Classroom Management EDUC 4216 Junior ABQ Methods Classroom Management ► The ability to create and maintain an orderly productive classro

							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.