goals of classroom management
- make sure families know expectations and rules of the classroom
- make families partners in recognizing good and bad behaviors of their child
- identity talents in community to help build a learning environment in your class
- seek cooperation from families when behavior problems arise
establishing classroom rules/procedures
- establish rules, procedures, expectations on day one
- clearly communicate and enforce standards
- monitor closely, deal with violations immediately
- follow each student’s progress and maintain a productive, workable plan of tasks
teasing
- be careful of others’ feelings.
- use humor gently and carefully.
- ask whether teasing about a certain topic
hurts someone’s feelings. - accept teasing from others if you tease.
- tell others if teasing about a certain topic
hurts your feelings. - know the difference between friendly gentle teasing and hurtful ridicule or
harassment. - try to read others’ “body language” to see
if their feelings are hurt—even when they don’t tell you. - help a weaker student when he or she is
being ridiculed.
examples of negative consequences/penalties
- expressions of disappointment
- loss of privileges
- time-out: exclusion from the group
- written reflections on the problem
- visits to the principal’s office
- detention
- contacting parents
withitness
awareness of everything happening in the room
- example: teacher hears student whispering and asks them to share with the class
movement management
activities moving at an appropriate pace, smooth transitions
motivation with teaching high school students
- appeal to students interests
- help students become self-managing
teaching high school students with empathy/creating caring environments
- reduce management problems by building positive relationships, creating classroom community
- encourage school connections; demonstrate caring
- emphasize personal improvement, not competition
- respect and support every student
- caring communities, sense of belonging for adolescents
- get to know them, show interest in them as individuals
- model respect for diversity, respect for students’ abilities
- be supportive, but professional
- seek and respect student input about teaching/class without becoming defensive
types of bullying
bullying: repeated abuse of power, intended to harm victim
- physical: unwarranted, forceful contact; power exertion
- verbal: comments to offend or threaten victim
- social/relational: manipulation of friendships, reputation
- cyber bullying: bullying via electronic platform
attributes of brain power
- the central goal of BrainPower is to teach aggressive students “to start from a presumption of accidental causes. when a social encounter with a peer results in a negative outcome (a spilled lunch tray, a bump in the lunch line, missing homework, etc.), the child will begin with the assumption that the outcome was due to accidental causes rather than intentional hostility from peers”
- the program also teaches accurate reading of social cues, so that students recognize when aggression against them is intentional.
who owns the problem? student or teacher?
teacher owns the problem:
- student behavior is being disruptive to the entire class
- teacher responsibility to confront student, seek solution
student own the problem:
- student is not paying attention
- behavior gets in student’s own way
- student must find solution to master material
no-lose method
- define the problem
- generate several possible solutions
- evaluate each solution
- make a decision; implement solution
- evaluate success of solution
effective managers vs. ineffective managers
effective managers:
- organized, materials set up, interesting tasks ready
- explicit expectations, easy-to-understand rules
- teach most important rules right away
ineffective managers:
- ineffective rules (vague or complex)
- inconsistent with procedures
- disorganized, lacking specific plans, unproductive
affective domain (bloom’s taxonomy)
attitudes and feelings
- range from least to most committed:
1. receiving: being aware of something
2. responding: showing a new behavior about something
3. valuing: showing involvement, commitment
4. organization: integrating new value into your value set
5. characterization by value: acting in ways that are consistent with the new value
behavioral domain (bloom’s taxonomy)
physical ability, coordination
- voluntary muscle capabilities
- require endurance, strength, flexibility, speed
- - example: four minutes after completing 1-mile run in 8 minutes or under, maintain heart rate below 120 - ability to perform a specific skill
- - example: using computer mouse, drag/drop files efficiently
cognitive domain (bloom’s taxonomy)
emotional response
six objectives:
1. remembering: recalling, recognizing something
- not necessarily understanding, using, or changing it
2. understanding: without relating it to other knowledge
3. applying: using general concept to solve specific problem
4. analyzing: breaking down parts of something
5. evaluating: judging value of materials, methods
6. creating: combining different ideas to create new ideas
instructional objectives
state intended learning outcomes
- example: by the end of the semester students will be able to demonstrate…
creating objectives with direct instruction
explicit/clear teaching
- method: lecture
- active teaching: direct approach with teacher explanation, demonstration, interaction with students
- appropriate for teaching basic skills, facts
group discussion
students pose and answer their own questions
- advantages: increase student talk, limit teacher talk, promote students’ critical thinking and articulating skills
self-regulation feedback
addresses how students monitor, direct, and regulate their learning, such as through self-assessments, goal-setting, and regulation actions
task feedback
- promotes intrinsic motivation
- learning how well one is performing in comparison to others
examples of backward design
- teachers first identify the important end results for students—the key understandings and big ideas that are the goals of instruction.
- to focus on understanding (not just fun activities or covering the text), teachers write essential questions—questions that go to the heart of the ideas and push thinking deeper.
teaching low ability students
- students with disabilities need to learn academic material
- extend practice, revisit skills, use advance organizers
- integrate students with disabilities by using:
- identity instructional demands of classroom
- note student’s learning strengths, needs
- check for areas of student success
- look for potential problem areas
- use information gathered to brainstorm adaptations
- decide which instructional adaptations to try
- evaluate student’s progress
flexible grouping with diverse students
- can be effective for math and reading
- should be flexible, not permanent groupings
- use frequent assessments to regroup
- keep students in their zone of proximal development
