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LAC-classroom-management-strategies-for-effective-instruction.ppt
- 1. 1 Classroom Management Strategies for Effective Instruction
- 2. 2 Goals and Objectives… 1. To identify the characteristics of effective teachers 2. To understand why children misbehave and identify effective strategies for dealing with student misbehavior 3. To identify techniques for organizing and managing effective learning environments 4. To identify resources and materials dealing with positive and effective classroom management
- 3. 3 Classroom management is… …all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. Two major goals… 1. To foster student involvement and cooperation in all classroom activities 2. To establish a productive working environment. -First Days of School, Wong
- 5. 5 Characteristics of a Well- Managed Classroom… Students are deeply involved with their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work- oriented, but relaxed and pleasant.
- 6. 6 A well-managed classroom is… A task oriented environment A predictable environment Is ready and waiting for students
- 7. 7 Brainstorming Activity… Think of as many responses to the following statement as you can… An effective teacher is…..
- 8. 8 A Dangerous Educator… Believes that this job is not about relationships Believes that this is just a job, and when the school day is over, the work’s all done. Believes that he/she can handle any situation, alone. Believes that all these kids need is “a good whippin’.”
- 9. 9 A Dangerous Educator… Believes that what he/she does outside of here has no bearing Believes that anger shouldn't be part of the curriculum Never makes time to just sit and listen Believes that this kids have no right to be mad Believes that he/she can’t make a difference Believes that punishment is more effective than discipline
- 10. 10 A Dangerous Educator… Thinks you shouldn’t smile until Thanksgiving. Believes that morality and values should only be taught at home Sees the act, not the young person behind it. Believes that strict adherence to the rules is the most important goal of any child’s day. Forgets he/she is modeling. Is a “structure monster”. -Malcolm Smith
- 11. 11 The Effective Teacher… Establishes good control of the classroom Does things right, consistently Affects and touches lives Exhibits positive expectations for ALL students Establishes good classroom management techniques
- 12. 12 The Effective Teacher… Designs lessons for student mastery Works cooperatively and learns from colleagues Seeks out a mentor who serves as a role model Goes to professional meetings to learn Has a goal of striving foe excellence
- 13. 13 The Effective Teacher… Can explain the district’s, school’s, and department or grade level’s curriculum Realizes that teaching is not a private practice Is flexible and adaptable Listens, listens, listens Understands the research process
- 14. 14 The Effective Teacher… Teaches with proven research-based practices Knows the difference between an effective teacher and an ineffective one
- 15. 15 In summary… An effective teacher… Has positive expectations for student success Is an extremely good classroom manager Knows how to design lessons for student mastery
- 16. 16 Understanding Our Students Dealing With Student Behavior in Today’s Classrooms
- 17. 17 Why it’s important to understand students’ needs and interests As a teacher, you might think it’s obvious that you should get to know your students, but how well do you really know the young people who are sitting in your classroom? Taking a bit of time and care to get to know them as individuals can make you a more effective and impactful teacher. Beyond just finding out your students' names, ages, friendship groups and family backgrounds, it’s important to dig a bit deeper and discover their learning interests and strengths.
- 18. 18 While one student might excel in arts and creative subjects, their best friend at school might find that maths, sports and science are more suited to their skills. American developmental psychologist Robert Sternberg's theory of intelligence holds that humans typically excel in one of three types of intellect, so teachers are likely to see all these among their students. They are: Know your students’ learning strengths
- 19. 19 This is also called ‘street smarts’. Students who are high in practical intelligence will have plenty of commonsense and be able to adapt quickly to changing environments. These students like to play to their strengths and minimize their weaknesses. They are the students who get the job done and like to be involved in tasks Practical intelligence
- 20. 20 Creative intelligence: Students who are high in creative intelligence excel at tasks that require invention, creativity, discovery and imagination. These students are great at offering thought-provoking ideas and participating in classroom discussions.
- 21. 21 Analytical intelligence: Students who are high in analytical intelligence are great at tasks that require planning, critical thinking and analysis. These students are gifted in terms of their logic and information-processing ability. They are often more studious than they are imaginative, and love to digest new information.
- 22. 22 We can trace out-of-control behaviors to a variety of factors… The physical and emotional climate of the child's home and neighborhood The amount of stability and consistency in the child’s family The parenting styles of the child’s parents The power and influence of peers in a child’s life*
- 23. 23 the positive and negative role models available to the child The child’s exposure to violent media The child’s emotional and physical health The child’s own attitude toward his/her anger*
- 24. 24 Why Kids Misbehave Basic has several “Functions”: Attention from peers or adults Attain power/control Revenge or Retaliation Feels Good/Play Fear of Failure Getting something (Sensory Input) Imitation
- 25. 25 Proactive Intervention Strategies Classroom Rules Classroom Schedule Physical Space Attention Signal Beginning and Ending Routines Student Work Classroom Management Plan adapted from the Tough Kid series, and CHAMPs
- 27. 27 The Rules for Rules: Keep the number to a minimum (approx. 5). Keep the wording simple. Have rules represent you basic expectations Keep the wording positive, if possible. Make your rules specific. Make your rules describe behavior that is observable.
- 28. 28 Classroom Rules, cont. Make your rules describe behavior that is measurable. Assign consequences to breaking the rules. Always include a “compliance rule”. Keep the rules posted. Consider having rules recited daily for first two weeks then periodically..
- 29. 29 Examples… Inappropriate Rules: Be responsible Pay attention Do your best Be kind to others Respect authority Be polite Preferred Rules: Keep hands, feet, and objects to yourself. Raise your hand and wait for permission to speak. Sit in your seat unless you have permission to leave it. Walk, don’t run, at all times in the classroom.
- 31. 31 Classroom Schedules Avoid “Down Time” Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.) Begin each activity on-time. “The best behavior plans are excellent academic lesson plans.” – source unknown
- 32. 32 Classroom Schedules Budget your academic time Example: 1 hr. allotment 5 min. Teacher-directed review 10 min. Introduction of new concepts 10 min. Guided practice, working on assignment 25 min. Independent/Cooperative work 10 min. Teacher-directed corrections
- 34. 34 Physical Space Arrange desks to optimize the most common types of instructional tasks you will have students engaged in. Desks in Rows, Front to Back Desks in Row, Side to Side Desks in Clusters Desks in U-Shape
- 35. 35 Physical Space, cont. Make sure you have access to all parts of the room. Feel free to assign seats, and change at will. Minimize the disruptions caused by high traffic areas in the class. Arrange to devote some of your bulletin board/display space to student work.
- 36. 36 Physical Space, cont. If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible. Desks do not have to be in traditional rows, but all chairs should face forward so that all eyes are focused on the teacher
- 37. 37 Students Who Cause Behavioral Problems: Aggressive (the hyperactive, agitated, unruly student) Resistant (the student who won’t work) Distractible (the student who can’t concentrate) Dependent (the student who wants help all the time)
- 38. 38 Location for Students who cause behavioral problems: Separate—disruptive students; maybe aggressive and resistant students Nearby—disruptive students; maybe distractible, dependent, and resistant
- 39. 39 Prepare the Work Area… Arrange work areas and seats so that you can easily see and monitor all the students and areas no matter where you are in the room Be sure that students will be able to see you as well as frequently used areas of the classroom Keep traffic areas clear Keep access to storage areas, bookcases, cabinets, and doors clear Learn the emergency procedures Make sure you have enough chairs for the work areas
- 40. 40 Prepare the Work Area… Be sure to have all necessary materials in easily accessible areas Test any equipment to make sure that it works BEFORE you use it Use materials such as tote bags, boxes, coffee cans, dishpans, etc. to store materials that students will need. Arrange work areas where students can go for reading and math groups, science, lab areas, project work, learning centers, and independent study. (Remember, you may not need these areas on the first days of school.
- 41. 41 Teachers who are ready maximize student learning and minimize student misbehavior.
- 43. 43 Attention Signal Decide upon a signal you can use to get students’ attention. Teach students to respond to the signal by focusing on you and maintaining complete silence.
- 44. 44 Example: The “Hand Raise” Say: “Class, your attention please.” At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position. This prompts all students to stop, look at you and raise hand.
- 45. 45 Advantages to Hand Raise It can be given from any location in the room. It can be used outside the classroom. It has both a visual and auditory component. It has the “ripple effect”.
- 48. 48 Punishment Why Do We Punish? Because it works Punishment is effective for approximately 95% of our students It’s quick Punishment produces a rapid (but often temporary) suppression of behavior It requires lower level thinking skills.
- 49. 49 Discipline vs. Punishment D: strives to replace an unwanted behavior with a desirable behavior P: takes away a behavior by force, but replaces it with nothing*
- 50. 50 Discipline vs. Punishment D: Is firm and consistent, but peaceful P: inflicts harm in the name of good*
- 51. 51 Discipline vs. Punishment D: Positive behavioral change is expected P: The worst is expected, and the worst is often received*
- 52. 52 Discipline vs. Punishment D: May may the youth angry at fist, but calls for self-evaluation and change rather than self-degradation P: Agitates and often causes anger and resentment on the part of the child (which may have caused the behavior in the first place)*
- 53. 53 Discipline vs. Punishment D: Takes time and energy but consequences are logical and encourage restitution P: Is immediate and high-impact but is hardly ever logical*
- 54. 54 Discipline vs. Punishment D: Allows child to rebuild self-esteem P: Damages fragile self-esteem*
- 55. 55 Discipline vs. Punishment D: Disciplinarian is in control of his/her own emotions P: Allows anger to be released physically by punisher, allowing for dangerous loss of control on adult’s part*
- 56. 56 Discipline vs. Punishment D: Is not threatening, dangerous or abusive P: Can be physically and emotionally dangerous*
- 57. 57 Discipline vs. Punishment D: Allows for reflection and restitution P: Does not allow the child to make up for his/her behavior*
- 58. 58 Discipline vs. Punishment D: is caring but takes time and planning P: is often “off the cuff” and emotionally charged*
- 59. 59 Important Aspects of a Well- Disciplined Classroom… Discipline Procedures Routines Effective teachers introduce rules, procedures, and routines on the very first day of school and continue to teach and reinforce them throughout the school year.
- 60. 60 The number one problem in the classroom is not discipline; it is the lack of procedures and routines.
- 61. 61 Discipline vs. Procedures… Discipline: Concerns how students BEHAVE Procedures: Concerns how things are DONE Discipline: HAS penalties and rewards Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
- 62. 62 Students must know from the very beginning how they are expected to behave and work in a classroom environment. DISCIPLINE dictates how students are to behave PROCEDURES and ROUTINES dictate how students are to work
- 63. 63 Procedures… Are statements of student expectations necessary to participate successfully in classroom activities, to learn, and to function effectively in the school environment Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion Increase on-task time and greatly reduce classroom disruptions Tell a student how things operate in the classroom, thus reducing discipline problems
- 64. 64 A PROCEDURE is how you want something done It is the responsibility of the the teacher to communicate effectively A ROUTINE is what the student does automatically without prompting or supervision Becomes a habit, practice, or custom for the student
- 65. 65 A smooth-running class is the responsibility of the teacher, and it is the result of the teacher’s ability to teach procedures.
- 66. 66 Three Steps to Teach Procedures… 1. EXPLAIN. State, explain, model, and demonstrate the procedure. 2. REHEARSE. Practice the procedure under your supervision. 3. REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.
- 67. 67 Discipline with the Body…not the Mouth… 1. EXCUSE yourself from what you are doing 2. RELAX. Take a slow relaxing breath and CALMLY approach the student with a meaningful look. 3. FACE the student directly and CALMLY wait for a response. 4. If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”. RELAX and WAIT. 5. If the student does not get to work, RELAX and WAIT. Repeat Step 4 if necessary.
- 68. 68 6. If backtalk occurs, relax, wait and KEEP QUIET. If the student wants to talk back, keep the first principle of dealing with backtalk in mind: IT TAKES ONE FOOL TO TALK BACK. IT TAKES TWO FOOLS TO MAKE A CONVERSTAION OUT OF IT. 7. When the student responds with the appropriate behavior say, “Thank you,” and leave with an affirmative SMILE. If a student goes so far as to earn an office referral, you can deliver it just as well RELAXED. After all, ruining your composure and peace of mind does not enhance classroom management. -Adapted from Fred Jones, Positive Classroom Discipline and Positive Classroom Instruction
- 69. 69 Beginning and Ending Routines… Entering Class Goal: Students will feel welcome and will immediately go to their seats and start on a productive task. Greet the students at the door. Have a task prepared for students to work on as they sit down. Do your “housekeeping”. Keep tasks short (3-5 min.) When you’ve finished, address the task.
- 70. 70 Beginning and Ending Routine, cont. Ending Routine Goal: Your procedures for ending the day/class will: Ensure that students will not leave the classroom before they have organized their own materials and completed any necessary clean-up tasks. Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone for ending the class.
- 71. 71 Beginning and Ending Routines, cont. Dismissal Goal: Students will not leave the classroom until they are dismissed by you (not the bell). Explain that the bell is a signal for you. Excuse the class when things are reasonably quiet and all “wrap up” activities are completed. General Rule: Dismiss primary students by rows Dismiss older students by class
- 72. 72 Student Work Design efficient procedures for assigning, monitoring, and collecting student work. 5 Major Areas of Managing Student Work: Assigning Class Work and Homework Managing Independent Work Periods Collecting Completed Work Keeping Records and Providing Feedback Dealing with Late/Missing Assignments
- 73. 73 Ponder This… You don’t build your football team on the day of the game. You don’t drill a well when you get thirsty. And you don’t discuss procedures once an emergency has begun.
- 75. 75 Classroom Management Plan… 8 Components: 1) Level of Classroom Structure – based on risk factors of your students. 2) Guidelines for Success – attitudes, traits, or behaviors to help achieve success. 3) Rules – specific, observable, and measurable behavioral objectives 4) Teaching Expectations – What, how, and when expectations will be taught
- 76. 76 Classroom Management Plan… 5) Monitoring – How you will monitor the progress of the expectations. 6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior. 7) Correction Procedures – How you will respond to irresponsible behavior. 8) Managing Student Work – What procedures and systems you will use to manage student work.
- 77. 77 For Every Activity… Make sure students know your behavioral expectation. Consider the CHAMPs level of structure:
- 78. 78 CHAMPs… Conversation: Under what circumstances, if at all, can the students talk to each other during the activity. Can students engage in conversations with each other during this activity? If yes, about what? How many students can be involved in a single conversation? How long can the conversation last?
- 79. 79 CHAMPs, cont. Help – How do students get their questions answered during the activity? How do they get your attention? If students have to wait for help, what should they go while they wait?
- 80. 80 CHAMPs, cont. Activity – What is the activity? What is your expected “end product”? This will likely change daily, according to your lesson plans.
- 81. 81 CHAMPs, cont. Movement – Under what circumstance, if at all, can students move about during the activity? If yes, for what? Pencil Restroom Drink Hand in/pick up materials Other… Do they need permission from you?
- 82. 82 CHAMPs, cont. Participation – What does appropriate student work behavior during the activity look/sound like? What behaviors show that students are participating fully and responsibly? What behaviors show that a student in not participating?
- 83. 83 If you want it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it. source unknown
- 84. 84 “Always say what you mean, and mean what you say…but don’t say it in a mean way.” Nicholas Long
- 86. 86 If the classroom is a fish bowl… Piranha Catfish Goldfish
- 87. 87 Piranha….. Are usually the “trouble-makers” Can be passive aggressive or overtly aggressive Have negative attitude Have attendance problems Are “at risk” Etc., etc., etc……
- 88. 88 Catfish….. Go with the flow Are usually good-natured, but have limited motivation Are social beings Tend to cooperate; follow MOST rules Perform to the average or just enough to stay out of trouble with mom/dad Etc., etc., etc……
- 89. 89 Goldfish….. Are in the top 10-15% of their class Are “teacher pleasers” Are highly motivated to perform well Show enthusiasm for learning May be “over achievers” and /or high achievers Etc., etc., etc…….
- 90. 90 Pre-Planning Strategies 1. Determine the learning styles of your students 2. Determine reading levels/skills of students 3. Inventory access to technology 4. Connect writing to what is being taught 5. Focus on academic expectations and core content 6. Establish a variety of instructional strategies
- 91. 91 Essential Questions What do I want all students to know and be able to do at the end of this lesson? What will I do to cause this learning to happen? What will students do to facilitate this learning? How will I assess to find out if this learning happened? What will I do for those who show through assessment that the learning did not take place?
- 92. 92 Descriptors of the Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management The classroom is organized in a manner that encourages order, participation, independence, and continuous learning There is a small number of meaningful rules Students understand and enforce rules The teacher is constantly teaching independent behavior management skills The teacher spends an appropriate amount of time at the beginning of the school year establishing the culture and climate for positive acceptable behavior Student’s demonstrating appropriate behaviors constantly receive positive reinforcement
- 93. 93 Descriptors of the Ideal Classroom that Reflects Excellent Instruction in the Area of Behavior Management The teacher handles inappropriate behavior in a firm, fair, consistent, and caring manner The teacher’s interactions with students are positive and reinforce the importance of student success The teacher has several motivators that reinforce and shape student positive behaviors Classroom instruction is well organized, meaningful, and allows for student differences (individual and group) Classroom management strategies are appropriate to the environment and needs of the students
- 95. 95 “No improvement will occur in instruction until the classroom climate improves.” “Classrooms have personalities just like people.” -63 Ways of Improving Classroom Instruction (Gary Phillips and Maurice Gibbons)
- 96. 96 Resources