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“Policies and Procedures” of Classroom Management

“Policies and Procedures” of Classroom Management. Ideas for Discussion. Assume the Best. Students want to learn content Students want to learn behavior. Its not personal…. It’s not personal…. Student’s misbehavior See handout Smith, pg. 202 and read Marzano, pp. 46-47 Consequences –

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“Policies and Procedures” of Classroom Management

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  1. “Policies and Procedures” of Classroom Management Ideas for Discussion

  2. Assume the Best • Students want to learn content • Students want to learn behavior

  3. Its not personal…

  4. It’s not personal… • Student’s misbehavior See handout Smith, pg. 202 and read Marzano, pp. 46-47 • Consequences – • No punishments, just consequences • Consequences are a way to get our students’ attention • Consequences teach students that they have the power of choice • Teacher’s response to a particular student

  5. Rules vs. Principles • RULES should be specific, clearly stated, and worded behaviorally, rather than morally • Examples????? • Harry Wong says, “No more than 5.” • Remember we cannot control our students, they ultimately make their own choices

  6. Rules vs. Principles • PRINCIPLES can add a sense of underlying purpose and spirit to a list of rules and consequences • Students can be active constructors of classroom principles (read Marzano, pp. 83) • Examples????? • Remember we cannot control our students, they ultimately make their own choices

  7. Procedures –What are they good for? • Teach students the desired way to carry out a specific (non-academic) task during the class period. • Examples??? (see handouts) • What is the advantage of taking time out of class to teach procedure? Procedure = __________________ Content = ____________________

  8. Procedures –What are they good for? • If any portion of the track is missing, what happens to train? • How do we build the track and maintain it? With your neighbor, identify at least one procedure in your classroom that needs some “construction.” Discuss some ways to improve the way in which you teach your students this procedure.

  9. Behavioral Issues in the Classroom • What are the main behavioral problems we face at SCA?

  10. Teacher-Student Relationship is key. • Classroom Management that Works. Robert J. Marzano. ASCD, 2003, pg. 43 Rick Smith calls it INNER AUTHORITY.

  11. What to do… • Create an inviting, safe environment • Walk around the classroom (room layout) • Make eye contact…move closer to student…place hand on her desk…shoulder • Say student’s name (firm yet soft voice) • Stop speaking / doing until student(s) settle down

  12. What to do… • Vary speaking tone and volume • Use hand or sound signals • Use music for transitions (from station to station, task to task) • Speak privately with student

  13. Consequences • No punishments, just consequences • Consequences are a way to get our students’ attention • Consequences should be organized in a hierarchy, starting with the mildest first • We cannot control our students • Consequences teach students that they have the power of choice • See handout Smith, pp. 175-179.

  14. Possible consequences…

  15. Resources • Marzano, Robert J. Classroom Management that Works: Research-Based Strategies for Every Teacher. ASCD, 2003. • Smith, Rick. Conscious Classroom Management: Unlocking the Secrets of Great Teaching. Conscious Teaching Publications, 2004. www.consciousteaching.com • Wong, Harry K. and Rosemary T. How to be an Effective Teacher: The First Days of School. Harry K. Wong Publications, Inc., 2001.

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