1. Classroom Conflict Management

2. You said.... Dominant Student Shy Student Taboos Personality Clash Aggressive/Challenging Students Maverick Students Bad Manners Smart Alecks Female Teachers?

3. Resolving Conflict... What was the source of conflict? What happened? What did you do to try to resolve the conflict? How successful was that? What happened in the end? Could you have handled it better? How?

4. Laying the Foundation for Positive Classroom Behavior

5. Think About Your Approach

6. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges

7. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear

8. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear Model Positive Behavior

9. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear Model Positive Behavior Encourage, Encourage, Encourage

10. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear Model Positive Behavior Encourage, Encourage, Encourage Show Respect

11. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear Model Positive Behavior Encourage, Encourage, Encourage Show Respect Be Consistent

12. Laying the Foundation for Positive Classroom Behavior Think About Your Approach Visualize Possible Challenges Make Your Expectations Clear Model Positive Behavior Encourage, Encourage, Encourage Show Respect Be Consistent Keep Students Busy and Challenged

13. Communication is key

14. Define what the problem really is.

15. Communication is key Define what the problem really is. Brainstorm ways to solve the problem.

16. Communication is key Define what the problem really is. Brainstorm ways to solve the problem. Select the best option on the list.

17. Communication is key Define what the problem really is. Brainstorm ways to solve the problem. Select the best option on the list. Act on it.

18. Communication is key Define what the problem really is. Brainstorm ways to solve the problem. Select the best option on the list. Act on it. But if that just doesn’t work:

19. Communication is key Define what the problem really is. Brainstorm ways to solve the problem. Select the best option on the list. Act on it. But if that just doesn’t work: Mediate

20. Classroom Behavior Management Tips

21. The first few days are the most important of the year.

22. Classroom Behavior Management Tips Don't make any rules for your class that you are not willing to follow through with.

23. Classroom Behavior Management Tips You won't damage your students' psyches by taking the lead and being the boss of your own classroom.

24. Classroom Behavior Management Tips Never get into a power struggle with your students.

25. Classroom Behavior Management Tips Not every student will like you. And, you won't like every student.

26. Classroom Behavior Management Tips Watch the body language for both yourself and the students.

27. Classroom Behavior Management Tips It's not what you teach, but how you teach it that makes all the difference.

28. Effective Behavior Managers

29. Are aware of their own strengths and weaknesses as well as those of their students.

30. Effective Behavior Managers Understand that social-emotional growth is a never-ending process.

31. Effective Behavior Managers Clearly communicate rules, goals, and expectations.

32. Effective Behavior Managers Respond to behaviors consistently and predictably.

33. Effective Behavior Managers Exhibit high degrees of empathy and self- efficacy.

34. Behaviors teachers exhibit that contribute to successful classroom management include: having materials organized using a pleasant tone of voice being aware of multiple elements of group functioning simultaneously being able to anticipate possible problems and react quickly to avoid them

35. Teachers who exhibit high levels of self-efficacy

36. use more positive reinforcement

37. Teachers who exhibit high levels of self-efficacy use more positive reinforcement, prefer to work with the whole group

38. Teachers who exhibit high levels of self-efficacy use more positive reinforcement, prefer to work with the whole group, and persist with students who are experiencing difficulty, rather than ignoring or giving up on them.

39. Achieving and Maintaining Discipline

40. Use positive presence.

41. Achieving and Maintaining Discipline Use positive presence. Model the behavior you want students to produce.

42. Achieving and Maintaining Discipline Use positive presence. Model the behavior you want students to produce. Send positive “I” messages.

43. Achieving and Maintaining Discipline Use positive presence. Model the behavior you want students to produce. Send positive “I” messages. Verbal reprimands should be private, brief, and as immediate as possible.

44. Achieving and Maintaining Discipline Use positive presence. Model the behavior you want students to produce. Send positive “I” messages. Verbal reprimands should be private, brief, and as immediate as possible. Provide lots of positive feedback.