1. First, You Get Their Attention A crash course in classroom management

2. Classroom Management Day 2 David M. Berger, MA, M.Ed Hunterdon Central Regional High School 84 Route 31 Flemington, NJ 08822 dberger@hcrhs.k12.nj.us

3. Classroom Management Adapted from: Jo Hartmann 394-1876-ext 140 jhartmann@tie.net April, 2007 TIE Conference, Rapid City, SD

4. Kids! You just can’t beat them. Kids! You just can’t beat them.

5. 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.

6. Theorists about Human Behavior Charles Darwin’s Theory of Evolution Herbert Spencer – “Social Darwinism” John Locke – Treaties on Government

7. Survival of the Survival of the fittest fittest

8. 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

9. 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.

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

11. 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.

12. 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. If you don’t have that, you’re sunk! If you don’t have that, you’re sunk!

13. With good classroom management (and with any organizational structure,) there are three basic and necessary components: With good classroom management (and with any organizational structure,) there are three basic and necessary components:

14. Key Concepts for Success!!! Rules and procedures Rules and procedures Consequences Consequences Relationships Relationships

15. Three Little Things All three components: All three components: –rules and procedures, –consequences –relationships, must be present in order for good classroom management to occur.

16. Relationships 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.

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

18. RULES AND PROCEDURES 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.

19. 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 …

20. Reactive vs. Proactive We exhaust ourselves trying to mend fences later on during the We exhaust ourselves trying to mend fences later on during the year ! ! ! ! year ! ! ! !

21. People who knit tell us that if you don’t get the very first row right, later in the pattern, you have to go back, rip out all the yarn, and start over again… People who knit tell us that if you don’t get the very first row right, later in the pattern, you have to go back, rip out all the yarn, and start over again… Classroom management is the same way. Classroom management is the same way.

22. 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.

23. 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. The discussion is meaningful and relevant. The discussion is meaningful and relevant.

24. 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 BEST guideline. Minimum rules with maximum consistency is the BEST guideline.

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

26. 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. 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. Practice makes …… ? Practice makes …… ?

27. Your classroom can be a port in a storm!! Many of our students come from chaotic backgrounds. They don’t know how to organize themselves or their environment. Many of our students come from chaotic backgrounds. They don’t know how to organize themselves or their environment. Procedures need to be clearly stated, modeled, and practiced until ALL the students know them. Procedures need to be clearly stated, modeled, and practiced until ALL the students know them.

28. We have to establish the environment for learning. We have to establish the environment for learning.

29. We do that by teaching procedures and practicing them with students until they are automatic. We do that by teaching procedures and practicing them with students until they are automatic.

30. How do you get to…? Practice, Practice, Practice The football coach tells us his team must practice the plays for the game. The football coach tells us his team must practice the plays for the game. The music teacher tells us the choir and band must practice the music for concerts. The music teacher tells us the choir and band must practice the music for concerts. Effective teachers tell us the students must practice procedures! Effective teachers tell us the students must practice procedures!

31. What are some activities for which we need procedures for the students? What are some activities for which we need procedures for the students?

32. 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.

33. 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.

34. 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.

35. CONSEQUENCES 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!

36. Have you ever noticed how all the traffic on the Interstate slows down when a Highway Patrolman is spotted? Have you ever noticed how all the traffic on the Interstate slows down when a Highway Patrolman is spotted? (Agrest Axiom) Hmm! There’s a lesson there somewhere. Hmm! There’s a lesson there somewhere.

37. Therein lies the value of having consequences. When one chooses to flout the law, there should be NO surprises. Therein lies the value of having consequences. When one chooses to flout the law, there should be NO surprises.

38. Research proves that hyperactive kids are NEVER absent. Research proves that hyperactive kids are NEVER absent.

39. (Just kidding … checking to see if you’re still awake!) (Just kidding … checking to see if you’re still awake!)

40. The most effective deterrent of inappropriate behavior is good instruction! The most effective deterrent of inappropriate behavior is good instruction! After that comes physical presence. After that comes physical presence. A friendly reminder. A friendly reminder. A firm reminder – in private. A firm reminder – in private. And then the student handbook kicks in. And then the student handbook kicks in.

41. “Go to the office!!!!” should not be the first response unless the offense is totally reprehensible, dangerous, thoroughly disruptive and against a hard and fast school rule. “Go to the office!!!!” should not be the first response unless the offense is totally reprehensible, dangerous, thoroughly disruptive and against a hard and fast school rule.

42. Lee Canter’s Assertive Discipline Pro-active teaching is the best approach. Pro-active teaching is the best approach. Focus on what other students are doing RIGHT instead of what the culprit is doing wrong. Focus on what other students are doing RIGHT instead of what the culprit is doing wrong. “Janet, thank you for putting your books away so quickly.” “Janet, thank you for putting your books away so quickly.” Not “Fred, How many times have I told you to put your books away!” Not “Fred, How many times have I told you to put your books away!”

43. Misbehavior is frequently a call for attention – ours or the other students’ Misbehavior is frequently a call for attention – ours or the other students’ If we focus on good behavior, the misbehavior often ceases. If we focus on good behavior, the misbehavior often ceases.

44. We should not, however, overlook the student who would prefer to be labeled a “troublemaker” rather than “stupid.” We should not, however, overlook the student who would prefer to be labeled a “troublemaker” rather than “stupid.” Misbehavior can be a sign of a struggling student. Misbehavior can be a sign of a struggling student.

45. RELATIONSHIPS We should consider the following: We should consider the following:

46. 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 Remember that there are students (and adults, too,) who can start a fight even if they’re locked in a room all alone by themself. Remember that there are students (and adults, too,) who can start a fight even if they’re locked in a room all alone by themself.

47. Underlying principles Positive relationships with children are key to positive behavior and regular attendance Positive 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

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

49. Potential barriers to establishing positive relationships Large numbers of children with whom teacher needs to develop relationships Large numbers of children with whom teacher needs to develop relationships Lack of time to spend with individualsLack of time to spend with individuals We find it easier to develop positive relationships with some. (Why is that?)We find it easier to develop positive relationships with some. (Why is that?) Some children are actively suspicious of, and unfamiliar with, positive relationships.Some children are actively suspicious of, and unfamiliar with, positive relationships. (Particularly students who come from the culture of poverty.) (Particularly students who come from the culture of poverty.)

50. Do SOMETHING! If it works, do more; Do SOMETHING! If it works, do more; If it doesn’t, try something else. If it doesn’t, try something else.

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

52. 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.

53. Think about 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 how to promote positive relationships between children in a classroom communityhow to promote positive relationships between children in a classroom community

54. Marzano’s research states: Marzano’s research states: Marzano’s 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.

55. 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.

56. 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.

57. 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

58. 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

59. 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.

60. Effective classroom Effective classroom management begins management begins OUTSIDE OUTSIDE the classroom door. the classroom door.

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

62. Allow and encourage ALL students to be part of classroom discussions Allow and encourage ALL students to be part of classroom discussions Provide appropriate “wait time.” Provide appropriate “wait time.” Emphasize right parts of wrong answers Emphasize right parts of wrong answers Encourage collaboration Encourage collaboration Restate or rephrase the question Restate or rephrase the question Give hints or clues Give hints or clues Provide the answer and ask for elaboration Provide the answer and ask for elaboration

63. 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

64. 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

65. Remember that ALL THREE COMPONENTS of effective classroom management need to be present before learning can truly happen. Remember that ALL THREE COMPONENTS of effective classroom management need to be present before learning can truly happen.

66. Start planning NOW for actions you will take tomorrow. Start planning NOW for actions you will take tomorrow. Think about what you wish you had done differently before. Think about what you wish you had done differently before. How will you start your first minute of class? How will you start your first minute of class?

67. Good teaching is like gardening. The most important part of the activity is preparation of the soil so that plants can grow. Good teaching is like gardening. The most important part of the activity is preparation of the soil so that plants can grow. The rest is about providing daily nutrients (lessons) and removing the weeds (incorrect information or behavior). The rest is about providing daily nutrients (lessons) and removing the weeds (incorrect information or behavior).

68. We should structure our classroom management to reflect the world in which we live. We should structure our classroom management to reflect the world in which we live. 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?

69. Remember that good classroom management teaches skills students will need in the adult world. Remember that good classroom management teaches skills students will need in the adult world. The role model we provide is the most powerful instruction they will ever receive. The role model we provide is the most powerful instruction they will ever receive.

70. Never forget the power of one person to make a difference in the life of a child. Never forget the power of one person to make a difference in the life of a child. Believe it! Believe it!