Classroom Management StrategiesET-ETP Unit 5

Standards ET-ETP-7

Construct and evaluate effective learning environments.

7.1 Describe the characteristics of safe and effective learning environments.

7.2 Demonstrate teacher skills and dispositions that promote an effective learning environment.

7.3 Identify classroom guidance and management techniques that promote an effective learning environment.

7.4 Describe conflict management and mediation techniques supportive of an effective learning environment.

What do you need to be comfortable in your classrooms?

The Classroom Environment

3 Elements• Thoughtfully arranged space

Ease of student useEase of teachingMaterials and supplies readily availableHigh traffic areas should be free of congestionEase of supervisionTeaching eye-to-eyeProcedures/routines as actively taught as the subject matter

• Stimulating learning environment (we will discuss in next unit)

• Sense of community (we discussed this the first two weeks of school)

Positive relationships Respect Student involvement Class identity

Kato, Sharleen L. Teaching. Tinley Park, IL: The Goodheart-Willcox Company, Inc., 2010. Print.Sadker—Teachers, Schools, and Society

In your groups, Design a classroom layout for a specific subject/age/grade based on:

Ease of student useEase of teachingEase of supervision

Use the resources on the next slide.

Click on the pictures to get ideas for designing your classroom.

Managing the Learning

TIME ON TASK

Allocated Time Engaged TimeAcademic Learning

Time (ALT)Amount of time scheduled for a subject

Allocated time in which students are actively involved with subject matter

Engaged time with high student success rate

Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).

HIGH SUCCESS RATE

•How can you tell whether students are performing at a high success rate?

This is how:•At least _____%* of teacher questions should result in accurate student answers.

(Important for younger students and for those needing more time.)

• During independent practice, the success rate should be almost _____%**.

Engaged Time + High Success Rate = Academic Learning Time

HIGH SUCCESS RATE (Continued)

•In theory…

•High Success Rate = Achievement

•In reality…

•Students are often working at levels of failure.

•In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a

•Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b

aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).

bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).

JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION

Flip-flops Teacher terminates one activity, begins another, then returns to the original activity

Overdwelling Teacher spends more time than is necessary to correct an infraction of classroom rules

Fragmentation

Teacher breaks directions into choppy steps instead of one fluid unit

Thrusts Teacher interrupts classroom momentum with random, unrelated comments

Dangles Teacher begins a thought, then leaves it hanging without completion

Don’ts

Strategies/skills of good managers:

Group Alert Ask a question first, then call on a student to answer the question.

Withitness Being aware of student behavior in all parts of the room

Overlap Ability of a teacher to do several things at once

Least intervention

Use simplest form of discipline

Dos

Examples of least intervention strategies

a. Nonverbal interventionb. Positive group correction c. Anonymous individual correction d. Private individual correction e. Lightening-quick public correction

Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

When giving a direction, require that 100 PERCENT of your students comply.

Three principles are important in getting 100 PERCENT compliance so you can teach.

1. Be calm2. Point out compliance you see3. Use the least invasive form of intervention

Doug Lemov wrote Teach Like a Champion: 49 Techniques That Put Students on the Path to College

100 PERCENT

Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Other techniques to help maintain discipline in the classroom

• What To Do• Strong Voice• Do It Again

No Warnings

Doug Lemov Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Positive ways to handle misbehavior1. Give students plenty of choices to make.

2. Redirect student energy into more positive activity, giving them responsibility over their actions.

3. Give students a voice. Listen to them. Hear them.

Managing Transitions

• Greeting students

• Class starter

• Students who finish early

• Transitions to small groups

• Lesson ends early

Meet with your group. How would you handle these?

Random Video

Management Styles

•Authoritarian

•Permissive

•Authoritative

MODELS OF CLASSROOM MANAGEMENT

Table 11.1

Advocate Main Focus Belief System

Lee and Marlene Canter

Assertive Discipline

Students deserve a safe and productive learning climate, and it is the teacher’s job to provide it. Each student is taught how to behave responsibly through clear rules and consequences. When expectations are not met, students know that the teacher will mete out consequences.

Curwin and Mendler

Discipline with Dignity

Students should always be treated with dignity, even when they misbehave. Interesting learning activities, positive reinforcement and opportunities for student success keep students on track, especially students with a history of misbehavior.

Barbara Coloroso

Developing Inner Control and Discipline

Students need to take responsibility for their actions to develop their inner discipline. If students are messy, they need to learn to clean up after themselves. If they are too noisy, they need to develop strategies to allow others to do their work.

Rudolf Dreikurs

Collaborative Decision Making and Belonging

The key in this approach is to identify the motivation behind misbehavior, and within a classroom community, to help students redirect their behavior in a positive way.

Haim Ginott

Communications You speak to students as you, the teacher, would want to be spoken to. Model desirable behaviors and maintain your calm as a teacher. Focus on what needs to be done rather than on what was done wrong.

Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

MODELS OF CLASSROOM MANAGEMENT (Continued)

Table 11.1

11.6

Advocate Main Focus Belief System

William Glasser

Student Satisfaction

The teacher meets with the class to discuss not only behavior rules, but the curriculum being taught. The teacher plans meaningful work for the students and holds them to high standards. Students feel a part of the school, possessing a sense of fun, power, and independence.

Thomas Gordon

Discipline as Control

Students are involved in making the rules about classroom life and procedures, and the problem owners are identified – that is, those who are bothered by certain behaviors. The class as a group works to resolve these issues.

Jacob Kounin

Engagement and Supervision

Student misbehavior is reduced by engaging lessons, and the teacher’s watchful monitoring skills keep students on track.

Redl and Wattenberg

Group Dynamics Group dynamics, insights and peer influence are used to control misbehavior. The causes of any misbehavior are diagnosed and appropriate consequences are applied.

B. F. Skinner

Behavior Modification

Desired behaviors are encouraged by immediately awarding positive reinforcement. Undesirable behaviors are ignored.

Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Relational Aggression

Read p. 392 in Sadker textbook

What are ways to stop this?