“I have come to a frightening conclusion.  I am the decisive element in the classroom.  It is my p...
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Classroom Structure

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Classroom structure

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”

  • Hiam Ginott


Classroom structure

Classroom Structure

  • Classroom Management:

    • Physical layout of classroom

      • Manageable room

      • Accessible materials

      • Procedures clearly stated and understood by students

  • Behavior Management:

    • Rules should be clearly stated and consistently reinforced throughout the year.


Historical perspective

Historical Perspective

  • Traditional

  • Bureaucratic and Monitorial

  • New England Pedagogy

  • Progressive

  • Conservative Restoration


Models for classroom structure

Models for Classroom Structure:

  • Lee Canter

  • Assertive discipline

    • Teachers should insist on responsible behavior

    • Many teachers fail to discipline because they believe that firm discipline is inhumane


Assertive discipline teachers

Assertive Discipline: Teachers

  • Teachers have three basic rights as educators:

    • To maintain an optimal classroom setting for learning

    • Expect appropriate behavior

    • Expect help form administrators as well as parents


Assertive discipline students

Assertive Discipline (students):

  • Students have three basic rights:

  • To have teachers who help them develop and grow by limiting self-destructive behaviors

  • Teachers who support and encourage appropriate behavior

  • Students should have prior of the consequences of their behavior


Canter model of classroom behavior

Canter Model of Classroom Behavior:

  • The following items are essential to good behavior management

    • State and clearly teach expectations early

    • Use “I” messages

    • Calm voice, eye contact, non-verbal gestures

    • Repeat the rules when needed

    • Firm, positive insistence


Jones model of classroom behavior management

Jones Model of Classroom Behavior Management:

  • Reduce the loss of instructional time

  • Statistics:

    • 50% of class time is lost because of misbehavior and being off task

    • 80% is lost due to talking

    • 19% is lost to daydreaming, out of seat and making noises

    • 1% is lost to more serious behavior


Focus of jones model

Focus of Jones Model:

  • Apply effective body language

    * Use of body for non-verbal communication

    -Eye contact

    - Facial expression

    - Posture

    - Signals and gestures

    - Physical proximity

  • Incentive systems

  • Individual help


Mackenzie model for classroom structure

Mackenzie Model for Classroom Structure:

  • Structure is the organizational foundation of the classroom.

  • Common Misconceptions:

    • Teaching rules is the parents job

    • Children should know what to expect

    • Explaining the rules should be enough

    • Students resent firm rules and the teacher who makes them

    • Male teachers are the best disciplinarians


Mackenzie s setting limits program

Mackenzie’s Setting Limits Program:

  • Rules in theory

  • Rules in practice

    • All rules should be introduced to students the first day

    • Broad and inclusive rules

    • Limit rules to three to five


Harry k wong s classroom structure

Harry K. Wong’s Classroom Structure:

  • Main characteristics of effective teachers

  • Classroom management skills

  • Teaching for lesson mastery

  • Positive expectations

  • Classroom management is organization of students, space, time and materials.


Classroom management

Classroom Management:

  • Security

  • Accessible materials

  • Manageable room

  • Highly focused students

  • Clear expectations

  • Little wasted time, confusion or disruption


Managing your classroom

Managing Your classroom:

  • Engaged time

  • Academic time

  • Achievement

  • Predictable environment

  • Rules-(General and Specific)

  • Consequences

  • Rewards


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