Managing the Classroom EDEL 413, CSUB Debbie Meadows.
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Transcript of Managing the Classroom EDEL 413, CSUB Debbie Meadows.
Managing the Classroom
EDEL 413, CSUBDebbie Meadows
Prepare, Prepare, Prepare Physical Environment Policies and Procedures Rules Teacher Dress Communicate
Preparation is the Key to Success
The Physical Environment Floor Space Wall Space Countertops Shelves Cupboards and Closets
Floor Space Student Desks Bookcases Rugs/Carpets Work/Activity Teacher Desk Equipment
Ease of Movement
Visibility Traffic Areas Monitoring of
Students Interaction
Floor Space Items, individuals, and equipment
can be distracting Prevent distractions, minimize
behavior problems Avoid congestion in high-traffic
areas Sit in each seat to ensure visibility
Consider: Flexibility in seating
Allows for a variety of instructional formats
Seating should match lesson purpose Grouped—social interaction Rows– individual work
Floor Plan
Floor Plan
Floor Plan
Floor Plan
minimize distractions, maximize access, lesson purpose
Floor Plan
minimize distractions, maximize access, move with ease
Floor Plan Activity
Wall Space Bulletin Boards
Student-made Teacher-made
White or Chalk Boards Posters and Pictures
Additional Areas Countertops Shelves Cupboards and Closets Student Cubbies
Use of Classroom Space
Countertop Display
Student Work Bulletin Board
Classroom Arrangement
Classroom Arrangement
Safety Tips High traffic areas are free of congestion Student desks are ALWAYS visible Supplies are safely stored Breakables are safely stored Electrical outlets are used appropriately Windows and doors are unobstructed Rugs are fastened down
A Few “Good Things” Your name, grade and room
number are posted on the door Students have a space to store
their belongings Students can see instruction and
activities from their desk Teacher’s personal space Agreeable room temperature
Classroom Procedures
The number one problem in the classroom is not discipline; it is the
lack of procedures and routines.Harry and Rosemary Wong
Discipline and Procedures Discipline
Student Behavior Has Penalties or
rewards Procedures
How things are done
Have NO penalties or rewards
A rule is a Dare to be broken, whereas a procedure is not.
A procedure is a DO, a step to be learned.
Wong, p.169
Behavior Problems Teacher has not thought out what
will happen Students have not been trained to
follow procedures Teacher spends no time managing
the classroom
Procedures and Routines What the teacher wants done What the students do
automatically
Teaching Procedures Explain and Model Rehearse Reinforce Reteach Reinforce Reteach… Routine
Procedures
Pre-SchoolPreparation
Opening Activities
Instructional Activities
Transitional Activities
Work Requirements
Classroom Maintenance
Special Activities
Parent Involvement
Emergencies
Pre-School Bulletin Boards Learning Centers Seating Cubbies Library Storage Areas Materials/Supplies
Student Teacher
Student Folders Personal Folders First Day Packets Materials for First
Week Schedules
School Classroom
Opening Activities Entering the Room Putting Away Belongings Turning in Homework Turning in Notes/Lunch Beginning Assignment Taking Roll Jobs/Helpers
Instructional Activities Teacher’s Attention Signal Asking for Help Getting the Teacher’s Attention Turning in Papers/Materials
Transitional Activities Going to the Bathroom Getting water Recess Lunch Dismissal Between Subject Areas
Work Requirements Attending to the Speaker Passing out Supplies Collecting Supplies Sharpening Pencils Getting Materials
Classroom Maintenance Cleaning out their pencil boxes Cleaning out their desks Care of Library End of the day
Special Activities Birthday Parties Holiday Celebrations Picture Day School Assemblies Classroom Visitors Office Interruptions Substitutes
Parent Involvement How do you want to use parents? What should parents do when they
arrive? Parent to child interaction Parent to student interaction Conferencing
Have a plan, make them welcome. Give them something to do.
Emergencies Fire Drill Earthquake Teacher Leaves the Room School Lock-down
Have an emergency no-discussion signal for attention. Practice often!
Group Activity Work with your group to write
procedures for:Coming into the classroomTaking RollGetting the teacher’s attentionWorking with parents in the classroom
Reference: Borman, Chapter 11Wong, Chapter 20
Rules
Effective teachers present their rules clearly and provide
reasonable explanations of the need for them.
Wong and Wong, p. 141
Discipline Plan Students in Charge
Teacher listens Teacher in Charge
Teacher tells what is to be done Student and Teacher Cooperate
Teacher confronts and agreements are reached
Elements of a Discipline Plan
Rules Consequences Rewards
Why Have Rules? Expectations of Student Behavior Structured Environment Safety Effective use of Class Time Work-Oriented Atmosphere Sets the Tone
Rule Basics Observable Behaviors Relevant to Students and Situation Limit number of rules (3-5) Covers one behavior Fair and equitable Consistency Consistency
Two Types of Rules
General Veteran Teachers Covers Many
Areas Flexible Broad
Expectations
Specific New Teachers Cover One
Behavior Clearly States
Expectation Pick the Important
5
General Rules Respect others Take care of the school Be polite and helpful Keep the school clean Cooperate with others
Specific Rules Listen when the teacher is talking Keep your hands and your feet to
yourself Use an inside voice Stay in your seat Ask three before me
Introducing Rules Start the first day of school Positive introduction Explain the reason for the rule Model expectation Primary Grades: introduce all and
practice each independently
School and District Rules Classroom rules parallel these Teach rules before going to recess,
lunch, dismissal Enforce school and district rules as
yours Understand and follow them
Consequences Rewards
Positive
Penalties Negative
Consequences Do NOT stop the lesson unless it is
an emergency Immediately give the reward or
penalty Give it quietly and quickly
Group Activity Write a set of specific rules for a
second grade class Write a set of specific rules for a
fifth grade classReference: Wong, Chapter 18
Borman, Chapter 11
Teacher Rules Post the Rules Post the Rewards and
Consequences Act Immediately Positive Feedback Predictable and Consistent Teacher
Behavior
Dress for Success Respect Credibility Acceptance Authority
“You will be treatedas you are dressed”
Communicate the Rules Administrators Colleagues Paraprofessionals and Volunteers Students Parents
Assignment:Write a beginning of the year letter for your classroom
management plan (Borman p. 270-274).
Managing the Classroom Physical Environment Psychosocial Environment Procedures Rules Teacher Dress Communication