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Classroom Management: 1. Rules & Procedures as Antecedents 2. Consequences

Mallery Berly, Lex, and Carolyn Kraus—see me about picking a different time to meet instead of this Thursday. Classroom Management: 1. Rules & Procedures as Antecedents 2. Consequences. Card Q: What is one useful classroom routine you want to use in your teaching?. Announcements.

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Classroom Management: 1. Rules & Procedures as Antecedents 2. Consequences

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  1. Mallery Berly, Lex, and Carolyn Kraus—see me about picking a different time to meet instead of this Thursday. Classroom Management:1. Rules & Procedures as Antecedents2. Consequences Card Q: What is one useful classroom routine you want to use in your teaching?

  2. Announcements • Read Low Profile Classroom Management carefully for classroom activity practice • Chapter 6 Mastery exam– on entire chapter • Family Moving Day

  3. Review: Antecedents set the stage—suggest good ways to behave. Behaviors are what students actually do Consequences are the things that happen if students behave a certain way or do certain things. remember the a, b, c’s

  4. Rules • Simple • No “dead Man” rules • Practice frequently and in ways to match age of student • Review rules and re-practice if needed • Establish with student input—then they “buy in” • Work on rules more in the beginning—the first week is important

  5. Routines Procedures • https://www.teachingchannel.org/videos/streamline-class-routines • Rules or procedures for specific instructional events • How to use free time • Go over homework • Passing out papers • Getting instruments out to play • Rules and procedures for times of day • Lining up for lunch • How to get permission to use the bathroom, etc.

  6. Establishing Rules & Routines • Beginning week of school is most important • Practice makes perfect: • https://www.teachingchannel.org/videos/student-attention-getting-technique

  7. Judging Routine Effectiveness • Time On Task • Why is this important • How to measure • How much is right? • Focus on what students SHOULD do, less on what they should NOT do • Help students organize time • https://www.teachingchannel.org/videos/effectively-manage-instruction-time

  8. Observing • What evidence can you find about classroom rules? (6.3) • Use 6.4 to collect information about routines. What evidence did you find for any of the categories listed?

  9. Strengthen if a positive consequence: Praise, stickers, smiles, free time Weaken if not positive: ignore, harsh words, extra work assigned, loss of privileges Consequences: Strengthen or weaken behaviors

  10. 3 general types of consequences:

  11. General Guidelines • Ignore if possible, praise what you want to see repeated • The 10 to 1 rule—praise and encouragement 10 times as often as punishment • Do the most mild thing first—praise rather than “things”; reminders rather than harsher punishment https://www.teachingchannel.org/videos/getting-students-back-on-track?fd=1 • Explain and discuss the problem

  12. Observation • Use 6.6 t collect information on any of the categories on p 229.

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