Transcript Classroom Organization, Procedures and Management Strategies

Creating a Positive
Learning Environment
What Works in Schools
by Robert Marzano
Classroom management is one of 11 factors
that influence student achievement.
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Well articulated rules and procedures
Disciplinary strategies that reinforce
appropriate behavior and provide consequences
Responding to inappropriate behaviors quickly
and assertively
Instills confidence and acceptance in students
Maintains emotional objectivity by staying calm
Aware of problems and potential problems
Do any of these look familiar?
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Playing with objects
Tapping
Inappropriate
noises
Ignoring the
teacher
Passing notes
Leaning back in
chairs
Tattling
Teasing
Reading during
instruction
Whining/pouting
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Eating/gum
chewing
Sleeping/daydreami
ng
Talking
Complaining
Off task
Telling lies
Blurting out
Arguing with the
teacher
Swearing
cheating
These are all student behaviors that every
teacher encounters. Some are more easily
dealt with than others. Most of them can be
eliminated with a good management plan that
has rules and procedures in place.
Where it all begins…
Developing positive
relationships with your students
can mean...
 Less
work engaging students.
 Easier classroom management.
 Longer focus time.
 Students will be willing to take risks.
How do you build relationships?
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Seek first to understand the students point of
view. Listen and communicate.
Honor your students as human beings worthy of
respect.
Keep your promises.
Be kind and courteous. Caring is key.
Clarify your expectations.
Be loyal.
Be fair.
Be consistent.
Ways to Build Positive
Relationships
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Greet everyone at the door
Calls on everyone equitably
Give specific praise
Listen attentively
Show personal interest in student activities
Provide individual help
Respect your students
How you communicate may be
critical.
Each person has their own unique way of
interpreting life and the world. It is formed from
experiences, genetic development, socialization,
and choices made. These realities act as
communication filters. These filters affect how you
say things and what you say. As groups form and
become larger the potential for confusion & chaos
rises.
Did you know?
7% of communication is composed of
spoken words
38% tone of voice
55 % body language
Thomas Crane, The Heart of Coaching, FTA Press, 2005
Primary Communication
Filters
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Mental State -your frame of mind during the
communication (assumptions, intentions, hidden
agendas, beliefs, judgments)
Emotional State -heavily affected by the quality
of thinking process (insecurities, threats, stress,
fear, ego, unhealed wounds, joy, delight, etc.)
Current State of the Relationship – the quality of
the relationship affects student performance and
success
Thomas Crane, The Heart of Coaching, FTA Press, 2005
You are the teacher, not a peer
or a friend.
Management
Is proactive
 Anticipates skills
and work habits
 Teaches students
to assume
responsibility
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Discipline
Is reactive
 Results from a
power struggle
 Assumes
students will not
accept
responsibility
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Teacher behaviors can impact
student behavior in a positive or
negative way?
Assumptions that teachers make and
biases they have about students can
actually contribute to misbehavior.
Failure to meet individual academic
needs also impacts behavior.
How a teacher responds to misbehavior
can impacts future behavior.
Tips to Remember
 Always
remain calm when dealing
with issues involving behavior.
 Keep your emotions in check.
 Never let them see you sweat
(or cry).
Key Management Skills of Effective
Teachers
Stronge, J.H. (2002) Qualities of effective teachers. Alexandria, Va. ASCD.
 Establish
rules, routines and
procedures
 Maintain momentum and variety
 Monitoring and responding to activity
Define the expected
behaviors and set limits.
Student input is critical
for by in.
Criteria for Rules
 Clearly
stated so students know what
is expected
 Reasonable- Can students follow
them?
 Enforceable
 Applicable to all situations
 General- addresses several behaviors
 Written positively
Appropriate behavior must be
systematically taught. Do not
assume students know how to
behave in acceptable ways.
Teaching Appropriate Behavior
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Goals: State the expected outcomes.
Rationale: State why you want your students to
behave this way.
Expected behaviors: Define how a “model”
student would behave
Demonstrate: The right way, the wrong way,
and “almost- but- not- quite” way
Provide Practice Opportunities
Adapted from Time to Teach, The Center for
Teacher Effectiveness, R. Dahlgren.
Consequences …are interventions
to try and change behavior
 Organized
in a hierarchy
 Teach students that they have the
power of choice
 Should “fit the crime”
 Logical and fair
 Applied immediately
Types of Consequences
 Warning-
verbal (private)
 Isolation (time out in a specific
location for a specific time)
 Call parents
Office as a Consequence
 DO
NOT USE… unless
 The infraction is so severe that it
puts the student or others in danger
(weapons, physical violence, threats,
bullying)
 Once a student is in the office…what
happens is out of your hands (you
may not like the outcome).
Define the method or
process for doing things
“Routines empower students to
be more responsible for their
own behavior and learning…”
James Stronge, PhD.
Identify specific procedures for…
 General
classroom behavior
 Beginning and end of the day
 Transitions and interruptions
(entering/leaving room, bathrooms,
cafeteria, playground)
 Use of materials
 Group work
 Seat work and teacher-led activities
Procedures must be…
 Taught
 Modeled
 Rehearsed
Rehearsed
Rehearsed
It takes seconds of rehearsal…
To save minutes or hours of instruction.
Organization
Helps students and teachers…
•Feel safe
•Prepare students for the day’s activities
•Learn more efficiently and effectively
•Maximizes instructional time
•Make clear and smooth transitions
•Focus on teaching and learning
•Limit distractions and interruptions
•Have the physical space to learn
Teachers need to organize…
 Space
 Time
 Routines
and Tasks
 Materials
 Learning
Activities
The chief psychological
determinant of learning is…
the social environment.
When students are threatened
or they perceived they are
threatened, it impacts behavior
and student achievement.
Real or Perceived Threats That
Cause Misbehavior
 Intellectual
feel less
Threats- cause students
Smart.
Intellectual Threats
Taken from:
Cummings, C. Winning Strategies for Classroom Management. 2000. ASCD. Alexandria, Va.
Examples of Intellectual Threats:
 Receiving unclear directions; not
understanding directions
 Not being able to hear because of noise
or other factors
 Being called on to answer a question
 Public displays of grades (posted or
announced)
 Feeling unable to complete an
assignment on time
 Fear of reading aloud
 Having to work in a group
 Not having the required skills- feeling
intellectually inferior
Strategies to Eliminate:
• Provide printed copies of direction;
number the steps; ask questions about
directions
• Change seats away from distraction
• Prompt students;
• Allow students to determine what work
to display; refrain from giving grades
orally
• Reduce number of items required or
number of items on a page
• Ask for volunteer readers; make sure
oral reading for an audience is at the
independent level
• Provide choice of working alone; teach
group skills
• Teach required skills; set norms for
appropriate behavior (no insults
allowed)
Real or Perceived Threats That
Cause Misbehavior
•Emotional Threats- cause
students to feel less
Safe.
Emotional Threats
Examples of Emotional
Threats
 Negative language, putdowns, bullying
 Fear of being disciplined in
front of peers
 Coping with family
difficulties (divorce,
illness)
 Fear of looking different or
not fitting in
 Difficulty making friends
Strategies to Eliminate:
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Establish norms for
behavior; review Student
Handbook regularly
Discipline (and praise) in
private
Be empathic; seek outside
resources ( counselor)
Make positive comments
as appropriate; reinforce
inner rather than outer
qualities
Encourage, make
suggestions, assign tasks
that create opportunities
for students to work
together successfully
Taken from:
Cummings, C. Winning Strategies for Classroom Management.
2000. ASCD. Alexandria, Va.
Real or Perceived Threats That
Cause Misbehavior
• Physical Threats – cause
students to feel less
Safe.
Physical Threats
Examples:
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Physical Threats
Being tired or not
feeling well
Fear of being pushed,
shoved, etc.
Fear of having personal
items stolen
Verbal threats
Fear of being caught up
in a fight
Strategies:
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Refer to nurse as
appropriate; if done
often, contact home
Establish clear norms
for behavior in and
outside of classroom.
These may need the
involvement of others
(nurse, principal, asst.
principal, parent) for
more in-depth
intervention
Taken from:
Cummings, C. Winning Strategies for Classroom Management. 2000.
ASCD. Alexandria, Va.
Newport News Public
Schools is about
providing
Smart, Safe
Schools
Smart Schools
…
have a standards-based
curriculum that provides all
students with high quality
learning activities.
Safe Schools…
nurture and encourage students to
challenge themselves in pursuit of
academic achievement. They are
places where adults and students
feel protected, valued, and
important.