2. Behavior Issues and Classroom Management. George Grover, M.S. Fortis College

3.  Students need to feel a sense of community.  Relationships and Experiences.  Classroom management and behavior issues are directly related to how students feel.  Classroom behavior can be linked to how students will act during externships  Students will often react to their instructor the same way they will react to an employer

4.  A teachers beliefs and values influence classroom environment.  The teacher models and demonstrate to students how to act.  Unprepared responses add to conflict or negative feelings for students.

5.  At risk students see little to strive for.  Negative perspective will have a direct influence on the type of behavior the students demonstrates.  Classroom management needs to change the environment, not try to change an individual’s behavior (Henley, 2006).  Students following break times. (Have I got a tool for you!!)

6. Typical student behavior: o Eegocentric o Eexploring different identities. o Rebellion. o Sensitive and argumentative o Gen X, Gen Y, and Millenials each learn differently.

7. Autocratic, teacher centred, passive learning and controlled classroom management Democratic, student led, interactive learning, activity centred, and co-constructed management Design a team/class cohesiveness activity! Team name, team dance, team song, team motto

8.  The teacher dictates and students comply.  It values and looks for obedience and curricula control.  When compliance is the goal of classroom management, students do not have the opportunity to learn.  Letting the student know who is BOSS!!

9.  Punishment used to change behavior.  Enforces consequences that will decrease poor behavior in the future.  Autocratic teaching believes that a well- managed class is a quiet class.  Not a positive classroom environment students may become fearful of instructor.

10.  Values the need to increase student motivation.  Students are allowed more input into classroom activities. This increases participation and reduces the anount of behaviour issues.  Student feels valued and part of the learning process.

11.  Students are allowed to voice their opinions and it is respected by staff.  Students can experience participating fully in democratic process by allowing students to establish their own rules for behavior and sanctions. While the instructor ultimately decides what the rules should be.

12.  Involves a variety of components to maintain students attention.  Movement is the only experience that unites all levels of activity in the brain.  The more opportunities students have to move and change positions, the better they will behave (Henley, 2006).

13.  Students should be allowed to move and talk together during activities. Activity centred lessons include variety in; curriculum and content, co-operative learning, peer tutoring, Independent learning role-play, brainstorming, and discussion

14.  An autocratic style is when the teacher dictates what will happen and how it will happen.  A democratic style attempts to involve students in decision-making and appeals to the students’ intrinsic motivation.

15.  Strategies and actions need to be planned and implemented early.  Teachers must establish rules and expectations early to ensure students know the boundaries.  Establish rules the first day and have students sign a contract outlining the rules.

16.  Teachers should be aware of student issues: Possible behavior problems Specific learning and physical need Student names and how to pronounce them. Students may bring issues from home/work and other areas in their lives into the classroom A person’s name is important to them, use it. Chat with students outside of class (in the hall)

17.  Management is gained through consistent discipline. 1. Preventative Discipline. Clear expectations An attractive and welcoming environment Well-planned room organization Adequate resources Organizing curriculum to cater for mixed abilities Placing things on their desks to play with (pipecleaners for instance) Barsch Learning Inventory.

18. Corrective Discipline. This includes; Teachers behaviors and reactions Casual and direct questioning Simple warnings or directions Defusing or re-directing potential conflict Reminding of rules Giving simple choices Taking students aside from the group Contract discipline

19. . Supportive Discipline includes; Encouraging students Re-establishing working relationships Developing and maintaining respect Building a positive classroom Applying a team approach

20.  Academic Learning Time (ALT) (yes, I made that up)  ALT increases engagement  ALT is achieved by specifically allocating time for variations in teaching  Place objectives for the day on the board and stick to them.

21.  Give clear, brief and effective instructions  A lot of low-level off-task behavior is from students not understanding  Work must be achievable yet challenging for students.  Students will engage and achieve when they experience success

22.  Henley (2006), suggests that solutions for behavior issues develop over time. Solutions include: Smooth transitions Clear instructions Accountability Procedures Being ‘With It’ Establishing Routines Keeping Students Alert Do not participate with students in social media

23.  Democratic solutions involve disciplining with dignity.  Respect is paramount. Teachers must hold students to a higher standard  Teachers must allow students the opportunity to reflect on their poor behavior.

24.  I touch the future – I teach. Christa McAullife

25. Cowley, S. (2003). Managing the first meeting. Getting the buggers to behave 2 (pp.15-16). London: Continuum. Cowley, S. (2003). Behaviour management in the secondary school. Getting the buggers to behave 2 (pp.166-175). London: Continuum. Henley, M. (2006). Classroom management: A proactive approach (pp. 30-50). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Rodgers, B. (1990). You Know the Fair Rule. London: Longman Sen, C. (2003). Classroom Management in a Secondary School. Retrieved September 19 th, 2010 form http://ezinearticles.com/?Classroom-Management-in-a-Secondary-School&id=1497548 Wilkins, R. (1987). Classroom Management. Set No.1. Western Australian Institute of Technology.