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The importance of classroom management (72-75)

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The importance of classroom management (72-75)

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Classroom management: consists of all the teacher thoughts, plans, and actions that create a productive learning environment.

Classroom management is essential for learning. However, many teachers find classroom management to be their biggest challenge. The public consistently ranks discipline as the first or second most serious problem facing schools today. Effective instruction is necessary for an orderly classroom. Effective classroom management will increase student achievement. Teachers must know how to create a productive learning environment.

2 goals when creating productive learning environment: maximize learning and develop in student’s ability to manage and direct their own learning. The classroom environment should promote student self-understanding, self-evaluation, and self-control. Effective teachers communicate responsibility rather than obedience. Creating a responsibility-oriented classroom requires effective interactions with the students. Three distinct parental interaction styles had effects on children:
Authoritative: firm but caring
Permissive: few expectations, total freedom
Authoritarian: emotionally detached, don't explain reasons for rules, discourage conversations about issues related to behavior
Authoritative has been proven the most effective for both parents and teachers. They establish rules, have high expectations, are supportive, and in return create self-regulated learners.

Historically, teachers used to be viewed as a clinical practitioner or disciplinarian. Clinical practitioners  saw counseling their students as their primary role. Disciplinarians were managers of the classroom, but were only great at preventing problems rather than solving them. Both of these perspectives were proven ineffective.

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Planning for classroom management- Student characteristics (p. 76)

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Planning for classroom management- Student characteristics (p. 76)

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Learner diversity must be considered when planning classroom management. Students think, act, and respond differently to rules and procedures. ALL students respond the best to clear, understandable, consistently enforced rules no matter what developmental stage they fall under.

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Developmental Differences in Learners (Kauchak & Eggen, pg. 76-81)

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Developmental Differences in Learners (Kauchak & Eggen, pg. 76-81)

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There are developmental differences in different groups of students. Each group of students may need to be managed in a unique way.
Stage 1: Lower Primary
- Younger elementary grades
- They want to please their teachers.
- They break rules because they forget them or don't understand them.
- Need positive reinforcement
Stage 2: Middle Elementary
- Middle to late elementary grades
- They still want to please.
- Rules are better understood and followed
Stage 3: Middle and Junior High
- Grades 7-9
- Students begin to question authority.
- More social. They try to impress friends more and make them laugh, making classroom management more difficult.
- Students need to be motivated and teachers should make sure they're following the rules.
Stage 4: High School
- Later High School, Grades 10-12
- Students are more focused on academics.
- Classroom management is often easier at this stage.
- More attention can be spent on instruction than behavior.

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Setting the Physical Environment (Kauchak & Eggen, pg. 76-81)

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Setting the Physical Environment (Kauchak & Eggen, pg. 76-81)

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Tips for arranging the classroom:
- Students should be able to see everything used for instruction.
- Teacher should be able to transition from aid to aid in the classroom. When doing so, students should not have to move around to see.

- Materials should be easily accessible.

- Procedures and rules should be made clear.

- Consider classroom activities when arranging desks. Finding the right arrangement may several tries.

Classroom Rules: standards for the way students should behave
- Clear, easy to understand, and enforced
- State in a positive way
- Students can give input
- Consequences should be planned and discussed with the class.

Procedures: guidelines for getting through daily routines in the classroom
- Set for all daily routines: large and small group instruction, hallway behavior, beginning and end of day, getting materials

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Implementing Management Plans (Kauchak & Eggen, pg. 82-86)

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Implementing Management Plans (Kauchak & Eggen, pg. 82-86)

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Implement classroom management within in the first 10 days. Most patterns of behavior for the entire year is established within the first few days of school.

- Plans for maximum contact and control
-Instructional activities
-  Use whole class instruction
- Transitions from one activity to another should be kept to a minimum.
-Actively teach rules and procedures
-Include examples when presenting rules.
-Students need to be able to construct and understanding.

Enforce rules consistently
- Rules and procedures need to be enforced consistently during the beginning of the school year
- If a slip up does happen stop and immediately remind students of the rules and why they are important

Communicate Openly and Congruently
-Verbal and nonverbal behavior should be consistent with each other.
-Clear, open communication is important when fixing behavior.
-Threats and ultimatums should be avoided.

Involve parents
- Students benefit from home- school cooperation.
-Parents can implement the same rules as the teacher.
-Teachers can also get a better understanding of the student’s home environment.
-Send a letter home

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- Management Interventions are teacher actions designed to eliminate undesirable student behavior
- Need for interventions when students break rules.
- Whititness

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Technology and Teaching (Kauchak and Eggen pg. 87-91)

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Technology and Teaching (Kauchak and Eggen pg. 87-91)

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There are different ways to use technology while teaching in your classroom. You can use these in a variety of ways:
-Communicate with Parents
-Communicate with Students

Ways to communicate with Parents:
- Email
- Personalized Newsletter
- Phone Calls
- Class Dojo (This is an app that teachers use to tell the parents how their child is doing. Parents can see if their child earned a green point or a red point. Green=Good ; Red=Bad)

There are some barriers associated with technology. These can include:
- Economic: Some parents may not have the means to get in touch with the teacher electronically.
- Cultural: Parents may come from different backgrounds than you do, so it is important to make sure to be understanding towards that.
- Language: There will be students in the class whose first language is not English. It is important to make sure that if it is permitted, that you send home letters and information in their primary language.

There are four components that the teacher should refer to while teaching. These are
1. Momentum: This is how strong the lesson is. This should be the focus of their teaching.
2. Smoothness: This is how the lesson is altogether.
3. Orchestration: This is how the teacher manages the activities and how the class adapts to change of the lesson
4. Overlapping: The teacher should be aware of how long the lesson is and be mindful about shortening or lengthening the lesson.

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- Praising desired behavior
- Ignoring inappropriate behavior
- Using indirect cues
- Using desists
- Applying Consequences & Logical Consequences

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Dealing with persistent individual problems

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Dealing with persistent individual problems

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Dealing with persistent individual problems
-  Approach needs to be humanistic and informational
- Important clear and open communication between teacher and student.
-  Concentrated individual action and focus on cause of behavior and productive alternatives

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Serious Management problems: Violence and Aggression
- Immediate actions
a. stop the incident
b. protect the victim
c. get help
- Responding to bullying
- Long term solutions