Classroom Management Case Study

An Assignment for Classroom Management
What is Classroom Management?
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons

. . . It’s different for EVERYONE!!

WHY?
Teaching Styles
Personality/Attitudes
Student population
Not all management strategies are effective for every teacher

Try different strategies to see if they work for you

Why is Classroom Management Important?
Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
Classroom management issues are of highest concern for beginning teachers

Principles for successful classroom management
Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors
Teach students to manage their own behavior
Students learn to be on-task and engaged in the learning activities you have planned for them
It is more natural to be off-task than on

Techniques for Better Classroom Control
Focus attention on entire class
Don’t talk over student chatter
Silence can be effective
Use softer voice so students really have to listen to what you’re saying
Direct your instruction so that students know what is going to happen
Monitor groups of students to check progress
Move around the room so students have to pay attention more readily
Give students non-verbal cues
Engage in low profile intervention of disruptions
Make sure classroom is comfortable and safe
Over plan your lessons to ensure you fill the period with learning activities
Come to class prepared
Show confidence in your teaching
Learn student names as quickly as possible

Transition vs. Allocated Time
Allocated time: the time periods you intend for your students to be engaged in learning activities
Transition time: time periods that exist between times allocated for learning activities

Examples
Getting students assembled and attentive
Assigning reading and directing to begin
Getting students’ attention away from reading and preparing for class discussion
The Goal:
Increase the variety of learning activities but decrease transition time.
Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

Withitness

Withitness refers to a teacher’s awareness of what is going on in the classroom

A teacher has “withitness” if:

When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem
When two discipline problems arise concurrently, the teacher deals with the most serious first.

The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others
When handling misbehavior – make sure all students learn what is unacceptable about that behavior
Getting angry or stressed does not reduce future misbehavior
Deal with misbehavior without disrupting the learning activity

Proximity and Body Language

Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously.

Cooperation through communication

Verbalize descriptions of behaviors and never value judgments about individuals
Verbalize feelings but remain in control
Do not place labels (good or bad)
Do not get students hooked on praise
Praise the work and behavior – not the students themselves
Speak only to people when they are ready to listen
Classroom Rules For Conduct
Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited
A few rules are easier to remember than many rules, Each rule in a small set of rules is more important than each rule in a large set of rules

Necessary classroom rules of conduct

Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors
Secures the safety and comfort of the learning environment
Prevents the activities of the class from disturbing other classes
Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

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