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Effective Classroom Management Strategies Preventing Discipline

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Effective Classroom Management Strategies Preventing Discipline Powered By Docstoc
					  Effective Classroom
 Management Strategies:
Preventing Discipline Problems

     Donna K. Milanovich, Ed.D.
        Mr. Randal A. Lutz
    Baldwin-Whitehall School District
Session Goals
Participant will be able to:
• Discuss the importance of establishing classroom
  rules for behavior
• List the steps in developing classroom behavior
  standards
• Explain how classroom and accountability
  procedures directly influence behavior
Session Goals continued
• Generate a list of classroom and accountability
  procedures to use in the classroom
• Develop first and second day schedules from a list
  of classroom and accountability procedures to use
  in the classroom
Guiding Questions
1.   Based on the session discussion, describe
     the process you would utilize to develop,
     monitor, and review classroom behavior
     standards with your students.
     Use specific examples to explain and
     clarify steps of the process.
Guiding Questions
2.   Evaluate the effectiveness of teaching
     classroom and accountability procedures
     as a classroom management strategy to
     prevent behavior problems within the
     classroom.
     Cite specific examples in defending your
     answer.
Need for Standards of Behavior
• Teaching is fast-paced and demanding
• More than 1,000 daily teacher/student interactions
• 150 students/ 6 subjects/ 4 minutes
• Diversity of student backgrounds


Confusion + Frustration = Reduced
                          Learning Time
Effective Teachers
•   Organize classrooms to prevent disruptive
    behavior
•   Engage in proactive behaviors
•   Teach appropriate behaviors
•   Monitor own behaviors within classroom
Classroom Rules
Designed to catch children misbehaving in
order to issue punishments

                    or

Guidelines or benchmarks that assist children
in examining their behavior and how it
effects themselves and others
Developing Classroom
Behavior Standards
Key Factors:
1. Involve students in process
2. State rules clearly, avoid generalities
3. Limit number of standards
4. Gain acceptance from the children
5. Monitor student behavior
6. Communicate
 Developing Standards for Behavior
 Discussing the Value of Rules
 Developing a List
 Getting a Commitment
 Monitoring and Reviewing Rules
Developing Standards for Behavior
Discussing the Value of Rules
 Constitutional Rights – Compelling State
  Interests
   Property Loss or Damage
   Legitimate Educational Purpose

   Health and Safety

   Serious Disruption of Educational Process


      - Judicious Discipline, Forrest Gathercoal (1997)
Developing Standards for Behavior
Developing a List
 List all standards students view as important
 State in positive manner
 Cover each Compelling State Interest
 Teach meaning through activities


                            Jones & Jones, (2001)
Developing Standards for Behavior
Getting a Commitment
 Clarify rules
 Seek individual student commitment
 Communicate with peers and adults


                          Jones & Jones, (2001)
Developing Standards for Behavior
Monitor and Review Classroom Rules
 Regular review of rules
 Individual meetings with students
 New Student Meetings
 Activities to Review


                         Jones & Jones, (2001)
             Classroom Rules
1.  Don’t talk while others are talking
2. Complete all homework
3. Solve conflicts nonviolently
4. Follow teacher requests
5. Demonstrate respect
6. Do not be tardy to class
7. Use a 12-inch voice in the classroom
8. Be prepared for class
9. Do not take items that are not yours
10. No food or drink in the classroom
Elementary Classroom Procedures
Evertson and Emmer (1982) found five general areas
in which teachers taught students how to act:

1.   Students’ use of classroom space and facilities
2.   Students’ behavior in areas outside the
     classroom, such as the bathroom, lunchroom,
     drinking fountain, and playgrounds
3.   Procedures to follow during whole-class
     activities, such as whether to raise a hand to
     speak, where to turn in work, and how to get help
     during seatwork
Elementary Classrooms continued
4.   Procedures during small-group work
5.   Additional procedures, such as how to behave at
     the beginning and end of the school day, and
     when a visitor arrives

                         Jones & Jones, 2001
Secondary Classroom Procedures
In secondary classrooms, researchers found that
teachers taught students how to act in four areas:
1.   Beginning the class
2.   Whole-class activities
3.   Procedures related to academic accountabilities
4.   Other activities, such of the end of class period,
     interruptions in the class, and fire drills

                                  Jones & Jones, 2001
Academic Accountability Procedures
1.   Work Requirements
2.   Communicating Assignments
3.   Monitoring Student Work
4.   Checking Assignments in Class
5.   Grading Procedures
6.   Academic Feedback
                              Jones & Jones, 2001
Teach and Monitor Classroom
Procedures

 Establish need for procedures
 Solicit student ideas
 Practice procedures
 Reinforce the correct behavior


                         Jones & Jones, 2001
Evaluate your methods
Instructional Management Skills
That Facilitate On-task Behavior

   Giving clear instruction
   Beginning a lesson
   Maintaining attention
   Pacing
   Using seatwork effectively
Instructional Management Skills
That Facilitate On-task Behavior
   Summarizing
   Providing useful feedback and evaluation
   Making smooth transitions
   Dealing with common frustrations
   Planning for early childhood settings

                          Jones & Jones, 2001

				
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