1. Intro to Classroom Management (Amber)
1.1. Key Terms
1.1.1. Consistency- organized and predictable classroom practices and routines; everyone knows what to do.
1.1.2. Classroom Management- refers to all the things a teacher does to organize students, space, time, and materials so learning can take place.
1.1.3. Well-Managed Classroom- has a set of procedures and routines that structure the classroom.
1.1.4. Task-Oriented Environment- students know what they are to do, what is expected of them, and how to succeed.
1.2. Main Ideas
1.2.1. Classroom management overarches everything in the curriculum.
1.2.2. The most important factor governing student learning and teacher success is classroom management.
1.2.3. The least important factor is the demographics of the student body.
1.2.4. The effective teacher is able to organize a well-managed classroom where students can learn in a task-oriented environment.
1.2.5. Characteristics of an effective teacher: 1) classroom management skills 2) teach for lesson mastery 3) positive expectations
1.2.6. The first day of school is the most important of the year. Classroom management practices must begin on day one.
1.2.7. It is the teacher--what the teacher knows and can do--that makes the difference in the classroom.
1.2.8. Effective teachers manage; ineffective teachers discipline.
1.2.9. The most important thing a teacher can provide in the classroom during the first week is consistency. Disorganized teachers lead to chaotic and less productive classrooms.
1.2.10. Classroom management skills include the things a teacher must do toward two ends: 1) Foster student involvement and cooperation in all classroom activities 2) Establish a productive working environment.
1.2.11. Characteristics of a well-managed classroom: 1) Students are deeply involved with their work, especially with academic, teacher-led instruction. 2) Students know what is expected of them and are generally successful. 3) There is relatively little wasted time, confusion, or disruption. 4)The climate of the classroom is work-oriented but relaxed and pleasant.
2. The Problem Is Not Discipline (Richard)
2.1. Key Terms
2.1.1. Routines-What the students automatically do.
2.1.2. Procedures-Explains to the students what you want done and how to perform that task.
2.1.3. Culture-The prevailing way a group functions.
2.1.4. At-risk-Students that are in danger of failing or dropping out.
2.1.5. Classroom management-Consists of the practices and procedures that a teacher uses to maintain an optimum environment in which instruction and learning can occur.
2.1.6. Discipline-Has rules, is concerned with how the student behaves, and has penalties.
2.2. Main Ideas
2.2.1. The number one problem in the classroom is the lack of procedures and routines.
2.2.2. Effective teachers teach students how to follow procedures responsibly.
2.2.3. Ineffective teachers use controlling tactics to coerce the students into compliance.
2.2.4. 3 reasons why students do not follow procedures:
2.2.4.1. 1. The teacher has not thought out what happens in the classroom.
2.2.4.2. 2. The students have not been taught how to follow procedures.
2.2.4.3. 3.The teacher spends no time managing the classroom with procedures.
2.2.5. Classroom management consists of the practices and procedures that a teacher uses to maintain a positive learning environment. It is not the same as discipline.
2.2.5.1. Differences between classroom management/procedures and discipline:
2.2.5.1.1. 1. Discipline has rules, classroom management has procedures.
2.2.5.1.2. 2. Discipline concerns how students behave, procedures concerns how things are done.
2.2.5.1.3. 3. Discipline has penalties/rewards, procedures do not.
2.2.5.2. You do not discipline an athletic team, you manage an athletic team.
2.2.6. Effective classroom managers:
2.2.6.1. 1. Plan procedures for organization
2.2.6.2. 2. Have instructional procedures to maximize student engagement.
2.2.6.3. 3. Systematically teach those procedures.
2.2.7. Procedures are important because they state the expectations of the students, allow different activities to go on at one time, increase on-task time and reduce classroom disruptions, and show how the classroom is organized.
2.2.7.1. Procedures provide a smooth-running classroom with little confusion.
2.2.7.2. Procedures are important in society so people can function in an acceptable and organized manner.
2.2.8. How to teach procedures:
2.2.8.1. 1. Teach-show, explain, model, demonstrate
2.2.8.2. 2. Rehearse- practice under your supervision
2.2.8.3. 3. Reinforce- reteach the procedure until it becomes routine.
2.2.9. How to teach procedures to new students:
2.2.9.1. 1. Give them a copy of the classroom procedures.
2.2.9.2. 2. Explain what they are and why they are in place.
2.2.9.3. 3. Offer help, but explain that they will pick it up quickly by observing other students.
2.2.10. Praise the deed, encourage the student.
2.2.11. Biggest thing that at-risk students need in the classroom is structure.
3. Discipline With A Plan (Jared)
3.1. Key Terms
3.1.1. Reactive Teacher-ineffective and doesn't yet know what to do
3.1.2. Proactive Teacher-effective by preventing problems with procedures and routines
3.1.3. Rules-what the student is expected to follow
3.1.4. Consequences-what the student encounters if a rule is broken
3.1.5. Rewards-what the student receives for appropriate behavior
3.1.6. General Rules-encompass a wide range of behaviors
3.1.7. Specific Rules-typically focus on particular behaviors
3.1.8. Anarchy-absence of any social order
3.1.9. Bossing-bossed to behave; bothers and bullies
3.1.10. Cooperation/Conformity-motivation is external
3.1.11. Democracy-motivation is internal
3.2. Main Ideas
3.2.1. Discipline plans form a continuum ranging from teachers are in charge to students being fully responsible for themselves.
3.2.2. Have a hard copy of the plan for all to see and work that plan.
3.2.3. To have a safe and effective learning environment, first establish firm rules that students are expected to follow.
3.2.4. Clear rules promote consistency in the classroom.
3.2.5. Rules are used to set limits.
3.2.6. Students need to feel that someone is in control and responsible for their environment.
3.2.7. The function of a rule is to prevent or encourage behavior by clearly stating student expectations.
3.2.8. The most common form of a cooperative discipline plan is with a contract or some sort of agreement from the student.
4. Organized and Predicatable (Group)
4.1. Key Terms
4.1.1. Class climate - all the determinants of successful student cooperation within a classroom
4.1.2. Explanation - why the groups will be formed and how. The teacher must be explicit.
4.2. Main Ideas
4.2.1. As a result of procedures, the teacher is not constantly yelling or ordering the students what to do.
4.2.2. Students who know what to do in the classroom produce results, and results produce learning and achievement.
4.2.3. Procedures result in permanent behavior changes. Handling behavior problems only results in temporary behavior changes.
4.2.4. There are specific steps for teaching a procedure: teach, rehearse, and reinforce.
4.2.5. Students should pass their papers across the rows, not up the rows.
4.2.6. Transition is difficult for some students because it requires them to do three things at once: close a task, prepare for another task, and refocus on a new task.
4.2.7. The key to a good transition is clarity and simplicity of instruction.
4.2.8. When the transition begins, do not talk during the transition time. Taking distracts the students' ability to switch properly.
4.2.9. Always ask the students for validation that they understand the procedure.
4.2.10. There is no more important procedure than to have one for an emergency drill.
4.2.11. Be prepared. Emergencies come without warning. The better the teacher and students are prepared for an emergency, the greater chances are of everyone coming through it unharmed.
4.2.12. Effective grouping is dependent on two major factors: the class climate and the explanation.
4.2.13. Hands-on, mind-open learning is one of the best ways to engage students in their own learning.
4.2.14. Have a classroom management plan ready on the first day.
4.2.14.1. Greet each student at the door.
4.2.14.2. Introduce yourself.
4.2.14.3. Teach the classroom procedures.
4.2.14.4. The teacher dismisses the class, not the bell.
4.2.15. The ineffective teacher begins the 1st day of school attempting to teach a subject and spends the rest of the year running after students.
4.2.16. The effective teacher spends most of the 1st week teaching the students how to follow classroom procedures.