve outside of class if possible. Don’t make the wrongdoer the center of attention. Keep intervention low-profile. Resolve outside of class if possible. Remain in control of yourself and the situation. Remain in control of yourself and the situation. Think before using subject matter as a punishment. Think before using subject matter as a punishment.

7. Reinforcing Good Behavior Follow “Grandma’s law.” Follow “Grandma’s law.” “If you eat your vegetables, then you can have dessert.” David Premack “If you eat your vegetables, then you can have dessert.” David Premack Replace a negative behavior with a positive one that’s incompatible with the negative one. Replace a negative behavior with a positive one that’s incompatible with the negative one.

8. Tips to Remember Take Charge – Remember you’re the adult. Take Charge – Remember you’re the adult. Control the physical Environment. Control the physical Environment. Be Organized. Be Organized. Reflect. Reflect. Don’t take their behavior/comments personally. Don’t take their behavior/comments personally. Keep a record of both good and bad behavior. Keep a record of both good and bad behavior. BE PROACTIVE. BE PROACTIVE.

9. Take Charge Use your voice and body language to show students that you are in charge. Use your voice and body language to show students that you are in charge. Don’t yell. In fact, a quite, firm voice is usually best. Don’t yell. In fact, a quite, firm voice is usually best. Stand tall and confident. Use your body language and personal distance to your advantage. Stand tall and confident. Use your body language and personal distance to your advantage.

10. Control the Physical Environment Sights Sights Sounds Sounds Comfort Comfort Seating Seating

11. Be Organized Be early. Be early. Be prepared. Be prepared. Let students know the day’s plan. Let students know the day’s plan. Keep your nose out of your notes and on your students. Keep your nose out of your notes and on your students.

12. Reflect Attempt to determine the cause of the misbehavior. Attempt to determine the cause of the misbehavior. Reflect on your reaction/response to the behavior. Reflect on your reaction/response to the behavior. Reflect on your performance in the class at all times. Reflect on your performance in the class at all times.

13. Don’t Take it Personally Remember the students say things to save face, to gain control, etc. Remember the students say things to save face, to gain control, etc. “Never let them see you sweat!” (or cry) “Never let them see you sweat!” (or cry) Maintain control of yourself and the situation at all times. Maintain control of yourself and the situation at all times.

14. Keep a Record Document! Document! Document! Document! Document! Document! Keep a record of what transpired in the situation. Make it objective without modifiers. Keep a record of what transpired in the situation. Make it objective without modifiers. Keep a record of positive behaviors as well. Keep a record of positive behaviors as well. **Note cards for each student are good to have. You can easily jot down things that happened.

15. Be Proactive Make your rules simple and FEW. Make your rules simple and FEW. Let students help make the classroom rules and consequences. Let students help make the classroom rules and consequences. Follow through with these. Follow through with these. Be consistent and fair with your discipline. Be consistent and fair with your discipline. Don’t let bad behavior go unchecked, or good behavior unrewarded. Don’t let bad behavior go unchecked, or good behavior unrewarded.

16. Resources http://www.teachervision.fen.com/classroom- management/behavioral-problems/26200.html#1 http://www.teachervision.fen.com/classroom- management/behavioral-problems/26200.html#1 http://www.teachervision.fen.com/classroom- management/behavioral-problems/26200.html#1 http://www.teachervision.fen.com/classroom- management/behavioral-problems/26200.html#1 Discipline by Design Discipline by Design Discipline by Design Discipline by Design http://www.honorlevel.com/ http://www.honorlevel.com/x47.xml http://www.honorlevel.com/x47.xml http://www.honorlevel.com/x47.xml http://www.education- world.com/a_curr/archives/classmanagement.shtml http://www.education- world.com/a_curr/archives/classmanagement.shtml http://www.education- world.com/a_curr/archives/classmanagement.shtml http://www.education- world.com/a_curr/archives/classmanagement.shtml Note: Some slides adapted from the Fulbright Yilan Project Training Materials Resources (2004-2008)