Classroom Management Strategies ETETP Unit 5 Standards ETETP7

Classroom Management Strategies ET-ETP Unit 5

Standards ET-ETP-7 Construct and evaluate effective learning environments. 7. 1 Describe the characteristics of safe and effective learning environments. 7. 2 Demonstrate teacher skills and dispositions that promote an effective learning environment. 7. 3 Identify classroom guidance and management techniques that promote an effective learning environment. 7. 4 Describe conflict management and mediation techniques supportive of an effective learning environment.

The Classroom Environment What do you need to be comfortable in your classrooms?

3 Elements • Thoughtfully arranged space Ease of student use Ease of teaching Materials and supplies readily available High traffic areas should be free of congestion Ease of supervision Teaching eye-to-eye Procedures/routines as actively taught as the subject matter • Stimulating learning environment (we will discuss in next unit) • Sense of community (we discussed this the first two weeks of school) Positive relationships Respect Student involvement Class identity Kato, Sharleen L. Teaching. Tinley Park, IL: The Goodheart-Willcox Company, Inc. , 2010. Print. Sadker—Teachers, Schools, and Society

In your groups, Design a classroom layout for a specific subject/age/grade based on: Ease of student use Ease of teaching Ease of supervision Use the resources on the next slide.

Click on the pictures to get ideas for designing your classroom.

Managing the Learning

TIME ON TASK Allocated Time Amount of time scheduled for a subject Engaged Time Allocated time in which students are actively involved with subject matter Academic Learning Time (ALT) Engaged time with high student success rate

HIGH SUCCESS RATE Engaged Time + High Success Rate = Academic Learning Time • How can you tell whether students are performing at a high success rate? This is how: • At least _____%* of teacher questions should result in accurate student answers. (Important for younger students and for those needing more time. ) • During independent practice, the success rate should be almost _____%**. Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness, ” in C. W. Fischer and D. Berliner (eds. ), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al. , Dynamics of Effective Teaching (New York: Longman, 1992).

HIGH SUCCESS RATE (Continued) • In theory… • High Success Rate = Achievement • In reality… • Students are often working at levels of failure. • In one study, 14% of the time, student answers to teacher questions were 100 percent wrong. a • Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy. b a. Gary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989). b. Jere Brophy, “Classroom Organization and Management, ” The Elementary School Journal 83, no. 4 (1983).

JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION t’ s D n o Flip-flops Teacher terminates one activity, begins another, then returns to the original activity Overdwelling Teacher spends more time than is necessary to correct an infraction of classroom rules Fragmentation Teacher breaks directions into choppy steps instead of one fluid unit Thrusts Teacher interrupts classroom momentum with random, unrelated comments Dangles Teacher begins a thought, then leaves it hanging without completion

Strategies/skills of good managers: s o D Group Alert Ask a question first, then call on a student to answer the question. Withitness Being aware of student behavior in all parts of the room Overlap Ability of a teacher to do several things at once Least intervention Use simplest form of discipline

Examples of least intervention strategies a. Nonverbal intervention b. Positive group correction c. Anonymous individual correction d. Private individual correction e. Lightening-quick public correction Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Doug Lemov wrote Teach Like a Champion: 49 Techniques That Put Students on the Path to College 100 PERCENT When giving a direction, require that 100 PERCENT of your students comply. Three principles are important in getting 100 PERCENT compliance so you can teach. 1. Be calm 2. Point out compliance you see 3. Use the least invasive form of intervention Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Other techniques to help maintain discipline in the classroom • What To Do • Strong Voice • Do It Again No Warnings Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Positive ways to handle misbehavior 1. Give students plenty of choices to make. 2. Redirect student energy into more positive activity, giving them responsibility over their actions. 3. Give students a voice. Listen to them. Hear them.

Managing Transitions • Greeting students • Class starter • Students who finish early • Transitions to small groups • Lesson ends early Meet with your group. How would you handle these?

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Management Styles • Authoritarian • Permissive • Authoritative

MODELS OF CLASSROOM MANAGEMENT Advocate Main Focus Belief System Lee and Marlene Canter Assertive Discipline Students deserve a safe and productive learning climate, and it is the teacher’s job to provide it. Each student is taught how to behave responsibly through clear rules and consequences. When expectations are not met, students know that the teacher will mete out consequences. Curwin and Discipline with Mendler Dignity Students should always be treated with dignity, even when they misbehave. Interesting learning activities, positive reinforcement and opportunities for student success keep students on track, especially students with a history of misbehavior. Barbara Coloroso Developing Inner Control and Discipline Students need to take responsibility for their actions to develop their inner discipline. If students are messy, they need to learn to clean up after themselves. If they are too noisy, they need to develop strategies to allow others to do their work. Rudolf Dreikurs Collaborative Decision Making and Belonging The key in this approach is to identify the motivation behind misbehavior, and within a classroom community, to help students redirect their behavior in a positive way. Haim Ginott Communications You speak to students as you, the teacher, would want to be spoken to. Model desirable behaviors and maintain your calm as a teacher. Focus on what needs to be done rather than on what was done wrong. Table 11. 1 Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

OF CLASSROOM MANAGEMENT 11. 6 MODELS (Continued) Advocate Main Focus Belief System William Glasser Student Satisfaction The teacher meets with the class to discuss not only behavior rules, but the curriculum being taught. The teacher plans meaningful work for the students and holds them to high standards. Students feel a part of the school, possessing a sense of fun, power, and independence. Thomas Gordon Discipline as Control Students are involved in making the rules about classroom life and procedures, and the problem owners are identified – that is, those who are bothered by certain behaviors. The class as a group works to resolve these issues. Jacob Kounin Engagement and Supervision Student misbehavior is reduced by engaging lessons, and the teacher’s watchful monitoring skills keep students on track. Redl and Group Dynamics Wattenberg Group dynamics, insights and peer influence are used to control misbehavior. The causes of any misbehavior are diagnosed and appropriate consequences are applied. B. F. Skinner Desired behaviors are encouraged by immediately awarding positive reinforcement. Undesirable behaviors are ignored. Table 11. 1 Behavior Modification Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Relational Aggression Read p. 392 in Sadker textbook What are ways to stop this?