1 beginning of the year classroom management foundations of effective teaching i presented by tammy...
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Beginning of the Year Beginning of the Year Classroom ManagementClassroom Management
Foundations of Effective Teaching I
Presented byPresented by
Tammy AdamsTammy Adams&&
TaRara Johnson-OsborneTaRara Johnson-Osborne
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LEVELS OF RESEARCH:How Much Evidence is There to Support a Theory?
Level 1--"Basic" research.Are there correlations? Is there a rational explanation (theory) for these correlations?
Level 2--Test of the theory in real classrooms.
In small-scale comparative studies, does the theory accurately predict which practices will result in better learning?
Level 3--Program Evaluation on a school- or district-wide basis.
In large-scale comparative studies, does the theory predict ?
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Beginning
of the Year
Classroom
Management
» Carolyn Evertson
» Edmund Emmer
» Linda Anderson
University of Texas
1980
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“actions teachers take to create, implement, and maintain
a classroom that supports learning”
“actions teachers take to control misbehavior or maintain order”
CLASSROOM MANAGEMENT
1980Evertson, Emmer, and
Anderson
1994Evertson and Randolph
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“to enhance students’ social and emotional growth
“to establish and sustain an orderly environment so students can engage
in meaningful academic learning”
CLASSROOM MANAGEMENTTwo Distinct Purposes
2006Evertson & Weinstein
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Three Phases of Classroom Management
1) PLANNINGPLANNING Before the beginning of the year
“pro-active pre-planning”
2) IMPLEMENTINGIMPLEMENTING Beginning of school
“deliberate introduction”
3) MAINTAININGMAINTAINING Throughout the year
“immediate assertiveness”Emmer & Evertson,
1985Doyle, 1987
Evertson, 1989
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Rules
govern student behavior
are few in number (3 - 6)
are stated generically
are taught on the first day of school
govern instructional activities or “housekeeping”
are many in number (30 - 60)
are situation specific
are presented as the need arises
Procedures
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Management Management ProceduresProcedures
• Using the restroom, drinking fountain, lockers, etc.
• Storing personal belongings• Getting the teacher’s attention• Moving within the classroom or to other
school areas• Recording attendance and tardies• Managing transitions between activities
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• Beginning of the day/period activity• Distributing and collecting materials
and assignments• Posting assignments• Makeup work• Checking papers, providing feedback, and
grading
Instructional Instructional ProceduresProcedures
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3 weeks3 weeks
establishing classroom management
results in
33 weeks33 weeks
of teaching and learning
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• Effective managers develop a system for reinforcing their rules and procedures that includes:
• positive feedback, rewards, and
recognition for good behavior; • fair and reasonable sanctions for
inappropriate behavior.
CONSEQUENCESCONSEQUENCES
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Hierarchy of ConsequencesHierarchy of Consequences
Effective managers plan a range of consequences they can use when students misbehave.
They consistently apply an appropriate consequence in relation to the seriousness of the offense.
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Hierarchy of
Consequences
Minor(instruction maintained)
Serious(formal sanctions)
Moderate (handled in classroom)
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First Day of School• Greet students at the door.• Learn students’ names as
quickly as possible.• Introduce students to one another.• Teach necessary procedures and
classroom rules.• Introduce students to the classroom.• Lead a simple, fun learning activity. • Establish yourself as the leader of the
class.
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