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“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 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.”

  • 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 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.”

  • Traditional

  • Bureaucratic and Monitorial

  • New England Pedagogy

  • Progressive

  • Conservative Restoration


Models for classroom structure
Models for Classroom Structure: 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.”

  • 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 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.”

  • 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): 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.”

  • 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: 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.”

  • 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: 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.”

  • 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: 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.”

  • 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: 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.”

  • 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: 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.”

  • 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: 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.”

  • 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: 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.”

  • Security

  • Accessible materials

  • Manageable room

  • Highly focused students

  • Clear expectations

  • Little wasted time, confusion or disruption


Managing your classroom
Managing Your classroom: 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.”

  • Engaged time

  • Academic time

  • Achievement

  • Predictable environment

  • Rules-(General and Specific)

  • Consequences

  • Rewards


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