Edci 430 Ch9

Front 1

Classroom management

Back 1

– involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Front 2

Order

Back 2

means the students are following the actions necessary for a particular classroom event to be successful; students are focused on the instructional tasks and are not behaving

Front 3

Off-task behavior

Back 3

– includes student actions that are not focused on the instructional activities, yet would not be considered to be disruptive or be defined as misbehavior
 Daydreaming
 Writing Notes
 Doodling
 Not paying attention

Front 4

Misbehavior

Back 4

includes behavior that interferes with your teaching, interferes with the rights of others to learn, is psychologically or physically unsafe, or destroys property

Front 5

Discipline

Back 5

act of responding to misbehaving students in an effort to restore order

Front 6

Several important issues concerning order

Back 6

1. A minimal level of order is necessary for instruction to occur.
2. Student involvement in learning tasks is affected by order in the classroom.
3. Student cooperation is necessary in establishing order.
4. Expectations for order are affected by a number of classroom variables.

Front 7

Areas of Responsibility

Back 7

1. Select a philosophical model of classroom management and discipline.
2. Organize the physical environment.
3. Manage student behavior.
4. Create a respectful, supportive learning environment.
5. Manage and facilitate instruction.
6. Promote classroom safety and wellness.
7. Interact with colleagues, parents, and others to achieve classroom management objectives.

Front 8

Rules

Back 8

general codes of conduct that are intended to guide individual student behavior in an attempt to promote positive interaction and avoid disruptive behavior.

Front 9

Procedures

Back 9

approved ways to achieve specific tasks in the classroom.

Front 10

PREPARING FOR THE SCHOOL YEAR

Back 10

Even before school starts, you can make a number of decisions about:
o Instructional and management preparations
o Plans to promote a positive learning climate
o Plans for the very first day of school
o Arrangements for floor space, storage, and other aspects of classroom space

Front 11

Making Management Preparations

Back 11

1. The school environment
2. Gather support materials
3. Organize materials
4. Classroom Procedures
5. Classroom helpers
6. Classroom list and rosters
7. School/home communication
8. Birthdays and other celebrations
9. Distributing textbooks
10. Room Identification
11. Room Arrangement
12. Seat Selections and arrangements
13. Room decoration

Front 12

Making instructional preparations

Back 12

1. Long Range plans
2. Supplementary materials
3. Weekly time schedules
4. Daily lesson plans
5. Preparing policy sheets
6. Tentative study assessment
7. Planning for homework
8. Backup materials
9. Opening class routine
10. Folder for substitute teachers

Front 13

Planning for the first day

Back 13

1. Plan to clearly state your rules, procedures and academic expectations.
2. Plan uncomplicated lessons to help students be successful.
3. Keep a whole class focus.
4. Be available, visible and in charge.
5. Plan strategies to deal with potential problems.
6. Closely monitor student compliance with rules and procedures.
7. Stop inappropriate behavior quickly
8. Organize instruction on basis of ability levels.
9. Hold students academically accountable.
10. Be clear when communicating information.
11. Maintain students’ attention.
12. Organize the flow of lesson activities.

Front 14

Conducting the First Day

Back 14

1. Greet the students.
2. Tell the students about their seat assignments.
3. Correct improper room entry.
4. Handle administrative tasks.
5. Make introductions.
6. Discuss classroom rules and procedures.
7. Present Course requirements
8. Conduct an initial activity
9. End the class period.

Front 15

Organizing your classroom and materials

Back 15

Before arranging the classroom you should consider:
a. the movement pattern of students throughout the classroom
b. the need for students to obtain a variety of materials, texts, reference books, equipment and supplies
c. the need for students to see the instructional presentations and display materials.

Front 16

Five keys to good room arrangement

Back 16

1. Use room arrangement consistent with your instructional goals and activities
2. Keep high-traffic areas free of congestion.
3. Be sure students are easily seen by the teacher
4. Keep frequently used teaching materials and student supplies readily accessible
5. Be certain students can easily see instructional presentations and displays.

Front 17

Withitness

Back 17

describes a teacher’s dispositions to look at all parts of the classroom at all times to be aware of what is happening

Front 18

Level of Dominance

Back 18

1. Establish rules and procedures
2. Use disciplinary interventions
3. Exhibit assertive behavior
4. Establish clear learning goals

Front 19

Level of Cooperation

Back 19

1. Provide flexible learning goals
2. Take a personal interest in students.
3. Use equitable and positive classroom behaviors.
4. Respond appropriately to students incorrect responses

Front 20

Interacting with students

Back 20

1. Use human relations skill.
2. Enable success.
3. Communicate basic attitudes and expectations to students and model them in your behavior.
4. Communicate high expectations
5. Be fair and consistent
6. Share respect and affection to students
7. Create opportunities for personal discussions

Front 21

Create opportunities for personal discussions

Back 21

 Talk with students before and after class
 Demonstrate your interest in student activities
 Arrange for interviews with students
 Send letters and notes to students
 Use a suggestion box
 Join in school and community events

Front 22

A reinforcer

Back 22

an event or consequence that increases the strength or future probability of the behavior it follows. It is used to strengthen behaviors that are valued to motivate students to do good things

Front 23

Activity Reinforcers

Back 23

o Include
 privileges and preferred activities
Example:
Privilege Classroom Job
playing a game distr. and collecting paper/materials
helping the teacher taking attendance
going to the library adjusting window shade
decorating balloon board taking a note to the office

Front 24

Tangible Reinforcers

Back 24

Objects valued in and of themselves certificates, awards, stars, buttons, bookmarks, book covers, poster, et
• Serve as external or extrinsic reinforcement
• Use should be limited
• Give them to the students right then and there

Front 25

Token Reinforcers

Back 25

A tangible item that can be exchanged for a desired object, activity or social reinforcer at a later time
• May be: chips, points, stars, tickets, buttons, play money, metal washers, etc
• Exchange for something

Times to give reinforcers: catch them being good.