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Classroom Management and Beyond

At the heart of most teachers concerns is how they will manage and effectively have control over their classrooms. Nonetheless, classroom management starts with the teacher: his/her lessons, procedures, attitudes, etc. The teacher must first thoughtfully consider his/her management in order to create less possibility for disruptions and in order to create a community of learners and sense of family. Teachers must also be sure to clearly explain and keep reinforcing rules and procedures while providing a rationale as to why these are in place. If students understand, they are more likely to listen. When considering classroom management, it is important to have a balance between rewards and consequences and to also include positive reinforcement; this lends to a more effective and positive atmosphere where students feel cared for.

The Agenda for the Day:

The ultimate goal of classroom management should not be on simple obedience, but on having

Consistent Rules and Proecudres

Rationale

Positive Reinfoecement/Modeling

Rewards and Consequences

Supportive and Caring Attitude

Effective Lessons/Differentiated Instruction

students behave appropriately because they know its the right thing to do and because they can understand how their actions affect other people - Hardin

CLASSROOM MANAGEMENT BLACKBOARD LIST:


CONSISTENT RULES AND PROCEDURES: Establish rules as a class and make sure to continue reinforcing them throughout the year. Create a Classroom Rules poster and hang it up in the classroom. Teachers can also have students sign a contract to be hung up or have the younger ones use their handprints to sign and agree to the rules. Dont include too many rules to overwhelm students. Include the most important ones that encompass more than one rule. Let students know that you have high expectations and know that they are capable of following all rules and procedures. Explain the classroom procedures and school policies; again, continue to reinforce them throughout. Modeling the rules and procedures is vital as well as being consistent at all times. Rules and procedures allow students to learn routines which let them know what they should be doing at all times. This lessens misbehaviours. In order to prevent disruptions, constantly have students remind you how they are expeced to do certain things, i.e., individual work , group work, lining up, etc. RATIONALE: Always provide rationales for each rule and procedure that you set. Make sure the rationales are clear to students. Rationales allow students to understand the reasoning behing your set rules and procedures, and aid for having students abide by them.

Most importantly, rationales not only help to stop undesired behaviour, but they also help students become better people by exhibiting positive behaviour for the common good of everyone. POSITIVE REINFORCEMENT/MODELING: Teachers must model desired behavior at all times. Teachers should incorporate positive reinforcement as much as possible so that students feel cared for and know when they are doing something right. Positive reinforcement can be done through words, little rewards, charts that have been created, end of the month assemblies that encourage good behaviour and academics, Stars of the Month, post-its given to students by their teacher with small thank-you messages, I statements encouraging students, etc. Pay equal attention to kids that are on task and praise them. REWARDS AND CONSEQUENCES: It is vital to create a rewards and consequences system. A consequences system, such as a point system should be in place and should be explained to students on the very first day. Have other consequence systems in place, such as a desk at the back of the room for disruptive students, etc. Allow students to reflect on their behaviour by having them write self-reflections on what they did and what they will do next time. You can have a corner set up in the classroom for this. Make sure there is a rewards system in place as well. With the points system, those students who do not have more than a certain number of points get a reward at the end of the month, such as extra recess, a movie, etc. Include other rewards systems, such as a surprise box with goodies, merit cards, a marble jar, extra responsibilities, etc. Be sure to stop disruptions in their track before they get out of hand. Teachers can do so by inverbal cues as well as by verbal cues. Judgement plays a big part in this. Some inverbal cues can be to approach a students desk, a stern look, etc. Avoiding arguments is very important. Review the rules and procedures with students in a calm manner.

SUPPORTIVE AND CARING ATTITUDE: Teachers that are supporitve and encouraging allow for a sense of family to be built and for students to want to do well and make their teachers proud. A supportive environment also heightens the chances for success. Let students know that you support them and are there for them, but that in order for them to succeed, they must also do their part in listening and staying on task. Have students feel that they are all there to support one another and to help each other grow and learn. Always be caring and show students that you want what is best for them. Be firm, but also be friendly. Most importantly, be confident and sure of your role. EFFECTIVE LESSONS/DIFFERENTIATED INSTRUCTION: By creating interesting and engaging lessons, students are more likely to stay on task and to listen. Allow time for group work as well as individual work. It is important to create a balance and to allow students to talk at times. However, ensure that the rules are properly explained and understood by students when it is time to work in groups. Be sure to include visuals, text, the Smart Board and ICT. Dont always create the same kinds of lessons using the same resources. Teach for the different learning styles of students. Make adapatations when needed. You want students to feel capable so that they are motivated and eager to listen and learn. Remind students that fair isnt the same for everyone.

Individualized Appraoch For Difficult Cases:

Behaviour is a message of how a child is feeling and coping with their world.

The majority of these cases stem from something students need. Several different possible profiles: attention seeker or the class clown, the defiant child, the lazy/bored/I dont care child, the space cadet, the child who is very sensitive, the restless child. You must know when to pick your battles. If the child is restless, the teacher can allow that child to sit in the back so that he/she can stand if they feel the need to and so that the rest of the class is still able to see. If the child asks to go to the washroom often and is not supposed to, the teacher can allow the child to have one chance per day to go. Individual points system (gets a sticker every time he/she listens the first time and once the child completes his/her chart, he/she revieces a prize) Punishmenet, no field trip for example. Give these students responsibilities Give them some choices Move them to the back of the class where they are not disrupting anybody. Give these students the outlets to express their need (maybe they can speak to the class more often or be able to say one joke per day to the class). Mentally stimulate these students as some may just be looking for more of a challenge as thje amterial may be too simple for them. Be more assertive toward these students. Indirect cues (move toward desk, stop and stare, etc.) Note home to parents if all else fails or if support is needed.

This is what my CTs partner laminated and placed on one of our students desk who is a difficult case and who is constantly speaking. Near the end of first term, we also got one for him in English class. She wrote shh on it and has the child create clothes for him when he has free time to keep him busy. For Christmas, he created a Santa hat to place on top of its head. She said that this helps stop him from speaking.

Students Goal:

Teacher feels:

Usually Reacts By:

Students Response:

Belief Behind the Behavior:

Coded Messages:

Teacher Proactive and Empowering Responses Include:

Excessive Attention

Annoyed Frustrated Concerned Guilty

Reminding Coaxing Warning Doing things for the child that he/she can do on their own Giving In Arguing Entering a debate Thinking that the child cant get away with it Wanting to be right Retaliating Trying to get even Thinking about why the child would do this to them

Stops in the moment, but then continues with the behavior

I only belong/fit in/am important when I am noticed or getting special attention. I only belong/fit in when I am in charge and the boss, when I have power and prove that no one tells me what to do. Because I dont feel that I fit in, Ill hurt others as I hurt. I can never be loved or liked. Im not capable, therefore I will ensure others expect nothing of me, I cant fit in because Im not perfect, Im helpless, no use helping me

Involve me and notice me

Power: To Angry Be the Boss Vulnerable


Challenged Overpowered

Behavior gets worse, disobedience, compliance, feels as if they have won when the teacher is angry, passive, power Retaliates back Intensifies the same behavior/ uses another weapon

Give me responsibilities and choices. Let me help you

Give the child responsibilities, let them know you care, have the child tell jokes to the class or speak with the class in the morning, touch without words, ignore, stare, avoid special services, plan special time, encourage the child Give the child positive power such as helping you with things, offer a few limited choices, dont fight with the child or give in, be firm yet kind, develop shared respect, give the child responsibilities

Revenge

Disappointed Unhappy Hurt Shocked Disbelieving

I need help Im hurting inside Recognize my feelings

Assumed deficiency

Guilty Anguish Hopeless Powerless Inadequate

Ignoring the problem Helping the child more than necessary Doing for Giving up

Gives up more Inactive No development

Encourage me Show me little steps, rejoice my successes

Take time to get to know the student, avoid punishing the child, recognize the childs hurt feelings, build trust and a positive relationship, listen to the child, share your feelings, make amends, demonstrate you care, use class meetings Differentiate instruction, break tasks into smaller steps, do not criticize, show student you have faith and they are capable, encourage positive attempts, focus on assets, work closer with child, do not pity, never give up, allow for success, teach skills/ show how but dont do for, class meetings, build on interests, develop a bond

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