Transcript Review of Classroom Management Sec. Ed.

Review of Classroom
Management Sec. Ed.
TED 377
Methods in Sec. Ed.
Goals
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Three goals of classroom motivation and
management:
1. To keep students emotionally and physically safe.
2. To have students to pay attention, do what we ask, and
stretch as necessary to learn to the best of their abilities.
3. To manage students in ways that will allow them
eventually to manage themselves.
If we are successful managers, students will trust us
and like being in our classrooms, enjoy learning, and
will grow increasingly responsible and independent.
Most Important Part of
Classroom Management
• You will find that this course is far less
prescriptive than the modules used in
TED 271 Classroom Management.
• YOU are the central issue in classroom
management. Therefore, this course
should be about YOU.
• This course is less about information
(though there is new material) and more
about YOU.
Mod 1: Introduction to
Classroom Management
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Why do students misbehave?
Historical background.
Goals of classroom management.
Why is classroom management important?
Most important part of management.
Elements of a classroom management
system.
Mod 2: Advanced Preparation
for the School Year
• Organizing the classroom.
• Rules and procedures.
• Preparing for the first days of school.
Mod 3: Legal Rights and
Responsibilities
• Power and authority.
• In Loco Parentis and the Reasonable Person
Rule.
• Restraining students.
• De-escalation techniques.
• Dealing with alcohol and drug abuse.
• Recording behavior.
Mod 4-A: Motivating Students
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What motivates people?
What motivates students?
Intrinsic and extrinsic motivation.
Aspects of motivation.
How to motivate.
Grades as motivation.
Student incentives.
Mod 4-B: Maintaining Appropriate
Student Behavior
• Maintain appropriate student behavior:
– Monitor student behavior.
– Communicate your concern effectively.
– Be consistent.
– Manage inappropriate behavior promptly.
– Create a positive climate.
– Get to know your students as people.
– Use teacher praise (public and private) appropriately.
– Use incentives or rewards.
Mod 4-C: Managing Problem
Behaviors
Major Problem,
Spreading
Major Problem,
Contained
Minor Problem
Non-problem
Choose appropriate level of
intervention. Do not overreact.
Managing Problem Behaviors
• Start off nonverbally, and don’t overreact!
– Nonverbal: Make eye contact, use a signal, use your
physical presence.
– Verbal: Remind student of correct procedure, redirect
student attention to the task, ask/tell student to stop
behavior, use facial expression and tone.
– Private talk: Conference with student.
– Contract: Have student commit to agreement.
– Office: Put student on detention, contact vice-principal.
– Contact parent: Gain help and support.
Mod 4-D: Managing Students
with Special Needs
• Emotional and/or behavioral problems.
• Asperger’s Syndrome.
• Attention Deficit Hyperactivity Disorder
(ADHD).
• Deaf or hard-of-hearing.
• Visually impaired or blind.
• Extreme poverty.
• Limited English proficiency.
Mod 5: Planning and
Conducting Instruction
• Instruction as organizing activities.
• Connecting activities with transitions.
– Transitions and transitional activities.
• Teacher perceptions and biases in the
classroom.
– Beware of stereotypes and treating students
differently (gender, body type, academic
expectations).
• Concepts that contribute to effective
management.
Classroom Management
Good advanced
preparation!
Good Teaching and Communication
Pacing of Instruction
Be Careful:
Don’t Let Little Things Slip!
• Most students exhibit good behavior
initially. Gradually this can change if a
teacher does not pay attention to
maintaining good student behavior. Don’t
be lulled into a false sense of security!
Warning: Minor
inappropriate
behaviors left
unaddressed
can snowball!
Be Careful:
Don’t Let Little Things Slip!
1. Communicate expectations clearly.
2. Take action promptly.
Final Scenarios
• Make eye contact, use teacher presence, and
employ non-verbal cues/signals.
• Remind students of appropriate behavior,
redirect students to the task, and ask students to
stop the behavior if necessary.
• Hold a private conference with the student after
class.
• Establish an individual contract with the student.
• Contact the office, and possibly put the student
on detention.
Scenario #1
• During a lab period, one student begins to
use violent verbal abuse against another
student, and you are concerned that the
situation may escalate quickly into a
situation.
Scenario #2
• While three students started talking to
each other quietly earlier in the week, now
more of the class is beginning to do this as
well.
Scenario #3
• After you told one student earlier this week
that her critical remarks in class about
your teaching style were inappropriate and
that she should cease this behavior, today
the student openly criticized how you were
teaching for a second time.
Scenario #4
• Today two students started to go off-task
and began talking to each other. You are
aware of their behavior, although none of
the students around them seem disrupted.
Scenario #5
• One student refuses to do seatwork in
class. Instead, he chooses to do work for
his next class. You have already
confronted this behavior issue both
verbally in class and through a private
conference with the student.
Scenario #6
• One student who comes from a severely
economically disadvantaged home setting
suddenly begins to act differently (out of
character) in class. While engaged in
learning activities, the student begins to
speak loudly, push his desk against
another student’s desk, and he begins to
call a second student names.
Review of Course Material
Modules to Submit
• Mod 1
• Mod 2
• Mod 3
• Mod 4-A, 4-B, 4-C
• Mod 5
Group Activities
Completed in Class
• Room layout
• Rules
• Procedures
• Motivation
• Transitions
Projects
• Wiki
• Final project
Conclusion
• Hope you enjoyed this course!
• You’ll be great in the classroom!