CLASSROOM MANAGEMENT

1. CLASSROOM MANAGEMENT INTRODUCTION

2. 3 major areas of expertise needed by teachers • Knowledge of how to manage a classroom • Knowledge of subject matter • Understanding of their students’ sociological backgrounds

3. "If they are engaged, they are managed." • But we still need rules, routines, trust, and student ownership to make a classroom run smoothly and effectively

4. What is classroom management? • Good classroom management implies not only that the teacher has elicited the cooperation of the students in minimizing misconduct and can intervene effectively when misconduct occurs, but also that worthwhile academic activities are occurring more or less continuously and that the classroom management system as a whole is designed to maximize student engagement in those activities, not merely to minimize misconduct.

5. Classroom management • Create the conditions in which learning can take place. • The skills of creating and managing a class is the key to the whole success of a course. • Your attitude, intentions and personality and your relationships with the learner • Classroom management involves both decisions and actions • These options continue throughout the lesson, at every step, your decision will take you forward on your particular route.

6. Classroom decisions and actions are determined by your own attitudes, intentions, beliefs and values What teacher belief and or attitudes might underlie the following classroom actions? 1. The teacher includes a lot of student-to-student communication activities in her lessons 2. The teacher uses recordings of authentic, natural conversations 3. In every lesson, the teacher includes at least one activity that involves students moving around classroom

7. Factors in Effective Classroom Management • Classroom management should be based on a solid understanding of current research and theory in classroom management and students’ personal and psychological needs.

8. Factors in Effective Classroom Management Classroom management depends on • creating a positive classroom climate • a community of support by establishing positive teacher-student and peer relationships • having positive involvement with students’ parents and caregivers • using organizational and group management methods that involve students in developing and committing to behavior standards

9. Factors in Effective Classroom Management Comprehensive classroom management involves using instructional methods that facilitate optimal learning by responding to the academic needs of individual students and the classroom group.

10. Factors in Effective Classroom Management • Classroom management involves the ability to use a wide range of counseling and behavioral methods that involve students in examining and correcting their inappropriate behavior

11. Basic assumptions about Classroom Management • Classroom management is about creating classroom environments in which all students can feel safe and comfortable, and are able to maximize their learning of important social academic skills. • When teachers and students create these types of classroom settings, students make a high percentage of good choices and their learning

12. Basic assumptions about Classroom Management • Classroom management is connected to effective instruction. • Students will tend to act responsibly, and their learning will be enhanced when they are successfully and actively engaged in constructing meaningful, culturally relevant knowledge and skills

13. Basic assumptions about Classroom Management Classroom management should enhance students’ • sense of ownership, • responsibility, • sense of personal efficacy regarding their own learning

14. Basic assumptions about Classroom Management • Classroom management involves methods for helping students develop new behavioral skills that can assist them in working collaboratively and successfully with others

15. Basic assumptions about Classroom Management • Effective classroom management involves thoughtfully planning and focused professional growth. It is both a very personal and a very professional activity that requires integrating one’s own professional knowledge and skills with careful attention to students’ wants and needs-including their developmental and learning needs and their cultural values.