1. The First-Year Teacher's Survival Guide by Thompson
1.1. The noticeable characteristic of a well managed classroom is that students know what to do (procedures).
1.1.1. Reassuring framework.
1.1.2. Systematic arrangement of polices, procedures, and rules.
1.1.2.1. Policy, procedures, rules, what is the difference?
1.1.2.1.1. Policy covers a wide range of expectation
1.1.2.1.2. Procedure are more action oriented.
1.1.2.1.3. Rule covers a board aspect of student behavior, whereas policies cover specific topics.
1.1.3. Focus on positive behavior
1.1.3.1. "Why do you think this went well?"
1.1.3.2. Don't leave time for misbehavior
1.1.3.3. Have the class make a class rule or class motto, get them involved.
1.1.4. The importance of clear expectations.
1.1.4.1. Making our classroom expectations for behavior are just as important as classroom instruction.
1.1.4.1.1. Use skits to deplay good and bad behavior.
1.1.4.1.2. Use visuals to display rules
1.1.4.1.3. Use verbal praise.
2. Shouting Won't Grow Dendrites by Tate
2.1. Research tells us that effective classroom managers spend an inordinate amount of time at the start of a school year establishing their expectations and procedures.
2.1.1. Anticipate every part of the school day and determine a specific plan.
2.1.2. Approach teaching policies & procedures like you would a lesson.
2.1.2.1. Explain, role-play, practice, provide feedback, reteach as needed, review during the beginning of school and after long breaks.
2.1.2.1.1. Procedures become habits after 21-28 days.
2.1.2.1.2. Get students involved and "buy in" by practices the first few days of school.
2.1.3. Limit you rules to 3-5.
2.1.3.1. Rules should be brief.
2.1.3.2. Rules should be posted.
2.1.3.3. Rules should be written in the affirmative voice.
2.1.3.4. You can use sign language and visual cues to communicate procedures.
3. Classroom Management Prepare Your Mindset (article)
3.1. Classroom management is a make or break in your classroom
3.2. It is important to remember students are real people.
3.2.1. We must teach them to be respectful, how to behave, and follow directions.
3.3. Relationships are an important aspect of classroom managment.
3.3.1. The relationship with your students is the foundation to you being an effective teacher.
3.3.2. All students matter and every student has the capacity to learn.
3.3.3. Simple ways to build a relationship with your students
3.3.3.1. Greet them with a smile
3.3.3.2. regular celebrate their success and achievements.
3.3.3.3. Show respect, no yelling.
3.3.3.4. Ask them about their lives and interests.
3.3.3.5. Leave private notes pointing out good behavior or something you appreciate about them.
3.3.3.6. Call home and tell a parent/guardian about something positive in regards to the student.
3.3.3.7. Remind them you care when they leave.
3.4. Have High and Specific Expectations.
3.4.1. The teacher is in charge of setting the expecations.
3.4.2. It is critical for schools and teachers to maintain and have high standards. Students rise or fall depending on this.
3.4.3. You must clearly communicate these expectations.
3.5. Consistency.
3.5.1. Consistency applies to both relations and expectations.
3.5.2. Consistency is an important aspect of classroom management.
3.5.3. Consistency doesn't mean a teacher cannot change their expectations.
3.5.3.1. If students are living up to and have mastered a task, you can change the rule to fit the current environment or extend responsibility to students.
3.5.3.2. All teachers can do this, and good ones do it!
4. The classroom Management Book by Johndal & Ferguson
4.1. Classroom management equals successful learning.
4.1.1. Classroom management is essential for student achievement.
4.1.1.1. Well-Managed classroom---Student engagement---Productive Learning Environment
4.2. Effective teachers use the following 3 things : Classroom management (practices & procedures) Lesson Mastery (delivery of instruction based on lesson objective & assessment), and Positive Expectations (what you believe will or will not happen effects the outcome in your room)
4.2.1. Classroom management
4.2.1.1. "classroom management constitutes the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur.' (Duke, 1978)
4.2.1.1.1. Good classroom management is just as much about the behavior of the teacher as well as the students.
4.2.1.2. The basis for a classroom managment plan is the procedures. People expect procedures
4.2.1.3. Classroom Managment Plan is NOT a synonymous term with Classroom Discipline
4.2.1.3.1. Discipline is how students behave
4.2.1.3.2. Classroom managment deals with procedures
4.2.1.4. People drive effectiveness
4.2.1.4.1. Effective teachers have procedures that governed students in regards to talking, participating orally, working in groups, getting out of their seats, checking or turning in work, what to do when finished, and ending class.
4.2.1.5. Constancy is key
4.2.1.5.1. effective teachers have classrooms that are predictable. reliable. and consistent
4.2.1.6. People Learn from those they trust
4.2.1.6.1. Students must trust you before trust what you plan to teach.
5. Classroom Management for Successful Instruction by Roth
5.1. Classroom management versus Classroom Discipline- they are not the same
5.1.1. Classroom Management refers to how things are generally carried out in a classroom (procedures)
5.1.1.1. effective teachers manage their classrooms with procedures and routines.
5.1.1.1.1. Classroom learning requires order and this is essential to what educators do.
5.1.1.1.2. The goal of the classroom managment plan is student learning & creating an environment for learning to occur.
5.1.1.1.3. An effective plan is consistent and has both buy in from the teacher and student.
5.1.1.2. You must establish strategies that inspire your students academic success.
5.1.1.2.1. Students will rise or fall to their teachers expectations.
5.1.1.2.2. Teachers are trying to do two things in the classroom: enhance student involvement and corporation, and establish a positive working environment.
5.1.1.3. Teacher Conduct
5.1.1.3.1. The teachers attitude, approach, pedagogy, preparation and conduct all affect how students respond in the classroom
5.1.1.3.2. Respecting sets the tone in your classroom
5.1.1.3.3. Dignifying Students & others means demonstrating interests in their lives, ideas, and activities.
5.1.1.3.4. Keep control of your emotions.
5.1.1.3.5. Maintain a calm voice.
5.1.1.3.6. Eye contact
5.1.1.3.7. Praise and Correction.
5.1.1.3.8. Encouragement
5.1.2. Classroom Discipline refers to specific managment of student behavior.
5.1.2.1. Each time a teacher works with a student to modify the behavior, both parties should be able to understand and observe what is excepted.
5.1.2.2. Stop and listen before you discipline
5.1.2.2.1. It is important to listen carefully to students and to consider their points of view before you discipline.
5.1.2.3. Avoid confirmations with students
5.1.2.3.1. Use phrases like "I appreciate what you are saying, but nevertheless..."
5.1.2.4. Eliminate the use of threats
5.1.2.4.1. Teachers must use their position and confidence in themselves to gain compliance.
5.1.2.4.2. Work towards forming strong relationships with your students and this will enable you to reach them better.