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Classroom Management. Dr. Latricia Trites Academic Advisor Fulbright Yilan Project 2008-2009. Classroom Management Survey. Take a few minutes and complete the Classroom Management Survey handout (modified from 2007-2008 Yilan Project Workshop). Reporting Back.
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Classroom Management Dr. Latricia Trites Academic Advisor Fulbright Yilan Project 2008-2009
Classroom Management Survey • Take a few minutes and complete the Classroom Management Survey handout (modified from 2007-2008 Yilan Project Workshop).
Reporting Back • I feel best about my students when…. • I feel worst about my students when…. • Disruptions can occur when…. • The biggest classroom management problem I’ve ever had was…. • I feel best about my teaching when…. • I feel worst about my teaching when…. • My best technique for dealing with discipline problems is….
When Do Children Misbehave? • When they don’t feel well • When they feel rejected or unloved • When they lack knowledge and experience • When they are upset and feel insecure • When they feel discouraged or lack confidence
How do we deal with misbehavior? • Punishment and reinforcement • Tricks that Don’t Work • Discipline by Design
Addressing Misbehavior • Remember YOU are the authority. • Maintain an atmosphere of mutual respect. • Provide students with clear guidelines and expectations. • Remain firm. • Discipline with respect. Allow the student to keep his/her dignity. • Don’t make the wrongdoer the center of attention. Keep intervention low-profile. Resolve outside of class if possible. • Remain in control of yourself and the situation. • Think before using subject matter as a punishment.
Reinforcing Good Behavior • Follow “Grandma’s law.” • “If you eat your vegetables, then you can have dessert.” David Premack • Replace a negative behavior with a positive one that’s incompatible with the negative one.
Tips to Remember • Take Charge – Remember you’re the adult. • Control the physical Environment. • Be Organized. • Reflect. • Don’t take their behavior/comments personally. • Keep a record of both good and bad behavior. • BE PROACTIVE.
Take Charge • Use your voice and body language to show students that you are in charge. • Don’t yell. In fact, a quite, firm voice is usually best. • Stand tall and confident. Use your body language and personal distance to your advantage.
Control the Physical Environment • Sights • Sounds • Comfort • Seating
Be Organized • Be early. • Be prepared. • Let students know the day’s plan. • Keep your nose out of your notes and on your students.
Reflect • Attempt to determine the cause of the misbehavior. • Reflect on your reaction/response to the behavior. • Reflect on your performance in the class at all times.
Don’t Take it Personally • Remember the students say things to save face, to gain control, etc. • “Never let them see you sweat!” (or cry) • Maintain control of yourself and the situation at all times.
Keep a Record • Document! Document! Document! • Keep a record of what transpired in the situation. Make it objective without modifiers. • Keep a record of positive behaviors as well. **Note cards for each student are good to have. You can easily jot down things that happened.
Be Proactive • Make your rules simple and FEW. • Let students help make the classroom rules and consequences. • Follow through with these. • Be consistent and fair with your discipline. • Don’t let bad behavior go unchecked, or good behavior unrewarded.
Resources • http://www.teachervision.fen.com/classroom-management/behavioral-problems/26200.html#1 • Discipline by Design http://www.honorlevel.com/ • http://www.honorlevel.com/x47.xml • http://www.education-world.com/a_curr/archives/classmanagement.shtml Note: Some slides adapted from the Fulbright Yilan Project Training Materials Resources (2004-2008)
