EDU 330Classroom

Management

EDU 330Classroom

Management

Lesson 1: Introduction to Classroom Management

Lesson 1: Introduction to Classroom Management

Bell WorkBell WorkDiscuss with a Partner the following Discuss with a Partner the following statement:statement:

Being an effective teacher may be the hardest Being an effective teacher may be the hardest job there is!!job there is!!

-An effective teacher is one who is able to convince, not half or -An effective teacher is one who is able to convince, not half or three quarters, but essentially all of his or her students to do three quarters, but essentially all of his or her students to do quality work in school.quality work in school.

-This means to work up to their capacity not to “lean on their -This means to work up to their capacity not to “lean on their shovels” as so many are doing now.shovels” as so many are doing now.

-All measures of school failure (e.g., dropout rates, low test -All measures of school failure (e.g., dropout rates, low test scores, refusal to take hard subjects like math & science) are scores, refusal to take hard subjects like math & science) are a result of students failing to expend the effort to do Quality a result of students failing to expend the effort to do Quality WorkWork

-Teachers who are able to persuade almost all students to do -Teachers who are able to persuade almost all students to do quality work are, without doubt, succeeding at the hardest job quality work are, without doubt, succeeding at the hardest job there is.there is.

EDU 330: Course ObjectivesEDU 330: Course Objectives•Develop a philosophy of

classroom management and prepare a personal classroom management plan

•Complete the PEGS simulation model for classroom management

•Develop a philosophy of classroom management and prepare a personal classroom management plan

•Complete the PEGS simulation model for classroom management

Content ObjectivesContent Objectives• Develop a basic understanding of the the role good

classroom management plays in student achievement

• Provide a short overview of different philosophies of classroom management and discipline

• Review the course syllabus for EDU 330 including course calendar, assignments, and readings

• Acquire a basic understanding of the PEGS simulation model of classroom management

• Develop a basic understanding of the the role good classroom management plays in student achievement

• Provide a short overview of different philosophies of classroom management and discipline

• Review the course syllabus for EDU 330 including course calendar, assignments, and readings

• Acquire a basic understanding of the PEGS simulation model of classroom management

Language ObjectivesLanguage Objectives• List the four essential components of an effective

classroom

• Develop strategies to find additional information about models of discipline and classroom management which are consistent with your person belief or philosophy

• Demonstrate knowledge of the course objectives (i.e., philosophy of classroom management and how to prepare a personal classroom management plan

• List the four essential components of an effective classroom

• Develop strategies to find additional information about models of discipline and classroom management which are consistent with your person belief or philosophy

• Demonstrate knowledge of the course objectives (i.e., philosophy of classroom management and how to prepare a personal classroom management plan

Academic VocabularyAcademic Vocabulary

•Classroom Management

•KWL Model

•PEGS

•Discipline Models or Philosophies

•Classroom Management

•KWL Model

•PEGS

•Discipline Models or Philosophies

Classroom Management/DisciplineClassroom Management/Discipline

K W LKWL ChartKWL Chart

•Some Common Causes of Classroom Misbehavior

•Some Common Causes of Classroom Misbehavior

5 Types of Student Misbehavior5 Types of Student Misbehavior

•Aggression:

•Dishonesty:

•Defiance of authority:

•Goofing off:

•Disruptions

• physical and verbal attacks by students on the teacher or other students.

• acts such as cheating, lying and stealing.

• refusal, sometimes hostile to do as the teacher requests

• fooling around, not doing assigned task, dropping a book, day dreaming

• talking loudly, calling out, getting out seat and walking around, clowning, tossing objects and the like.

Class disruptions talking loudly, calling out, getting out seat and: walking around, clowning, tossing objects and the like.

•Aggression:

•Dishonesty:

•Defiance of authority:

•Goofing off:

•Disruptions

• physical and verbal attacks by students on the teacher or other students.

• acts such as cheating, lying and stealing.

• refusal, sometimes hostile to do as the teacher requests

• fooling around, not doing assigned task, dropping a book, day dreaming

• talking loudly, calling out, getting out seat and walking around, clowning, tossing objects and the like.

Class disruptions talking loudly, calling out, getting out seat and: walking around, clowning, tossing objects and the like.

Some Common Causes of Misbehavior

Some Common Causes of Misbehavior

Research finds the common behavior problems in the classroom that teachers frequently encounter, include:

Acts of inattention such as being off task; out of seat, or not doing one’s work

Acts of defiance such as disrespectful behavior and disobedience

Acts of disruption such as talking and fidgeting

These categories accounted for 79% of all the misbehaviors

Lost Classroom TimeLost Classroom Time

About 50% of classroom time is lost due to student misbehavior and students’ being off task

80% of that lost time is due to talking without permission.

19% is lost to daydreaming,out of seat, making noises, etc.

1% is lost to more serious misbehavior.

Effective Teachers use Rules and Procedures to prevent

lost instructional time

What is Wrong with this Picture?What is Wrong with this Picture?

Teacher Preparedness Increases Time-On-Task

Teacher Preparedness Increases Time-On-Task

One of the first steps towards increasing student time-on-task is

teacher preparedness. Being prepared sounds very obvious and simplistic but good planning will help to avoid many problems with classroom management, time-on-task, and academic achievement.

What Can Teachers Do? What Can Teachers Do? 1. Have the assignment planned and well thought out. Anticipate and plan for unexpected occurrences or events that could impact students time-on-task

2. Have all the necessary materials available and easily accessible

3. Post the assignment forstudents to see and copy

4. Have the students to beginworking immediately with an assignment

5. Monitor to ensure students have begun their assignment

How To Increase Student Time On TaskHow To Increase Student Time On Task

Incorporate Preventive Management teaching strategies that focuses on a range of skills, including alertness, keeping up the pace, establishing routines and procedures

It is the teacher that set the learning climate of the class during the course of

instruction and the teacher can take students off-task with unnecessary conversations or by causing distractions

Teach Students ProceduresTeach Students Procedures

A procedure is simply a method or process for how things are to be done in a classroom

There should be a procedures for almost everything the students must do in the classroom

All procedures must be rehearsed until they become routines

A smooth-running class is based on the teacher’s ability to teach students procedures.

A well-managed classroom is a task-oriented and predictable environment.

ProcedureProcedureStartStart

Teach the ProcessTeach the Process

RehearsalRehearsal

RehearsalRehearsal

RehearsalRehearsal

FinishFinish

Established RoutineEstablished Routine(Students (Students

automaticallyautomaticallyknow what to do)know what to do)

RulesRules•Specific Rules (brief, simple, positive, and willing to enforce)

•Rules in Theory

•Rules in Practice (Are Those You Consistently Enforce)

•Classroom Structure will be taught, the Question is by whom: teacher or student

•Specific Rules (brief, simple, positive, and willing to enforce)

•Rules in Theory

•Rules in Practice (Are Those You Consistently Enforce)

•Classroom Structure will be taught, the Question is by whom: teacher or student

Classroom Management

Classroom Management

•Classroom management should be taught like any other subject with a sound curriculum, state-of-the-art methods and consistency across grade levels

•Classroom management should be taught like any other subject with a sound curriculum, state-of-the-art methods and consistency across grade levels

Failed discipline StrategiesFailed discipline Strategies• Teachers have tried a variety of methods to handle

misbehavior in the classroom including:

• Lecturing, threatening, reasoning, explaining, bribing, cajoling, writing names on the board, taking away recess, making students’ writing apology letters.

• They’ve tried making them stand in corners, sending them to the office, issuing citations, sending home daily behavior reports, and asking parents to spend a day in the classroom.

• All without success

• Teachers have tried a variety of methods to handle misbehavior in the classroom including:

• Lecturing, threatening, reasoning, explaining, bribing, cajoling, writing names on the board, taking away recess, making students’ writing apology letters.

• They’ve tried making them stand in corners, sending them to the office, issuing citations, sending home daily behavior reports, and asking parents to spend a day in the classroom.

• All without success

Setting Limits in Classrooms

Setting Limits in Classrooms

• Teacher discipline methods range from extreme permissiveness to harsh punishment and all points in between, but most share one thing in common

• Trouble Setting Limits in their Classrooms

• Teachers are doing the best they can with the tools they have.

• Need to upgrade their toolboxes

• Teacher discipline methods range from extreme permissiveness to harsh punishment and all points in between, but most share one thing in common

• Trouble Setting Limits in their Classrooms

• Teachers are doing the best they can with the tools they have.

• Need to upgrade their toolboxes

Effective ClassroomEffective ClassroomAn Effective Classroom is like the An Effective Classroom is like the Legs of a Chair or Table.Legs of a Chair or Table.

Leg 1: Effective StructureLeg 1: Effective Structure

Leg 2: Positive RelationshipsLeg 2: Positive Relationships

Leg 3. Engaging InstructionLeg 3. Engaging Instruction

Leg 4: Effective Limit-Setting Leg 4: Effective Limit-Setting PracticesPractices

Each leg is essential to provide Each leg is essential to provide support and balance. If one or support and balance. If one or more of the legs become weak so more of the legs become weak so does the effectiveness of the does the effectiveness of the teacher.teacher.

• This course will help you recognize how students learn rules and why the teaching-and-learning process breaks down

• One of the goals of the course is to help you recognize what things aren’t working for you, so you can avoid repeating old mistakes (often made unconsciously)

• You will learn how students really learn the rules, the types of limits you are using, and how to avoid the classroom dance often used to get students to cooperate

• New classroom management skills will be practiced

• This course will help you recognize how students learn rules and why the teaching-and-learning process breaks down

• One of the goals of the course is to help you recognize what things aren’t working for you, so you can avoid repeating old mistakes (often made unconsciously)

• You will learn how students really learn the rules, the types of limits you are using, and how to avoid the classroom dance often used to get students to cooperate

• New classroom management skills will be practiced

Course GoalsCourse Goals

Primary Learner Outcomes of the Course

Primary Learner Outcomes of the Course

•Refine your personal Philosophy of Education

•Refine or Develop a Philosophy Classroom Discipline

•Develop your own Classroom Management Plan

•Refine your personal Philosophy of Education

•Refine or Develop a Philosophy Classroom Discipline

•Develop your own Classroom Management Plan

Deciding on a Discipline Approach is an Deciding on a Discipline Approach is an extremely important task for teacherextremely important task for teacher

-Many approaches are available to choose from-Many approaches are available to choose from

-You should weigh your choices against your own -You should weigh your choices against your own educational philosophy and personal valueseducational philosophy and personal values

-Most significant aspect of your philosophy of -Most significant aspect of your philosophy of discipline is the relative importance you place on discipline is the relative importance you place on teacher’s control vs. students’ autonomyteacher’s control vs. students’ autonomy

-In selecting a discipline model establish criteria for -In selecting a discipline model establish criteria for making decisions and carefully examine and validate making decisions and carefully examine and validate the assumptions underlying each modelthe assumptions underlying each model

In this Course we will examine eight (8) In this Course we will examine eight (8) different discipline models.different discipline models.

You will decide whether to adopt a specific model, You will decide whether to adopt a specific model, synthesize two or more models, or create your own.synthesize two or more models, or create your own.

Which ever you choose, it is imperative your model Which ever you choose, it is imperative your model correct and prevent discipline problemscorrect and prevent discipline problems

You must determine if your discipline approach is You must determine if your discipline approach is should be based on one particular set of principles and should be based on one particular set of principles and practices or adaptable to various circumstances’practices or adaptable to various circumstances’

Teachers need to thoughtfully formulate and Teachers need to thoughtfully formulate and carefully analyze their teaching practicescarefully analyze their teaching practices

Formal reflective thinking practices are importantFormal reflective thinking practices are important

Reflective thinking involves - Cognitive, Critical and Reflective thinking involves - Cognitive, Critical and Narrative ReflectionsNarrative Reflections

-Cognitive elements reflect on the content, methods, -Cognitive elements reflect on the content, methods, curriculum, learner teaching contexts, and education curriculum, learner teaching contexts, and education goalsgoals

-Critical elements reflect on the moral and ethical -Critical elements reflect on the moral and ethical aspects of teachingaspects of teaching

-Narrative reflection centers on the personal context of -Narrative reflection centers on the personal context of teachingteaching

Personal PhilosophyPersonal Philosophy

•Based on your personal philosophy of education and your values --

•List 5 things you believe about students ability to learn what you teach

•Based on your personal philosophy of education and your values --

•List 5 things you believe about students ability to learn what you teach

Classroom Management

Classroom Management

•Based on your personal philosophy of education and your values:

•List at least 5 things you believe about students ability to behave and use self discipline appropriately in the classroom

•Based on your personal philosophy of education and your values:

•List at least 5 things you believe about students ability to behave and use self discipline appropriately in the classroom

Divine Commission To TeachAs a teacher of the gospel of Jesus Christ, you are called to teach the principles of the gospel out of the standard works by the power of the Holy Ghost. You should testify that what you have taught is true and seek to help those you teach apply the gospel principles to their lives.

You have the opportunity to nourish the souls of others. Teaching what is nourishing to the soul uplifts others, builds their faith in Jesus Christ, and gives them confidence to meet life’s challenges.

As a teacher, you are the Lord's agent. You have a divine commission to represent Him and teach what He reveals about all gospel doctrines. You are commissioned to teach by the Spirit so that those who hear can be taught by the Spirit (see D&C 50:13-22).

Elder Jeffrey R. Holland said, “To teach effectively and to feel you are succeeding is demanding work indeed. But it is worth it. We can receive ‘no greater call’ ”(“A Teacher Come From God” - Apr. 1998 general conference).

1. Students should Act no be Acted Upon

2. Love those you teach (How can loving those I teach make a difference in their lives?)

3. Teach by the Spirit (What can I do to have the Spirit of the Lord with me as I teach?)

4. Teach the Doctrine (Why is it important to teach the doctrine?) What you teach in academic areas needs to be consistent w/ Gospel

5. Invite Diligent Learning (How can I encourage those I teach to be diligent learners?)

LDS Church School Criterion LDS Church School Criterion

Principles and Methods of TeachingPrinciples and Methods of Teaching

6. 6. Create a Learning Atmosphere (How can I create an environment that Create a Learning Atmosphere (How can I create an environment that encourages gospel learning)encourages gospel learning)

7. Use Effective Methods (What are the most effective methods I can use as I teach?)

8. Prepare a Lesson to Teach (How do I prepare an effective lesson?)

9. Methods of Teaching (What methods can I use to teach an effective lesson?)

LDS Church School Criterion

Principles and Methods of Teaching (continued)

Moroni High School Mission Moroni High School Mission StatementStatement

MORONI HIGH SCHOOL MISSION STATEMENTMORONI HIGH SCHOOL MISSION STATEMENTMoroni High School exists to provide a comprehensive Moroni High School exists to provide a comprehensive educational program (spiritual, physical, emotional, educational program (spiritual, physical, emotional, academic, social activities and opportunities) that will academic, social activities and opportunities) that will enable students, teachers, and staff to:enable students, teachers, and staff to:

- - Come unto Christ - - Come unto Christ - - Develop Christlike attributesDevelop Christlike attributes

-Appreciate and value their cultural heritage as aligned -Appreciate and value their cultural heritage as aligned with Church culturewith Church culture

-Develop leadership skills-Develop leadership skills

-Become critical thinkers and problem solvers-Become critical thinkers and problem solvers

-Develop academic proficiency-Develop academic proficiency

-Serve in the Church and community-Serve in the Church and community

-Work in partnership with stakeholders-Work in partnership with stakeholdersStudents, Parents, Priesthood Leaders, Community Students, Parents, Priesthood Leaders, Community Employees, EmployersEmployees, Employers

-Become productive and self-reliant-Become productive and self-reliant

Sample Philosophy of EducationSample Philosophy of Education1. Children are born with a will to master their environment and achieve satisfaction of their basic needs

2. The basic needs of children include self-determination, avoidance of control by others, love and acceptance, variety, and enjoyment

3. Because of children's needs of self-determination, avoidance of control by others, discipline should provide children with opportunities to become self-governing.

4. Children can learn to be responsibly self-governed if they are given opportunities to make free choices and taught about behavior consequences

5. When children are allowed to be self-governing, they are less inclined to rebel and create discipline problems in school

6. 6. Discipline problems can thus be prevented to a great degree if children Discipline problems can thus be prevented to a great degree if children are allowed to be self-governingare allowed to be self-governing

7. Children's sense of acceptance is best achieved when teachers accept them for what they are and allow them a greater degree of autonomous self-expression

8. Discipline problems can be prevented if teachers help children satisfy their needs through acceptable means rather than allow children's disruptive behavior to evolve

9. Children can become responsible more readily if they learn not to give excuses and shift blame

Sample Philosophy (continued)Sample Philosophy (continued)

Discipline ModelsDiscipline Models• Behavioral Modification: B.F. Skinner

• Assertive Discipline: Lee Canter

• Logical Consequences: Rudolf Dreikurs

• Transactional Analysis: Eric Berne & Thomas Harris

• Teacher Effectiveness Training: Thomas Gordon

• Reality Therapy/Choice Theory: William Glasser

• Judicious Discipline: Forest Gathercoal

• The Jones Model: Fredric H. Jones

• Behavioral Modification: B.F. Skinner

• Assertive Discipline: Lee Canter

• Logical Consequences: Rudolf Dreikurs

• Transactional Analysis: Eric Berne & Thomas Harris

• Teacher Effectiveness Training: Thomas Gordon

• Reality Therapy/Choice Theory: William Glasser

• Judicious Discipline: Forest Gathercoal

• The Jones Model: Fredric H. Jones

PEGSPEGS• All teachers in Church Schools in the Pacific are

required to complete the PEGS simulation program by the end of the 2013 school year. As part of successfully completing the EDU 330 course, you will complete the PEGS program.

• The PEGS for Secondary simulation program provides opportunity to try 12 proven strategies for managing difficult and disruptive students in secondary school. It also challenges you to support students who are behving in acceptable ways. The goal is to encourage enthusiastic participation in learning. Keep ALL the students involved.

• It will take approximately 15 hours to complete PEGS

• All teachers in Church Schools in the Pacific are required to complete the PEGS simulation program by the end of the 2013 school year. As part of successfully completing the EDU 330 course, you will complete the PEGS program.

• The PEGS for Secondary simulation program provides opportunity to try 12 proven strategies for managing difficult and disruptive students in secondary school. It also challenges you to support students who are behving in acceptable ways. The goal is to encourage enthusiastic participation in learning. Keep ALL the students involved.

• It will take approximately 15 hours to complete PEGS

EDU 330 SyllabusEDU 330 Syllabus

•http//www.moroni-itep.wikispaces.com•http//www.moroni-itep.wikispaces.com

Now Go ForthNow Go Forthandand

Do Good Do Good ThingsThings