Managing the Classroom and Students

has been equated to being an Emergency Room doctor after a national

disaster, who does not have anyone else to help meet the needs of the
public. It requires the same management and decision making capabilities.
Managing your classroom and your students
Continuum of Classroom Management
Ed. Psych Proactive Prevention Subtle Responsive
o Dont fix behavior at the responsive level
o Go back and fix underlying problems
Pro-Active strategies
o Be an Ed Psycho!
Applying the information that youve learned
o Apply THE BOOKprevious chapters and theories!
o Engage the IPM and ZPD
Extend the Academic Learning time
Spending more time on learning leads to a lesser need of
behavior management
Better use of the School Year
o Where does the time go?
1/3 of total time goes to learning
A lot of time for misbehavior and boredom
More Pro-Active Strategies
o Begin ono the very first day! Have a strong start. Think ahead. Plan
and execute
o Build Cooperation (Academic/ Personal Caring)
Davis
Pianta
Gringo and Wenger- build a community of learners
o Motivate
o Work towards Self-Management
Kids walk into the classroom and know what to do
Remind each other and help each other
o More listed in text!
Rule making
o Limit rules to about 5 rules
o Rules should make sense
Necessary for either safety or learning
Must be able to defend rules
o Rules should be positive
o Make students aware of general school-wide rules
o Make rules a permanent part of classroom
Bulletin Boards
Take pictures of students following the rules
o Include students in rule making
De charmbuilds motivation
Consequences

What happens when you break a rule?

Make it realistic
Response cost
Level 1, level 2
o Students should know the consequences
Procedures and Policies
o How we do things in this classroom
o Non-wasted time
o Students become more self-regulating
What do I do if I feel sick?
What do I do if I forget my pencil?
Prevention: Jacob Kounin
o Found four qualities that the teachers had
With-it-ness
They saw every time someone was off-task
Sixth sense about what was going to happen next
Practice by trying to predict what people will do next
Overlapping activities
Continue teaching while reading a note that someone
brings in, respond to the note without stopping the
teaching
Multitasking
Manage everyone in the class at one time
Result of with-it-ness
Maintenance of Group Focus
Ask students to turn to partner and talk about it
Thumbs up and thumbs down
Student response
Kahoot
Teaching tools which keep the group focused
o Helps to always know what they are all doing
Movement Management
Being very careful at time of transition
Times when students could misbehave
Be very direct about good use of time
Lets see which group is ready to line up
o Ripple effect
Subtle Techniques
o Those that do not disrupt the flow of learning. Those that occur while
learning continues. (some, not all, listed in text)
o What subtle steps do teachers take to stop behaviors?
Tie their name into the lesson
Tie the behavior into the lesson
Bump their desk
Proximity (stand by the desk)
Walk between the talkers
o
o
o

Send someone to the board to get them involved

Change the activity so the students are involved
Gestures
The look
Ask the student a question that fits into the lesson
o Dont always work
Gordons Problem Ownership
o Who owns this problem? Is it teacher owned or student owned?
o Student owned: Behaviors that do not disrupt the class. Those that just
involve that student or a few students
Keep trying subtle techniques
Talk to your partner about
Take out your papers and do
Im going to need you at the board
Learning doesnt stop, nobody knows
Ignore until after class or to deal in private
Gordon tells us that for student owned, when having these
conversations after class, we should have empathetic listening
Playing back the message and the emotions of the
student
Does not start with Im frustrated with you
Starts with Ive noticedtell me about this
Lead to no-lose problem solving method
o See six steps page 496
o A continuation of our converstation
I understand you, do you understand what
my concern is?
Can you tell me? Why am I concerned?
Can I continue this conversation during
lunch or after school?
Come to a solution that keeps her tuned in
If you pay attention the whole time, you can
take 3 minutes at the end of the lesson while
the others are working on homework to text
your friend.
o Teacher owned: Disrupt the learning of the class (or an unsafe
behavior)
Our job is to stop the behavior and refocus the class
You must stop the behavior so that learning can continue
Try negative reinforcement
o If you throw another tomato, you will lose lunch
o Find out what every kid does not want to lose
Try all subtle techniques first
Start with medium sized guns, keep a big gun in your
pocket
o First threaten to take away lunch, then take away
prom

Gordon recommends I-messages

I am having a difficult time teaching.while you are
Your classmates are really interested in learning, and they are
having trouble learning when youre being immature
Gordons no-lose problem solving
Have a conversation afterwards
o Empathetic listening
o Occurs after behavioral techniques
Want the students to know youre only correcting them
because you care about them
Canters Assertive Discipline
o Teachers stance, tone and directive words
o I am in control, that behavior needs to stop, you need to get in control
o That behavior needs to stop now
o no buts
o Some students resist and it inflates the problem
Know your students
o Most often recognized for the teacher being a firm no nonsense
disciplinarian. Who takes control firmly, AS NEEDED, through body
language, voice and immediate administering of consequences
o Dr. Genareo used around once a month
o A multiple step effective behavior plan
Master teachers were assertive; they taught students how to
behave
Established clear rules
Showed pictures of students following rules
Teach how to follow them
Remind them
Communicate the rules
Praise each student for following rules every day
Very behavioral
When students chose to break the rules, these teachers used
firm and consistent negative consequencesbut only as a last
resort
Teacher takes a firm stance