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Chapter 12- Managing the Classroom

by: Texana Sonnefeld

Chapter 12- Managing the Classroom EDP 301

Marketplace > University of Arizona > Educational Psychology > EDP 301 > Chapter 12 Managing the Classroom
Texana Sonnefeld
GPA 3.3
Child development
Heidi Burross

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About this Document

Includes what was said in class, examples, and hints of what will be on the exam!
Child development
Heidi Burross
Class Notes
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This 7 page Class Notes was uploaded by Texana Sonnefeld on Sunday May 10, 2015. The Class Notes belongs to EDP 301 at University of Arizona taught by Heidi Burross in Fall. Since its upload, it has received 139 views. For similar materials see Child development in Educational Psychology at University of Arizona.

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Date Created: 05/10/15
427 Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Chapter 12 Managing the Classroom Learning Goals 1 9599 Explain why classroom management is both challenging and necessary Describe the positive design of the classroom s physical environment Discuss how to create a positive classroom environment Identify some good approaches to communication for both students and teachers Formulate some effective approaches that teachers can use to deal with problem behaviors Classroom management What is it Prevention of disruptive behaviors making a classroom functionable the oil in the machine the administrative work that goes into running the classroom Why is it important Knowing what to expect sanity as a teacher students create appropriate learning environment How can it be achieved General reasons for management problems Be proactive There is little privacy amp space elbows stuff going into other s areas concerned about individual space can lead to con ict Activities occur simultaneously things happen all the time even if the activity has been planned to a T re alarms bloody noses students having individual tutoring sessions etc Things happen quickly can happen when you turn around for a second Classrooms have personalities having speci c moods disruptive friend groups that create havoc having a substitute time of day can affect classroom management ex after lunch or recess age of the classroom affects classroom personality Events are often unpredictable even with extensive training Classrooms are multidimensional academiccognitive social aspects emotional physical not feeling well didn t sleep well Management goals and strategies Help students spend more time on learning and less time on nongoaldirected behavior keeping pace and using time effectively Avoid disruptions can never be perfect just do your best Prevent students from developing problems resolving small problems before they become bigger issues that are harder to deal with later on From the start Establish behavioral expectations and address student uncertainties set the tone from the very beginning easier to back off than to exert more control later be more of a hard ass Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ 429 Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer than you intend to be have students establish the rules with you in the beginning however you have ultimate authority eliminating down time or show how to be productive during down time most crime in adolescence happens because of boredom Ensure students experience success students feel they can thrive in that environment Be available and visible don t sit behind the desk all the time etc Be in charge many different ways to show you have control without being controling Model and demand respect of and for all you can almost tell how a teacher treats students by observing for a moment need to model respect if you want to be respected yourself everyone is worthy of your love and care even if you don t particularly care for them accountability and responsibility Rules of rules Class rules should be 0 Reasonable and necessary don t go crazy with details general guidelines tend to be better 0 Clear and comprehensible understandable words that tend to be on every class rules is respect give examples of what that means so that it is better understood 0 Consistent with instructional and learning goals group activities for example 0 Consistent with school rules not violating school rules extra credit food in the classroom Basic principles of classroom arrangement physical space Reduce congestion in hightraffic areas keep them open Make sure that you can easily see all students low bookcases etc Make oftenused teaching materials and student supplies easily accessible open book shelf Make sure that students can easily observe wholeclass presentations make sure they can see you Classroom arrangement styles Auditorium style rows of desks facing the front could have table and chairs as well activities for this type of classroom could be presentations lecture movies focused on one activity Seminar style rainbowhalf circle surrounding center activities discussion debates interactive activities Cluster style small group clusters typically facing each other activities group work Facetoface style pairs of students facing each other activities reciprocal teaching studyingquizzing oneonone interactions Offset style 3 or 4 different desks each are facing different directions activities testing individual work Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ gt Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer The action zone Students in these seats are more likely to interact with the teacher ask questions and initiate classroom discussions sitting across the front and down the middle tend to be more interactive used more in a teachercentered approach all types of seating arrangements can use this to your advantage by seating offtask individuals in this zone Effective classroom managers Show how they are with it knowing what is going on within the classroom with the students know things that are going on in student s lives 0 Know the students individually and can anticipate problems where being proactive is helpful Cope effectively with overlapping situations have to deal with things all at once tapping a noisy student on the shoulder acknowledging that someone is going to the bathroom 0 Transitions tend to be most problematic as things get started moving from math to science Maintain smoothness and continuity in lessons keeping ow 0 Encourage amp engage students in a variety of challenging activities if they are motivated the less likely they will be off task keep stimulated and challenged Management styles Diana Baumrind what makes some people more effective than others managers can be in many different contexts parents teachers etc Authoritative tends to be most effective 0 Firm but caring 0 Have reasons for rules which are explained o Consistent 0 High expectations 0 Effects on students Controlled sense for authority respect for authority Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Authoritarian not involved in caring my way or highway students don t have autonomy first year teachers tend to do this style or permissive style 0 Conformity Don t explain rules don t allow for questions Detached Do not encourage verbal give and take Effects on students May become rebellious because they want freedom difficulty with creativity and understanding authority Permissive crazy mom like Regina s mom in mean girls 0 Allow a lot of freedom 0 Limited expectations 0 Sometimes caring involved 0 Few demands on children 0 Effects on students Tend to have better grades not getting evaluated properly Uninvolved teacher that doesn t try a whole lot 0 Few expectations 0 Little interest in child s life 0 Effects on students Resilient OOOO Baumrind Styles Warmth Control Student Autonomy Authoritative Appropriate Authoritarian Low High Low Permissive High Low High Uninvolved Low Low Indifference 51 Aiding in cooperation Develop positive studentteacher relationships encourage cooperation in the classroom 9 developing relationships demonstrate caring friendly competition get to know each m Share classroom responsibilities who wants to clean the board everyone raises their hands when they are younger don t give up on it in older students we are all responsible for the community running smoothly Reward appropriate behavior treasure boxes praise Good listeners con ict resolution knowing someone s point of view can help a lot Use active listening Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Pay careful attention to the person who is talking hearing is different than listening don t defend yourself Paraphrase summarize what you understand their view to be so what I understand you just said was this Synthesize themes and patterns nd continuous problems to that identify same wordsphrases they use a lot when describing disrespect as a theme Give feedback in a competent manner if you don t know say so don t overstep Good communication Use 1 as opposed to you messages using you projects it on them I notice when you makes it easier for them to become defensive diffuses situation Focus on positive consequences Avoid aggressive hostile approaches take a time out breath before you do something you regret Try not to manipulate or push buttons Be assertive being direct but showing love afterwards standing your ground attacking a point of view rather than the person 0 Assertive people express their feelings ask for what they want and act in their own best interest aggression is intent to harm different than assertion Nonverbal communication very cultural Facial expressions the look think about your face when someone is telling you something you don t like try to maintain neutrality open smile vs closed smile eyebrows surprise vs anger eye contact interest paying attention Space genderage differences romantic vs friendly moving around the classroom to grab attention much harder to ignore someone in their space Touch big differences in comfort levels appropriateness etc culturalindividual differences tap on the back to quiet down the student Silence works well when you have offtask students effective when your are trying to get a confession out of someone silence is uncomfortable you can wait it out and it usually works Body language open shoulders in a oneonone hands in pockets shows inopenness eye contact hands on the face means hiding etc Minor management issues behaviors that are nonrepetitive and nondisruptive but could lead to those eX showing up a few minutes late but coming in quietly whispering while the teacher is talking reading when they aren t supposed to be eating in class Would include behaviors that are not disruptive or repetitive To deal with 0 Use nonverbal cues giving a look walk near them tap the deskshoulder 0 Keep activity moving can t stop every minor behavior every time you won t get the activity done Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Provide needed instruction as a reminder we are on page 89 Redirect the behavior everyone look up here Be direct and assertive hey I m not done stop packing up for a minute please Give students a choice between appropriate behavior or consequences if you can t get on task we aren t going to do our fun activityadditional homework assignment 0000 54 Moderate management issues classroom rules per classroom Would include ongoing or repetitive minor problems as well as disruptive behaviors ongoing disruptive to learning process eX yelling out excessive talking getting out of the seat eating etc To deal with 0 Have a system established for these issues the rules posted and consequences first offense second offense etc o Withhold privileges or desired activities after school activities recess etc o Isolate or remove students could have an agreement with another teacher 9 go see Mr Jones does not mean to leave them alone Must be surpervsed o Impose a penalty or detention demerit system calling out students during class telling them to cut it out Major management issues schoolwide policies Fighting 0 Emphasize inappropriateness perspectivetaking and cooperation schooldistrict comes in schoolwide policies help students begin to understand each other create a task that forces them to cooperate and work together Bullying 0 Develop a school climate characterized by high standards parent involvement and effective discipline bystander power if one person steps in and speaks up that can be all it takes having high standards in performanceattitude can help having a program in place for when these things happen constructive and feedback on behaviors Defiance 0 Diffuse privately and avoid power struggles other students feel the need to get in on it so do it privately avoid power struggles promote respecttrust Behavioral contracts May be used with a range of behaviors being late or def1ance behaviors can be with individual students or the whole class 0 Make sure targeted behaviors are clearly defined no getting out of your seat without raising your hand Should clearly identify the targeted behaviors 0 Where how often with whom its okay in music class but not in here its okay at home but not in class Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Replace the undesired behaviors with desired ones replace it with something 0 As you know it is tough to just quit Include a system for tracking behavior chart on the wall for the class something in a students desk for individual contracts Reinforcement for behavior change 0 May also include punishments if needed stopping is punishment but also having reinforcements helps Also give the contractees renegotiation rights give yourself and students negotiation rights may need steps to accomplish the goals 0 May need more gradual behavior changes different reinforcers there may be mis identified or new stimuli to be considered student talking to the person next to them is always going to be the issue no matter who they sit by changing their seat won t work don t be afraid to change the rules admit you are wrong and change it also a good model for students when you are wrong Strategies for involving parents Personal communications no excuse for not communicating email website phone call letter etc 0 Notes through the students or mail good for responsibility of the students log in on website for grades notices etc 0 Make email known to parents professional 0 Phone calls Class newsletters what is going on in class important things Have parents and students sign classroom contractsassignments know when they are failing signing tests etc Ask for parent volunteers in the classroom career days reading day f1eld days For parents who aren t involved may require a home visit or a meeting don t penalize the students for parent s uninvolvement it is however a legal matter for permission slips Super involved parents set speci c dates or times they can be there Student bene ts of parental involvement Higher longterm achievement more involved by parent choice is higher achievement in the long run Greater willingness to do homework parents will know if they don t More positive attitudes and behaviors positive views on education Better attendance and graduation rates more likely to graduate and attend school Higher levels of responsibility and selfregulation higher responsibility Increased enrollment in post secondary education more likely to go to college Burross H 2015 April 27 Managing the Classroom University of Arizona Tucson AZ


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