Tchr 6020 Class 3 Spring 2010

TCHR 6020MAT Classroom Management

Class #3

Dr. Brian HousandEast Carolina University

Monday, February 1, 2010

1. Get a laptop.2. Log on to our

website.3. Take Today’s Poll. 4. Log on to Today’s

Meet.

Welcome Back

Today’s Agenda

1. Week in Review2. Charles on Preventing Misbehavior3. Charles’s Synergy4. RTM: Literature Reviews5. Gimme Five6. TGS: Discipline Prevention7. CMP: Establishing Rules

My Week in Review PhiladelphiaiPad

My PADState of the Union

Snow!!!Future Trips

Tales from the

Field

Strategy 2: Preventing Misbehavior

Taking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom

What is Misbehavio

r?

• “An adult concept in which a specific action of the child is seen as producing an undesirable consequence for the adult.”

• Misbehavior is anything students do that teachers do not like.

Linda AlbertInappropriate acts associated with students’

pursuits of mistaken goals which are:– Attention Seeking– Power Seeking– Revenge Seeking– Withdrawal / Assumed Inadequacy

Misbehavior appears when students fail to achieve their prime goal of acceptance in the classroom.

Barbara Coloroso

Categorizes misbehavior as:• Mistakes

– Accidental or uninformed• Mischief

– Intentional but benign• Mayhem

– Intentional and more serious

Spencer KaganWith Kyle and ScottDisruptions that can be categorized in four types: A – AggressionB – Breaking RulesC – ConfrontationsD – Disengagement Spring from 7 student positions:Attention seeking, avoiding failure, angry, control

seeking, energetic, bored, or uninformed

William Glasser

Unacceptable acts students perform in an attempt to meet one or more of the five prime needs:

Safety, Love and Belonging, Fun, Freedom, and Power

Misbehavior is minimized to the extent that students are able to satisfy those needs in the classroom.

C. M. Charles

Any action that, through intent or thoughtlessness,

Interferes with teaching or learning, Threatens or intimidates othersOversteps society’s standards of moral,

ethical, or legal behavior

13 Types of Misbehavior

1. Inattention2. Apathy3. Needless talk4. Moving about

the room5. Annoying others6. Disruption7. Lying8. Stealing

9. Cheating10. Sexual

Harassment11. Aggression and

Fighting12. Malicious

Mischief13. Defiance of

Authority

Causes of Misbehavior and Where They Reside

In Individual StudentsIn Class Peers and GroupsIn Instructional Environments

In Teachers and Other School Personnel

In Individual Students Unmet needs Thwarted desires Expediency Urge to transgress Temptation Inappropriate Habits Poor behavior choices Avoidance Egocentric personalities Neurological-based behavior

In Class Peers and Groups

• Provocation• Contagious group behavior

In Instructional Environments• Physical

Discomfort• Tedium

• Meaninglessness• Lack of

Stimulation

In Teachers and Other School Personnel

• Poor Habits• Unfamiliarity with better

techniques• Presenting poor models of

behavior• Showing little interest in or appreciation of students• Succumbing to personal frustration• Succumbing to provocation• Providing ineffective guidance and feedback• Using ineffective personal communication• Failure to plan proactively• Using coercion, threat, and punishment

http://scils-synergetic.pbworks.com

Syn-er-gy |ˈsinərjē|

noun

a phenomenon in which two or more people (or other entities) interact in a manner that builds mutual energy.

Basic Student NeedsSecurity

Hope

Dignity

Belonging

Power

Enjoyment

Competence

Elevating Class Spirit and Energy

Emphasize Class Conditions and Activities Students are Known to Like

Work to Develop Class Ethics and Trust

Emphasize and Use Your Personal Charisma

Improve the Quality of Communication

Make use of “Co-opetition”

Preventing Problems

Physical EnvironmentA well-ventilated room

Glare free lighting

Colorful and informative bulletin boards

A clean and orderly room

Private spaces for students

Visibility from all areas of the room

Compatible seatmates

Match of layout with teaching style

Meeting Individual Differences

Differentiated Assignments

Grouping

Choices and Decisions

Realistic Expectations

Capitalizing on Interests

• Meaningful Activities

• Procedures• Student

Engagement• “Sponge”

Activities

Instruction• Focus Attention• Avoid Over-Dwelling and

Fragmentation• Practice Kounin’s

Withitness• Variety and Group Alerting• Overlappingness• Smooth Transitions• Know When to Stop• Check for Understanding

Emotional Objectivity

Focus on the behavior and the causes.

Do Not Personalize.Do Not Blame. Remain Positive.

Questions?

Reflective Teaching Module

Identify a problem or issue

Identify a problem or issue (related to teaching) from your senior I internship

This may be something you wish to improve upon in your own practice

This may be something that you observed in your CT’s practice and foresee as an issue for you

Analyze the problem – break it down into its component parts

Learn more about how to “fix” it Investigate ways to

fix/solve/address this problem or issue

Search for research and practice articles that address the same or similar problems

Some helpful databases: Proquest research library EBSCOhost PsycARTICLES JSTOR

Read carefully looking for:

InterventionsApproaches to the problem/issue

TreatmentsWays to measure behaviorWays to set up a study

What is a Literature Review?

Summary and Synthesis of previous research

These are NOT your ideas!

Report on the ideas of others

Clarifications

10 – 15 sourcesFocus on research articles in academic journals

One paragraph summary for each piece of literature Describe the study / strategy Identify the population studied (if applicable) Briefly presents the results/conclusions of

the study

Considerations

Find a focusDecide what is currentUse quotes sparingly! Do NOT use First Person! Refer to authors by their last name

Follow APA style

Steps for Getting Started

1. Identify Topic2. Choose KEYWORDS3. Search Databases4. READ5. Look at citations6. Narrow Search

+

Five Fabulous Tricks, Tips, and Tools for Today’s

Teacher

Today’s FiveChallengeChildren’s LiteratureCurriculum ConnectionContent ResourceComputer Tool

Gimme Five!

84

82

81

38

62

32

26

89

92

82

The name of the game is

24You task is to use all 4

numbers on the card only once. You can add,

subtract, multiply or divide, but it has to be equal to 24.

http://www.paulfleischman.net

+Tech Tool of the Day

http://books.google.com

NCSCOShttp://tinyurl.com/new-nc-math

http://illuminations.nctm.org

Classroom Management Plan

Creating Classroom Rules

Are you going to create the rules?

Or

Will you create them with the class?

Creating Classroom Rules

Should be about 5 total rules. State them in the positive instead

of the negative. NOT: Don’t get out of your seat. INSTEAD: Stay Seated

State the behaviors you wish to observe. NOT: No hitting INSTEAD: Respect each other

Cute Class Rules

Show your armpits6 legs on the floorYARFYOS

You Are Responsible For Your Own Self

Measure Your Voice

Example #1

1. Raise your hand.2. Keep your hands and feet to

yourself.3. Walk.4. Treat people the way that

you would like to be treated.5. Follow directions.

Example #2

1. Follow directions the first time given

2. Keep body parts, objects and unkind words to yourself

3. Be in the proper place at the proper time

4. Use materials and equipment properly

5. Always walk in the building

Example #3

1. Follow directions the first time given

2. Raise your hand and wait for permission to talk

3. Do not leave seat while the teacher is teaching

4. Hands, feet, and objects to yourself

5. Respect yourself and others

Example #4

1. Bee a good listener2. Bee responsible3. Bee in control4. Bee cooperative5. Bee your best

Example #5

Red rule: Pay attention. Listen carefully.

White rule: Raise your hand.Pink rule: Stay on task.Yellow rule: Keep hands and

objects to yourself.Green rule: Clean up your area.Orange rule: Be kind and show

respect.

Begin Your Planning

Brainstorm answers to the following: What behaviors do you value? What do you expect from your students? What type of behavior is unacceptable?

Begin Drafting Rules that encompass what you value and expect from your students.

February 15, 2010Charles #3TGS: Chapters 11-14Literature ReviewList current and needed Protocols

Next Time

I am a teacher.