Classroom Management Practices for Student Achievement By Farhana N. Shah
Nov 06, 2014
Classroom Management Practices for Student Achievement
By Farhana N. Shah
Objective of the team builder:
Strengthen the team by showing appreciation for each other’s
contributions, while reinforcing how important each person is to the
school’s success.
1. Take 3 Hershey Kisses® from the bowl.
2. Keep one for yourself.
3. Give the other two to people on the team/school who you enjoy working with, want to get the opportunity to work with, wish to thank, and so on.
Team Builder: A “Kiss” of Appreciation
• Know importance of positive relationship building and identify ways to connect with your students.
• Understand classroom management principles and begin establishing expectations and routines for the new school year.
Our goals for today…
Today’s itinerary…
Introduction Team Builder: “Kiss” of Appreciation Workshop Objectives and Itinerary Workshop Ground Rules Classroom Management Relationship building Principles of Classroom Management Expectations and routines for the new school year
Summarizer
Workshop Evaluation and Feedback
10’
45’
5’
Take responsibility for your own learning and be willing to experiment with the ideas and techniques presented.
Be respectful of those speaking (limit sidebar conversations and use of digital devices).
Take risks- participate and enjoy yourself!
Workshop Expectations or Ground Rules
Activator
Comfortable and valued Acceptance of rules and policies Connection leads to relevance in instruction Meet social and emotional needs
How does positive relations connect to student achievement?
•Acknowledge them
•Be respectful
•Be fair
•Be real
•Be funny/humorous
Teacher Traits for Student Success
In pairs…
1. Read and discuss assigned section.
2. Chart key points about section.
3. Be ready to share with whole group.
Most importantly….Value them!
What parts of relationship building traits can be aligned with the 27 ECP?
How does the practice of EC/relationship building traits impact student behavior? What is one thing you will do differently this coming school year to build relationship with your students?
Process Activity: Equitable Classroom Practices (ECP)
“ The most important action an effective
teacher takes at the beginning of the year
is creating a climate for learning.“
-- Mary Beth Blegan, former U.S. Department of Education teacher-in-residence
11 Farhana N. Shah, ProDeGS, 2011
• Effective Planning with Time Management Skills
• Proper and Effective Discipline
• Motivation of Students
• Classroom environment conducive to learning
What is Classroom Management?
12 Farhana N. Shah, ProDeGS, 2011
Importance of Effective Classroom
Management
• Less stressful for teachers
• Ensures students have appropriate learning tools
• Provides calm learning environment
• Saves instructional time
13 Farhana N. Shah, ProDeGS, 2011
Classroom management not same for everyone…
• Different teaching styles
• Different personalities and attitudes of teachers
• Different student population and demographics
• Same strategy not effective for all teachers
14 Farhana N. Shah, ProDeGS, 2011
• Teach behaviors expected in class
• Deliver syllabus or class expectations
• Establish routines and procedures
• Exude confidence- gain respect by students
Classroom Management Principles
15 Farhana N. Shah, ProDeGS, 2011
• Establish classroom rules together.
• Create three to five rules you can enforce.
• Be consistent. Be fair.
• Discipline students quietly and privately, not
across the room or in front the whole class.
• Make sure parents are aware of classroom
rules and procedures.
Classroom Rules
16 Farhana N. Shah, ProDeGS, 2011
GOOFINESS! 80% of the problem is talking
15% is being out of seat
5% is other
So what is the main issue?
Farhana N. Shah, ProDeGS, 2011 17
• Eye contact.
• Proximity control (one of the best ways)
• Silent Signal
• Quiet and gentle reminder
• Re-direct a student's attention.
• Provide positive reinforcement.
Solutions: Classroom Management Techniques
18 Farhana N. Shah, ProDeGS, 2011
Reasons for disruptive behavior and how to
react
Attention seeking: • Don’t like being ignored, prefer being punished or criticized
• Commend them when on-task and cooperative
• “catch them being good”- let them know.
Power seeking • Provoke teachers into struggle
• Stay calm and silent, this shows you are in control
• Don’t argue with them,
Behavior Challenges
19 Farhana N. Shah, ProDeGS, 2011
Classroom Management…
Motivation/Rewards
• Lunch Bunch: eat lunch with teacher
• Free-choice day: select a free choice activity on a selected day
• Extra recess time
• Others?
Corrective Procedures
• Time out from rest of group
• Teacher student conference
• Behavior contract
• Office referral (vary)
• Parent conference with teacher/Administration
20 Farhana N. Shah, ProDeGS, 2011
Write down a behavior you find extremely
challenging. Explain why.
Share with someone who you have not
shared with yet.
Process
21 Farhana N. Shah, ProDeGS, 2011
• If all else fails, try something new…
• Discipline management is from your brain, not
from your gut.
• Don’t make a rule you are not willing to
enforce.
• (for new teachers)…NEVER let them know you don’t know what you are doing!
•RemembeR…
22 Farhana N. Shah, ProDeGS, 2011
• Establishes clear expectations and smooth
running of classroom
• Helps both teacher and students stay organized
• Contributes to student’s independence and
self-direction
Necessity of Procedures
23 Farhana N. Shah, ProDeGS, 2011
Arrival to class
Dismissal from class
Transitions: in class and out of class
Student seating
Independent work
Movement of materials and paper
Use of restrooms
Attention-getting
Class meetings/small group discussions
Emergency procedures
Classroom Procedures to Establish
24 Farhana N. Shah, ProDeGS, 2011
The Three-Step Approach to Teaching Classroom Procedures
Explain
• Define the procedure.
• Demonstrate the procedure step by step
Rehearse
• Have students practice the procedure under your supervision step by step.
All procedures must be rehearsed! Have students repeat the procedure until it
becomes a routine and can perform the procedure independently.
Reinforce
• Re-teach, Rehearse, practice and reinforce the procedure until it becomes a
student routine. If rehearsal is unacceptable, re-teach the correct procedure
and provide corrective feedback. Praise the students when rehearsal is
acceptable.
25
Farhana N. Shah, ProDeGS, 2011
Physical Arrangement of Room
•Rows
• Small groups
•U-shaped
26 Farhana N. Shah, ProDeGS, 2011
•Processing Activity: Think-Pair-Share
• Think of a classroom procedure in your class
• Complete the Classroom Procedures and
Routine capture sheet.
• Share out
27 Farhana N. Shah, ProDeGS, 2011
Strategies we used today…
Activator
Small groups
Modeling
Think Pair Share
Collaboration
Summarizer
Feedback
28
REFERENCES
The Skillful Teacher by John Saphier
The First Days of School by Harry and Rosemary Wong
29
Summarizer and Evaluation
Please complete both the 3-2-1
summarizer and evaluation for today’s
training.
It has been a pleasure working with
you today.
30