Classroom Management

Presented byFrank H. Osborne, Ph. D.

© 2015

EMSE 3230Math and Science in Education

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Charlotte Danielson’sFramework for Teaching

The Framework consists of four Domains

• Domain 1: Planning and Preparation

• Domain 2: The Classroom Environment

• Domain 3: Instruction

• Domain 4: Professional Responsibilities

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Introduction

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Domain 2: The Classroom Environment

2a. Creating an Environment of Respect and Rapport

2b. Establishing a Culture of Learning

2c. Managing Classroom Procedures

2d. Managing Student Behavior

2e. Organizing Physical Space

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2a. Creating an Environment of Respect and Rapport

• Teacher interaction with students, including both words and actions– Classroom interactions among the teacher and individual students are

highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals.

– Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

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2a. Creating an Environment of Respect and Rapport

• Teacher interaction with students, including both words and actions– The classroom culture is a cognitively vibrant place,

characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work.

– Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

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2b. Establishing a Culture for Learning

• Importance of content and of learning– A culture for learning refers to the atmosphere and

energy level in a classroom where students are engaged in important work.

– The teacher conveys enthusiasm for the subject, letting students know that they are pursuing this knowledge because it's important, interesting, and fun—as opposed to learning something because it will be on the state test or is in the textbook.

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The Classroom Environment2b. Establishing a Culture for Learning

• Expectations for learning and achievementThe teacher also communicates to students that although the content is challenging, it is within the reach of any student committed to working hard.

• Student pride in workIn such classrooms, students respond by taking pride in their work and experience the feeling of satisfaction that comes from having achieved major goals.

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The Classroom Environment2c. Managing Classroom Procedures

• Instructional groups–  Much classroom work occurs in small groups.– Small groups enable students to work with their

classmates.– Small groups can discuss possible approaches to a

problem.– Small groups help students benefit from one

another’s thinking.

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The Classroom Environment2c. Managing Classroom Procedures

• Instructional groups– Students cannot be expected to automatically

know how to work productively in small groups.– Skills for working in groups must be taught.– Students work independently in groups with

little supervision from the teacher in a well-run classroom.

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The Classroom Environment2c. Managing Classroom Procedures

• Transitions– Many lessons engage students in different types of

activities-large group, small group, independent work.– Transitions between these different activities and

grouping patterns should proceed easily and smoothly.– Students move from one activity to another with little

instructional time lost.– Students know the process and execute it seamlessly.

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The Classroom Environment2c. Managing Classroom Procedures• Materials and supplies

– Classroom Arrangement• Students can see teacher and face away from windows

• All students should be always visible to teacher and classroom aides

• Teacher and aides need to be able to move freely among students to supervise work

• Post classroom rules in an obvious location

• Areas to display student work

• Students have easy access to their materials. Student materials are separated from teacher materials.

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The Classroom Environment2c. Managing Classroom Procedures• Materials and supplies

– Classroom Stations to Organize Materials• Places may be set up for students to pick up corrected work, where

learning materials are located, where students go to correct their work.

• Stations are located for making transitions more efficient. Classroom aide can maintain the stations.

• Students should be learning at the stations.

• Each station should have its own procedures, posted rules for the station and opportunity for student practice and praise for correct use.

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The Classroom Environment2c. Managing Classroom Procedures

• Performance of classroom routines– Rules

• How students need to act in the classroom

• How to maintain a safe environment

• How students participate in learning

• Must be clear, fair, reasonable, enforceable, and consistently applied

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The Classroom Environment2c. Managing Classroom

Procedures• Performance of classroom

routines– Routines

• How to enter and leave the classroom• How to take attendance• Label classwork, turn in

assignments, transitions• What to do in case of an emergency

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The Classroom Environment2c. Managing Classroom Procedures• Supervision of volunteers and paraprofessionals

– Communication with paraprofessionals

– Modelling and managing work

– Planning and scheduling

– Instructional support for paraprofessionals

– Training for paraprofessionals

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The Classroom Environment2d. Managing Student Behavior

• Expectations– Know what you want and what you don’t want.– Show and tell your students what you want.– When you get what you want, acknowledge it

(but not praise it).

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The Classroom Environment2d. Managing Student Behavior

• Expectations– When you get something else, act quickly and

appropriately.

– Do not use classroom rules that you are unwilling to enforce.

– Remind children that they need to practice appropriate behavior in the classroom. This cannot be done outside of class so it needs to be reinforced all the time.

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The Classroom Environment2d. Managing Student Behavior

• Monitoring student behavior– Provide acknowledgement and reinforcement for

good behavior.– Move in the room using unpredictable patterns

of movement.– Always maintain eye contact with students.– Make positive social contact with students.

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The Classroom Environment2d. Managing Student Behavior

• Positive responses to student misbehavior

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The Classroom Environment2e. Organizing Physical Space

• Safety and accessibility– Cleaners and chemicals– Electrical safety and extension cords– Classroom equipment and supplies– Appliances– Classroom decorations– Teacher personal safety

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The Classroom Environment2e. Organizing Physical Space

• Arrangement of furniture and use of physical resources

• Classroom arrangement should reflect your teaching style. – If you want small group work, use tables or clusters of desks.– For frequent discussions with the whole group, try a circle or U-shaped desk

configuration. – Using an individualized, self-paced curriculum, you might want to use learning

stations.

• The classroom contents should also reflect you. Use personal touches such as plants, art, rugs, posters, and maybe some comfortable pillows for the reading corner.

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The End

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