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25 Cards in this Set

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Classroom management
– involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Order
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
Off-task behavior
– 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
Misbehavior
includes behavior that interferes with your teaching, interferes with the rights of others to learn, is psychologically or physically unsafe, or destroys property
Discipline
act of responding to misbehaving students in an effort to restore order
Several important issues concerning order
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.
Areas of Responsibility
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.
Rules
general codes of conduct that are intended to guide individual student behavior in an attempt to promote positive interaction and avoid disruptive behavior.
Procedures
approved ways to achieve specific tasks in the classroom.
PREPARING FOR THE SCHOOL YEAR
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
Making Management Preparations
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
Making instructional preparations
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
Planning for the first day
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.
Conducting the First Day
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.
Organizing your classroom and materials
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.
Five keys to good room arrangement
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.
Withitness
describes a teacher’s dispositions to look at all parts of the classroom at all times to be aware of what is happening
Level of Dominance
1. Establish rules and procedures
2. Use disciplinary interventions
3. Exhibit assertive behavior
4. Establish clear learning goals
Level of Cooperation
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
Interacting with students
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
Create opportunities for personal discussions
 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
A reinforcer
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
Activity Reinforcers
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
Tangible Reinforcers
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
Token Reinforcers
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.