Date post: | 15-Jan-2016 |
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Classroom Management
Student “buy-in”
Suspension and Expulsion
Approved ConsequencesCA Education Code48900-48927
Suspension
Includes but not limited to:• Identifies specific
violations• Defines parental role• Used as last resort – other
means first• Provides for remediation –
community service• Addresses terrorist threats
Suspension cont’
• Addresses chemical abuse– Tobacco– Alcohol– Drugs
• Identifies district authority for use of electronic signaling devices– Pagers– Cell phones– Health exemptions
Suspension cont’
• Outlines procedures for law enforcement involvement
• Defines day limit for suspension
• Allows for classroom suspension
• Provides for homework• Describe documentation
procedures
Expulsion
Includes but is not limited to:• Identifies specific acts• Outlines procedures• Places authority with board• Describes district reciprocity• Defines term of expulsion
and reenrollment• Outlines procedures for
students with special needs
Expulsion cont’
• Describes documentation procedures
• Provides for enrollment into another program or district
• Outlines record keeping requirements
• Identifies fiscal impact• Discusses expungement• Addresses right to legal council• Describes hearing procedures• Addresses appeals process
Student Behavior Contract
Components
• Class Rules and Procedures• Consequences for
infractions• Teacher’s Role and
Responsibilities• Teachers are responsible
to students– Quality instruction– Guidance and support
• Teachers are not responsible for students
Class Rules
• Establishing class rules teaches to the Affective Domain in Bloom’s Taxonomy
• Ensures students recognize rules and take responsibility for consequences
• Clarifies Disciplinary Actions– California Education Code– ROCP Operations Handbook– District Policy
Developing Class Rules
• Authorship– Teacher generated– Student generated– Jointly generated
• Student involvement – Promotes “buy-in”– Decreases infractions– Invokes peer pressure for
cooperation
Effective Class Rules
• Short and to the point• Realistic, fair, enforceable• Posted in class for
reinforcement• Phrased in terms of what
student will do• Avoid references to what
students will not do• Avoid references to
teacher
Class Procedures
• Be informative about what students should “do”
• Examples– When & how homework is
assigned– How & when homework is due– How homework is collected,
graded, returned– How homework is formatted– What to do with returned
homework
Class Procedures cont’
• More Examples– What materials are required daily– How are grades earned– Testing procedures– Make up policy– Remediation policy– Attendance policy
Consequences
• Follow all policy– California Ed Code– ROCP Operations Handbook– District and Department
• Be fair, realistic, consistent• Be progressive
– 1st offence– 2nd offence– 3rd offence– 4th offence
Consequences cont’
• Be relevant to rules and procedures
• Be specific not general• Relate to employment
when possible• Consider student
involvement determining consequences if practical
• Protect student dignity by observing confidentiality
Teacher’s Responsibilities
• Provide quality instruction• Provide student feedback
procedures• Accommodate special
needs when reasonable• Provide clear objectives and
expectations• Provide safe learning
environment• Student grievance process
Student Behavior Contract
• Include all components in clear, concise language
• Provide signature & date field for student and teacher
• Provide student with copy• Provide copy to parents if
applicable• Keep copy on file• Post unsigned copy in room
Proactive Classroom Management• 4 F’s: Friendly, firm, fair,
formal• Establish mutual respect• Provide a safe environment• Provide positive feedback
– Be sincere– Praise improved behavior
• Show students you care• Model desired behavior• Be empathetic, not naive
Proactive Classroom Management cont’• Model good
communication– Explain how you feel– Explain what you want– Avoid blame– Talk in a normal voice
• Handle problems in-house• Use campus resources
– Counselors– Coaching staff– Peer assistance
Proactive Classroom Management cont’• Attack the problem, not
the student– Reassure students you still
have confidence in them– Let them know it is their
actions you dislike, not them
• Offer several solutions– Preserve students’ dignity– Students save face– Promotes culpability
• Use “One minute goals”
Perils and Pitfalls
• Put problems in perspective• Avoid displays of temper• Do not tolerate displays of
temper• Don’t hold grudges• Don’t make idle threats• Don’t give ultimatums• Don’t argue in front of class• Don’t wait until problems
are out of control
Perils and Pitfalls cont’
• Be wary of body language– Don’t send mixed messages– Body language is more
powerful than verbal
• Don’t belittle or embarrass students
Praise in PublicCriticize in Private
Impact of Student Perceptions
Pre-Course SurveysPost-Course Surveys
Pre-course Surveys
• Identifies students’– Motivation– Barriers– Short-term goals– Intermediate goals– Long-term goals– Expectations
• Address unrealistic expectations– Disarm potential problems– Establish realistic expectations
Post-course Surveys
• Vehicle for student feedback• Provide indices of
– Teacher effectiveness– Student satisfaction– Student self-assessment
• Revisit students’ goals• Identify areas for revision• Teacher’s self-documentation
of performance
Students don’t care how much you know until they know how much you care.