Transcript Classroom Management

Warm - up
The figure below is a unit square with lines
from vertices to opposite midpoints. What is
the central polygon, and what is its area?
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Classroom Management
The students will know
the practices and
theories that lead to
effective management
of a public school
classroom.
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Overview
• David Johnson’s “Every Minute Counts” and
“Motivation Counts”.
• My 32 years of teaching and 17 years of
classroom observation.
• Medial review.
• Canter Model (Assertive Discipline) from C. M.
Charles’, “Building Classroom Discipline.”
Continued
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Overview continued
• Building YOUR system of classroom management
from C. M. Charles.
• Handout of personalized discipline model by
Deborah Sund.
• If time we will cover the “Reality Model” of
William Glasser.
• Mathematical problem and discussion of the
theory to solve it.
• Teaching problem analogy.
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Every Minute Counts
David Johnson
Classroom Practices.
You should be an efficient, well-organized teacher
aware of everyone and everything that is happening
in your classroom.
• Establish a routine
• Start out strict
• Keep homework relevant
• Learn student’s names
• Use correct English
Continued
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Classroom Practices.
• Prevent cheating
• Work the entire period
• Don’t sit down
• Use rewards (oral and written) often
• Check attendance daily
• Call on every student
• Adjust your lesson plans as needed
• Encourage active involvement
• Keep students busy or they will keep you busy
Continued
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Classroom Practices Continued
• Show students respect and expect respect in
return
• Joke and tease judiciously
• Grade students fairly
• Return papers and test promptly
• Do not belittle students
• Let students know you care about them
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My Experiences
Discipline Practices. Problems can be
avoided with awareness and precautions.
• Speak in a loud, clear, and firm voice
• Be polite
• Never show fear
• Tell the student to stop the improper behavior
• Do not insult or embarrass the student
• Avoid public demands
• Use the guidance office/administration
• Use the parents
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My Experiences
Administrative Practices
• Make announcements when necessary
• Keep your grading up to date
• Take attendance
• Maintain complete and neat records
• Take lunchroom, hall, and study hall duties
seriously
• Be responsible
• Get to know your colleagues
• Attend school functions
• Be honest
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My Experiences
The first Day. Set the tone - firm and
business like. Tell them what is going to
happen. Hand out course syllabus, grading
policies, expectations, and rules and
regulations with punishments. You will save
frustration, discipline problems, and grade
problems which means saved time.
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My Experiences
Communicating with parents.
• Comment on something positive about their child.
• Mention slow progress
• Allude to plans for the child that will show
further progress.
• Mention difficulties that are interfering with the
child’s attainment of goals. Assure the parent that
you have a plan for overcoming the difficulties and
need parental support in working for the wellbeing of the child.
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Parents Visitation Day
Today is the day when parents are
invited to come to the school and
follow their child through his
schedule. You are teaching an 8th
grade math class of average
students. You have been working
for several days on word problems.
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My Experiences
• Get the secretary to like you.
• Get the janitor to like you.
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Medial Review
HOW TO HANDLE DISCIPLINE PROBLEMS
• Stop and look at the student. Use signals directed
to the student - head shakes, frowns, “the look”,
etc.
• Move closer to the student.
• Stop and speak directly to the student.
• Stop and pick up grade book and make a
notation.
• Move the offending student.
Continued
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Medial Review
HOW TO HANDLE DISCIPLINE PROBLEMS
• Ask the student to come in after class.
a. Clean boards, desks, walls, floors, or just sit.
Not to study or do homework .
b. NEVER be in a classroom alone with a
student with a closed door.
• Contact the parents or guardians of the student.
Continued
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Medial Review
HOW TO HANDLE DISCIPLINE PROBLEMS
• Send the student to the appropriate
administrator.
• Know what will happen if you send a student to:
A counselor.
The vice principal.
• NEVER strike a student.
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Assignment
Read Charles; Chapters 6
and 12.
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Warm - up
Find the area of the triangle determined by
the x-axis, y-axis and the line with equation
y = -2x + 10.
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THE ASSERTIVE MODEL
Lee and Marlene Canter
The following is taken from: Building Classroom
Discipline, 4th ed., Charles, C. M., Longman Inc., 1995,
White Plains, NY 10601 ISBN 0-8013-0230-7.
Teachers should insist on decent responsible
behavior from their students.
• Students need this type of behavior.
• Parents want this type of behavior.
• Society expects this type of behavior.
• The education process fails without this type of
behavior.
Continued
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THE ASSERTIVE MODEL
Teacher’s Rights
Teachers have basic educational rights in the
classroom.
• To establish an optimal learning environment.
• To request and expect appropriate behavior.
• To receive help from administrators and parents
when needed.
Continued
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THE ASSERTIVE MODEL
Student’s Rights
Students have basic rights in the classroom.
• To have teachers who help limit inappropriate
behavior and self-destructive behavior patterns.
• To choose how to behave, with full understanding
of the consequences that automatically follow those
choices.
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Assertive Discipline Consist Of:
• Identifying expectations early.
• Willingness to say, “I like that,” and “I don’t like
that.”
• Persistence in stating expectations and feelings.
• Use of firm tone of voice.
• Maintenance of eye contact.
• Use of non-verbal gestures in support of verbal
statements.
Continued
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Assertive Discipline Consist Of:
• Use of hints, questions, and I-messages rather
than demands for requesting appropriate behavior.
• Follow-through with promises (reasonable
consequences, previously established) rather than
threats.
• Assertiveness in confrontations with students,
including statements of expectations, indicating
consequences that will occur, and why action is
necessary.
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FIVE STEPS TO ASSERTIVE DISCIPLINE
STEP 1. Recognize and remove roadblocks to assertive
discipline.
• Remove negative expectations about students.
• Influence in positive ways student behavior.
• All students need limits.
• We can’t treat all students alike.
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FIVE STEPS TO ASSERTIVE DISCIPLINE
STEP 2. Practice the use of assertive response styles.
Example of students who are talking too much:
• Non-assertive approach: “For the fifth time, would
you two please stop that?”
• Hostile approach: “All right, you two! That’s
the last straw! You either pay attention or you
are going to regret it!”
• Assertive approach: “It is against the rules to
talk without permission during the lesson. Please
stop talking.”
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FIVE STEPS TO ASSERTIVE DISCIPLINE
STEP 3. Learning to set limits.
• Request appropriate behavior through hints, Imessages, questions, and non-verbal behavior.
• Deliver the limits with tone of voice, eye contact,
gestures, use of student name and physical touch.
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FIVE STEPS TO ASSERTIVE DISCIPLINE
STEP 4. Learn to follow through on limits.
• Make promises not threats.
• Select appropriate positive and negative
consequences in advance.
• Set up a system of consequences that you can
easily enforce.
• Practice verbal confrontations that call for
follow through.
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FIVE STEPS TO ASSERTIVE DISCIPLINE
STEP 5. Implementing a system of positive consequences.
• Personal attention from the teacher.
• Positive notes to parents.
• Special rewards.
• Special privileges.
• Material rewards.
• Home rewards.
• Group rewards.
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Cantor’s Five Steps in Disciplining.
The Cantors suggest a five-step plan for rules
infractions but caution that a teacher must be
comfortable using the model.
• First Infraction:
• Second Infraction:
• Third Infraction:
• Fourth Infraction:
• Fifth Infraction:
Student is warned.
Student is given a 10
minute time out (isolation).
Student is given a
15 minute time out.
Parents are contacted.
Student is sent to the
Principal’s office.
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Case Study 1
Two 7th grade students are in the hall as classes are
passing and one says to the other, “I don’t give a
shit!”
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Case Study 2
Ashley has appeared to be her usual disrespectful
self ever since she arrived in class. When a
learning support student asks if he can retake a
quiz because he got one wrong she snickers under
her breath and says, “Why would you want to do
that?”
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Case Study 3
Tom has appeared to be in his usual foul mood ever
since arriving in class. He gets up and on his way to
sharpen his pencil he bumps into Frank. Frank
complains. Tom tells him to shut up. Miss Winters,
the teacher, says, “Tom, go back to your seat.” Tom
wheels around, swears loudly and says heatedly,
“I’ll go when I’m damned good and ready.”
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Building Your System of Management.
From Charles Chapter 12.
Consider the Nature of Your Students.
• Junior High - Discipline is difficult for students.
Teachers must have exceptional skill at
maintaining control, teaching, and building
supportive relationships. The teacher is competing
with body changes, changing attitudes toward the
opposite sex, psychological weaning from parents,
and a new school setting with new teaching styles,
curriculum and organization.
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Building Your System of Management.
From Charles Chapter 12.
Consider the nature of your students.
• High School - This is a time of settling down.
Students tend to recognize their interdependence
with the larger community. Students assume
greater responsibility for their own learning and
behavior while looking upon teachers as guides and
role models. Unfortunately this is a time when a
few students become further alienated from the
educational mainstream.
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Three faces of discipline
Preventive, Supportive, and Corrective Discipline.
Face 1. Preventive discipline.
• Make your curriculum as worthwhile and
enjoyable as possible. (Use the NCTM Principles
and Standards.)
• Take charge in your classroom.
• With your students make good rules for
classroom conduct.
• Continue to emphasize good manners and living
by the golden rule.
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Three faces of discipline
Preventive, Supportive, and Corrective Discipline.
Face 2. Supportive discipline.
• Use signals directed to a student needing support.
• Use physical proximity when signals are
ineffective.
• Show interest in student work.
• Restructure difficult work or help with it.
Continued
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Three faces of discipline
Preventive, Supportive, and Corrective Discipline.
Face 2. Supportive discipline.
• Interject humor into lessons that have become
tiring.
• Remove seductive options.
• Reinforce good behavior in appropriate ways
and at appropriate times.
• Request good behavior.
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Three faces of discipline
Preventive, Supportive, and Corrective Discipline.
Face 3. Corrective discipline
• Assertively insist on the two basic rights in the
classroom - your right to teach without disruptions
and the students’ right to learn.
• Stop misbehavior.
• Invoke the consequences tied to the misbehavior.
• Follow through consistently.
• Redirect misbehavior in positive directions.
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PASS OUT THE SUND
HANDOUT ON
PERSONALIZED DISCIPLINE
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Summary
Warm-up Problem - Find the area of the
triangle determined by the x-axis, y-axis and
the line with equation y = -2x + 10.
• Discuss the theory of how to solve the
problem.
• Discipline problem analogy.
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Assignment
Read Posamentier;
Chapter 3, section 5.
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The Reality Therapy Model of William
Glasser. Discussed in Charles.
Seven key assumptions:
• Students can control their behavior. They choose to
act the way they do.
• Good choices produce good behavior and bad
choices produce bad behavior.
• Teachers must always try to help students make
good choices.
• Teachers who truly care about their students accept
no excuses for bad behavior.
Continued
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The Reality Therapy Model of William
Glasser. Discussed in Charles.
Seven key assumptions:
• Reasonable consequences should always follow
student misbehavior.
• Class rules are essential, and they must be
enforced.
• Classroom meetings are effective ways for
attending to matters of classroom rules, behavior,
and discipline.
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The Reality Therapy Model of William
Glasser. Discussed in Charles.
Five strategies of the Reality Therapy Model.
• The teacher should stress personal responsibility
and reinforce the idea that students are in school to
study and learn.
• The teacher should establish rules and review
classroom procedures.
• The teacher should accept no excuses for
inappropriate behavior.
Continued
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The Reality Therapy Model of William
Glasser. Discussed in Charles.
Five strategies of the Reality Therapy Model.
• The teacher should have students make value
judgments about their misbehavior and suggest
suitable alternatives.
• The teacher should make students aware of the
consequences for their misbehavior and be
consistent in enforcing these consequences.
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