1 Beginning of the Year Classroom Management Foundations of Effective Teaching I Presented by Tammy Adams & TaRara Johnson-Osborne.

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Beginning of the Year Beginning of the Year Classroom ManagementClassroom Management

Foundations of Effective Teaching I

Presented byPresented by

Tammy AdamsTammy Adams&&

TaRara Johnson-OsborneTaRara Johnson-Osborne

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NORMS

NORMS

NORMS

NORMS

NORMS

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LEVELS OF RESEARCH:How Much Evidence is There to Support a Theory?

Level 1--"Basic" research.Are there correlations? Is there a rational explanation (theory) for these correlations?

Level 2--Test of the theory in real classrooms.

In small-scale comparative studies, does the theory accurately predict which practices will result in better learning?

Level 3--Program Evaluation on a school- or district-wide basis.

In large-scale comparative studies, does the theory predict ?

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“You can neither teach nor learn in

chaos.”

--Lovely BillupsFounder, ER&D Program

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Beginning

of the Year

Classroom

Management

» Carolyn Evertson

» Edmund Emmer

» Linda Anderson

University of Texas

1980

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“actions teachers take to create, implement, and maintain

a classroom that supports learning”

“actions teachers take to control misbehavior or maintain order”

CLASSROOM MANAGEMENT

1980Evertson, Emmer, and

Anderson

1994Evertson and Randolph

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“to enhance students’ social and emotional growth

“to establish and sustain an orderly environment so students can engage

in meaningful academic learning”

CLASSROOM MANAGEMENTTwo Distinct Purposes

2006Evertson & Weinstein

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Three Phases of Classroom Management

1) PLANNINGPLANNING Before the beginning of the year

“pro-active pre-planning”

2) IMPLEMENTINGIMPLEMENTING Beginning of school

“deliberate introduction”

3) MAINTAININGMAINTAINING Throughout the year

“immediate assertiveness”Emmer & Evertson,

1985Doyle, 1987

Evertson, 1989

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Rules

govern student behavior

are few in number (3 - 6)

are stated generically

are taught on the first day of school

govern instructional activities or “housekeeping”

are many in number (30 - 60)

are situation specific

are presented as the need arises

Procedures

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Management Management ProceduresProcedures

• Using the restroom, drinking fountain, lockers, etc.

• Storing personal belongings• Getting the teacher’s attention• Moving within the classroom or to other

school areas• Recording attendance and tardies• Managing transitions between activities

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• Beginning of the day/period activity• Distributing and collecting materials

and assignments• Posting assignments• Makeup work• Checking papers, providing feedback, and

grading

Instructional Instructional ProceduresProcedures

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PPresent

RReview

RReinforce

RRe-teach

To establish your system of rules and procedures:

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3 weeks3 weeks

33 weeks33 weeks

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3 weeks3 weeks

establishing classroom management

results in

33 weeks33 weeks

of teaching and learning

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“A rule is not a rule without a

consequence.”

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• Effective managers develop a system for reinforcing their rules and procedures that includes:

• positive feedback, rewards, and

recognition for good behavior; • fair and reasonable sanctions for

inappropriate behavior.

CONSEQUENCESCONSEQUENCES

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Hierarchy of ConsequencesHierarchy of Consequences

Effective managers plan a range of consequences they can use when students misbehave.

They consistently apply an appropriate consequence in relation to the seriousness of the offense.

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Hierarchy of

Consequences

Minor(instruction maintained)

Serious(formal sanctions)

Moderate (handled in classroom)

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First Day of School• Greet students at the door.• Learn students’ names as

quickly as possible.• Introduce students to one another.• Teach necessary procedures and

classroom rules.• Introduce students to the classroom.• Lead a simple, fun learning activity. • Establish yourself as the leader of the

class.

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THANK YOU SO MUCH FOR YOUR PARTICIPATION!

For further information about ER&D courses,

please stop by the CTA table on site.