An Effective Classroom Management Context
(these four things are fundamental)
1. Know what you want and what you don’t want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
The teacher must be able to observe all students at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk.
Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible.
Students should be able to see the teacher and presentation area without undue turning or movement.
Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student reference materials should be readily available.
Some degree of decoration will help add to the attractiveness of the room.
SETTING EXPECTATIONS FOR BEHAVIOR
*Teachers should identify expectations for student behavior and communicate those expectations to students periodically.
* Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly.
* Do not develop classroom rules you are unwilling to enforce.
* School-Wide Regulations…particularly safety procedures…should be explained carefully.
* Because desirable student behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom:
– Beginning and ending the period, including attendance procedures and what students may or may not do during these times.
Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior.
MANAGING STUDENT ACADEMIC WORK
* Effective teacher-led instruction is free of:
– Ambiguous and vague terms
* Students must be held accountable for their work.
* The focus is on academic tasks and learning as the central purpose of student effort, rather than on good behavior for its own sake.
MANAGING INAPPROPRIATE BEHAVIOR
* Address instruction and assignments to challenge academic achievement while continuing to assure individual student success.
* Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed by relatively simple procedures that prevent escalation.
* Effective classroom managers practice skills that minimize misbehavior.
* Monitor students carefully and frequently so that misbehavior is detected early before it involves many students or becomes a serious disruption.
* Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call excessive attention to the student by practicing the following unobstructed strategies:
– Moving close to the offending student or students, making eye contact and giving a nonverbal signal to stop the offensive behavior.
– Calling a student’s name or giving a short verbal instruction to stop behavior.
– Redirecting the student to appropriate behavior by stating what the student should be doing; citing the applicable procedure or rule.
Example: “Please, look at the overhead projector and read the first line with me, I need to see everyone’s eyes looking here.”
– More serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of drugs and stealing require direct action according to school board rule.
PROMOTING APPROPRIATE USE OF CONSEQUENCES
* In classrooms, the most prevalent positive consequences are intrinsic student satisfaction resulting from success, accomplishment, good grades, social approval and recognition.
(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):
* They are not stupid and they can hear what is being said.. They just don’t necessarily understand the language or culture, yet.
GUIDELINES FOR EFFECTIVE PRAISE
(Applies primarily to praise associated with instruction and student performance)