Classroom Management

PD: Kevin M. Reeves

January 20, 2016
Today’s Session

 Define Classroom Management (Relevant)

 Understand Why Students are Disruptive
 Your Classroom Management Profile
 5 R’s for Better Classroom Management
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Classroom Management is……
 The process of ensuring that lessons run smoothly
 The prevention of disruptive behavior
 The process of managing behaviors
 Designing activity, monitoring it, and following up
 Both the tangible and intangible techniques we use to engage students and keep them
engaged
 Content, Conduct and Covenant
 KEY: Classroom management is more than just managing student behavior. It’s important to
remember that we need to look at our instruction first and foremost, and the ways in which we
engage our students.
Understanding Why Students are Disruptive
(i.e. Not Engaged)
 Refer to packet
Understanding Why Students are Disruptive
(i.e. Not Engaged)
 Bored Due to Lack of Challenge
 See lessons as irrelevant
 Don’t feel the teacher cares
 Perceived inability or lack of understanding
 Need for power or control
What is Your Classroom Management
Profile?
 Answer these 12 questions and learn more about your classroom management profile. The
steps are simple:
 Read each statement carefully
 Write your response, from the scale below, on a sheet of paper
 Respond to each statement based upon your classroom experiences

 Then, follow the scoring instructions on the next slide.

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4= Agree 5 = Strongly Agree
 Each statement represents one classroom management style. To
score your quiz, add your response to:

 Statements 1, 3 and 9 refer to authoritarian style

 Statements 4, 8 and 11 refer to authoritative style
 Statements 6, 10 and 12 refer to laissez-faire style
 Statements 2, 5 and 7 refer to indifferent style

 The result is your classroom management profile. Your score for

each management style can range from 3 to 15. A high score
indicates a strong preference for that particular style.
Authoritarian

 Places firm limits and controls

on students
 Classes are normally quiet
 Discussion is not encouraged
 Student follow directions and
may not ask why.
Authoritative

 Places limits and controls on

the students, but also
encourages independence
 Is firm, but polite
 Disciplines, but only after
evaluating the situation
Laissez-Faire

 Goes with the flow

 “Do your own thing”
 Has difficulty saying no
 Places few demands on
students
Indifferent

 Is not very involved

 Has low expectations
 Management is
lacking
5 R’s for Better Classroom Management
Step One: Relationships and Rapport

 “It is our responsibility to get to know our students at different

levels, not only academically, but personally and socially as well,”
says retired New Mexico teacher Eloy Gonzales. “You may have the
content knowledge, but if you don’t build the rapport with students,
you won’t get anywhere.”
 “The more we know about the child the more we can build learning
environments and curriculums that are going to work for them.”
Knowing the Community and School

 How well do you know the community in which you are teaching?
 How well do you know the students in your school?

 The first step to knowing your students is learning about the community in which they live. Learn
the history of your community and school in order to better understand the day to day lives of
your students.
 Additionally, you must have a vested interest in your students outside of the classroom.
Understanding personal hobbies and incorporating this into your lessons.
Knowing your Students

 A major piece of classroom management is how well you engage your students in the
curriculum
 How will you engage your students if you do not know what motivates them?
 To motivate your students, both intrinsically and extrinsically, you must KNOW what
makes them tick
 You can start from these relationships on week three of this term and continue this
endeavor throughout each term.

 Here’s How…..
Getting to Know You

 Can You Find Me?  4 Truths 1 Lie

 Human Scavenger Hunt  Personalized T-Shirt
 Find Someone Who….  We are Linked!
 Who is __________?  What’s My Name?
 Peer Interviews  Student Info Sheet
 BINGO  Surveys (Online)
 Who Am I? Class Quilt  Personality Assessment
 Student Bio-Poems  Learning Style Inventory
 Toilet Paper Tell-All  Edmodo or Class Blog
Now It’s Your Turn….

 You can not do it on your own! What resources are available to you
to help you build stronger relationships with your students?

 With your partner, share one “Getting to Know You” Activity that
you have used/will use with your students. It may be one you have
learned today or another idea altogether.
Step Two: Routines
 Design a Proactive Plan with
appropriate routines/procedures,
celebrations, consequences, and parental
support. Be consistent and practice.
 Being proactive helps you to:
 Anticipate outcomes
 Spend decreased time and energy trying
to decide what to do
 Create and explicitly teach as many
routines and procedures as possible
 Ask yourself: will these routines and
procedures be meaningful to your
students?
BT Mistake: Trying to control Behavior
 Did you know?
 We all have a “resistance principle” that
instinctively tells us that when people say
we should do something, it might not be
in our best interest
 On the opposite end of the spectrum, it’s
equally ineffective when the teacher tries
to be a “best friend” to children
 Try This!
 Seek first to influence, then manage
 Create and teach clear and explicit
routines and procedures
 Hold students accountable when
boundaries are crossed
 Repair relationships after the
accountability
 Focus on “catching children being good”
rather than on the mistakes they make
Step Three: Room

 Create a physical classroom environment conducive to learning that includes appropriate

lighting, music, aromas, and seating

 Work the room

 Cruise and schmooze
 Safe and Inviting
Step Four: Relevance and Rigor

 Deliver brain-compatible, relevant lessons that not only reduce behavior problems but
increase learning and achievement

 Did you know today’s brain is different due to…

 Nutritional deficits
 Lack of play
 Changing family structures
 Increased stress and anxiety
 Brain Compatible Stratigies
Differentiation: One Size Does Not Fit All

 Adjusting the curriculum, teaching strategies, and classroom environment to better meet
the needs of all students (Think: content, process, product)

 In a differentiated classroom:
 Student differences shape the curriculum
 Pre-assessment is typical and frequent
 Multiple options for students are offered
 There is variable pacing
 Varied grading criteria are used
 Individual efforts and growth are honored
How do I get started?
 Adjusting Questions
 Digital Tools
 Choice Boards
 Compacting
 Cubing
 Webquests
 Flexible Grouping
 Graphic Organizers
 Highlighted Texts
 Problem-Based Learning
 Learning Centers
 Multiple Entry Journals
 RAFT (role audience format topic)
 Think Dots
 Tic-Tac-Toe
 Tiered Instruction
 Layered Curriculum (A, B, C)
 Facts and Puzzle Cards
 Jigsaw
 Document Based Questions
 Varied Resources Texts
 Anchor Activities
 Independent Study
 Project-Based Learning
 Enrichment Clusters
 Literacy Clusters
Step Five: Reinforcements

 Dealing with chronic behavior problems that are not alleviated by conventional classroom
management practices
 Early Intervention
 Celebrate minimal progress or success
 Adapt, Instruction: visual, multisensory, short-term activities, provide student choice
 Make your classroom predictable: Say, See, Do Cycle
 Stay calm and seek help (parents, administrator, counselor, social worker, mentor, coach, previous
teachers, etc.)
 Remember only 5% to 10% of your students are chronic behavior problems, even though it seems like
they take up 90% of your time!
One thing I struggle with in terms of classroom
management is……
 Under which “R” does this issue fall?
 What can you control in this situation?
 What is out of your control?
 What is your next step?