This PPT is not meant to be a somewhat cursory look at classroom management. You will receive additional instruction in Practicum (KIN 402) as you engage in more field work.
Makes all the difference • Why important • Student learning • Respect for the profession • Longevity of your career • Enjoyment of each day • “Type” of school where you teach • Some teachers are born managers, most people will need to be taught. Both can be equally effective. For less “assertive” or conflict avoidant individuals, it may be more challenging
Promoting Good Behavior (aka preventing misbehavior) • Most issues that arise in the classroom relate back to the teacher!! Why? • Skills too easy or too hard • Clear expectations/standard of conduct • Clear task description • Groupings • Physical arrangement of students or orientation • Equipment • Transitions
Preventing Misbehavior • Routines • What are routines and what are some examples? • Stopping and starting activity (what about equipment) • Using the bathroom/getting a drink • Unprepared for class (no PE clothes) • Time out • Warm up (some schools have set warm ups; Pierce MS) • “What are we doing today” • Attendance • Waiting for next period • Procedures for quizzes/exams • Locker room • Late for class
Preventing Misbehavior • Organization • Setting out equipment ahead of time • No desks, what! • How organize students in physical space? • Classroom rules – if there are some, use them • Catch being good • Works SUPER well in elementary school. • What is an example?
1. Preinstruction – Planning Transitions • Transition - What would you say? 24Ss, 6thgr.,floor hockey dribbling with students.
Preventing Misbehavior • Game Face - – appropriate tone and demeanor (firm, organized, purposeful). Exude a confidence that you WILL keep the class under control and certain behaviors ARE expected and those contrary will NOT be tolerated • Be dynamic and motivating while teaching (ON STAGE). • “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS • Provide continual feedback, this reminds students the teacher is engaged with and monitoring class • Circulate around the gym - don’t “root” in one place. • Keep things moving & watch for activities “petering” out
Preventing Misbehavior • Planned activities • Keep them fun! • Keep them on task (idle hands lead to problems) • Use small-sided activities • Avoid elimination • Vary the teaching style (not always practice style) • Mix up teams (boy-girl etc)
Addressing Misbehavior • 1st step to addressing misbehavior is? • Noticing it • Back to the wall – that is the concept that the only thing behind you should be just that, the wall. • 2nd step is? • Doing something about it • As simple as this may sound, it can be challenging. • The worst thing you can do is do nothing. • If you see misbehavior, directions not being followed or skills being improperly performed, say something.
Addressing Misbehavior • KIN 103 – you are not expected to administer consequences (time out) but are expected to use smaller interventions: • Non-invasive techniques – what are some? • Proximity, eye contact, name in sentence, vocal variety • Moving student location • Group awareness talk • I noticed this…. • Everyone needs to do a better job of this…
Addressing Misbehavior • Other techniques • Wait time – just don’t overuse • I’m waiting for quiet – even though this will cost you a few seconds, Ss get the message you are in charge and nothing is going to happen until everyone is listening. • Ignoring misbehavior – when is this OK?
YOU ARE NOT BEING MEAN!!!!!! • Don’t feel guilty about discipling students! • You are teaching them self control, discipline, character, appropriate standards of behavior. • These are VALUABLE LESSONS – You are in fact doing them a favor. • Better to learn now as opposed to later.