Classroom Management EDUC 4216 Junior ABQ Methods Classroom Management ► The ability to create and maintain an orderly productive classro
Classroom Management Rubric document sample
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Classroom Management EDUC 4216 Junior ABQ Methods Classroom Management ► The ability to create and maintain an orderly, productive classroom is essential to effective teaching. ► Research confirms the relationship between effective classroom management and high student achievement. ► Research shows that effective classroom teachers apply a systematic approach, beginning on the first day of school. ► Suchan approach requires preparation and planning ► Video: Classroom Management ► Comprehensiveframework for organizing and managing the classroom environment. ► Proactive:to prevent problems from arising rather than dealing with problems after they arise. Objectives By the end of the workshop, teachers will be able to: ► Explain what „proactive‟ classroom management is. ► Generate a list of five classroom rules following a set of guidelines. ► Generate a list of procedures to be taught the first week of school. ► Design a plan for teaching a rule procedure to students. ► Outline a schedule for the first week of school listing rules and procedures to be taught each day. ► State and discuss the steps in maintaining a management system. ► Create a rubric to help manage and communicate with parents. ► Identify types of management techniques to deal with inappropriate behaviours. Synopsis of Tape ► Carolyn Evertson, Edmund Emmer: researchers. ► Effective classroom managers are proactive. ► Use a comprehensive management framework that includes three components. 1) Planning ► Room arrangement ► Rules ► Routines 2) Implementing and Presenting ► Explicit teaching ► Schedule 3) Maintaining ► Maintain ► Plan to monitor ► Positive reinforcement Note-Taking Guide ► Handout ► Optional Videotape Segment 2 ►6 minutes Activity: Rules and Rationale ► Generate a list of no more than 5 rules for your class. ► Meet in a small group (4-5) and discuss rationale for rules. ► Select 2-3 rules to report to the whole group. ► Volunteer to compile a list and email to me. Videotape Segment 3 ►7 minutes Activity ► Handout: CM3-Expectations and Procedures for Elementary Classroom ► Handout: CM5-Examples of Procedures, Elementary ► Generate a list of all the procedures you will need to teach students during the first few weeks of school (use CM3 as resource). ► In partners, analyze one procedure and determine what students will have to know in order to follow that procedure. Videotape Segment 4 ►8 minutes Task for Viewing Segment 5 Implementing 1. Develop a mental set. 2. Teach the rule or procedure. 3. Provide a model and check for understanding. 4. Provide time to practice the rule or procedure. Videotape Segment 5 ► 10 minutes ► While viewing this segment, take notes on the following: 1. Identify the teaching segment. 2. Determine which of the 4 guidelines are being used. Discussion ► Select new partners and compare answers. ► Discusswhy you think a particular strategy was effective or ineffective. Practical Application ► Select1 rule or procedure that you will introduce on the first day of school. a strategy for teaching that rule or ► Plan procedure. ► Use the four guidelines to inform your plan. ► Thenext segment shows examples of teachers reviewing rules and procedures taught previously. ► Remember that initial teaching and practice alone do not necessarily guarantee mastery of a rule or procedure. Massed vs. Distributed Practice ► In the initial stages of learning, practice sessions need to be frequent and spaced close together (massed practice) which increases the speed of learning. ► As students begin to master the skill, the time between practice sessions is lengthened (distributed practice). ► Distributed practice increases student retention. Videotape Segment 6 ►5 minutes ► Look for examples of massed and distributed practice in this segment. Activity ► Handout:CM7-Sample Rules/Procedures to Teach the First Week of School. ► Writea plan for the first week of school that includes rules and procedures you will teach each day. ► Schedule time for distributed practice. Videotape Segment 7 ►5 minutes Checklists ► Handout: CM9-Preparation for the Beginning of school. ► Handout: SM11-Checklist for Accountability ► Checklistsprovide extra assistance as you plan for the first days of school and design ways to increase student accountability. “Having a Good Day” Rubric ► Another way to develop rules and ensure student accountability. ► Select 3-5 rules/routines that are essential to a safe, cooperative, efficient classroom. ► List these skills, one in each cell of the criteria column. ► Add a descriptor to match each of the 4 levels. Measures of Accountability ► Develop the rubric on the first day of school. ► Have students collectively decide on the criteria to use. ► Collectively match a descriptor to each level. ► Glue a copy of the rubric in each students‟ agenda. ► Students can report their progress to parents daily using the rubric. ► Teachers may also use the rubric to report to parents. ► Rubric criteria can be modified to meet specific needs. Classroom Management Guidelines ► When problems arise - discipline. ► Clear, appropriate strategies. ► Consequences ► Consistent ► Fair ► Parental involvement Classroom Management Techniques ► Nonverbal ► Verbal ► In groups, brainstorm nonverbal and verbal strategies. ► Select one person to present your ideas.