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Reframing Classroom Management and Discipline
• Welcome teachers of•Arabic•Chinese
04/11/23 N. Gadbois Startalk@Geo Mason 2010
INTASC Standard 5
• The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
• What does this mean to me? Getting to know your students as soon as you meet them in the semester.
04/11/23 N. Gadbois Startalk@Geo Mason 2010
04/11/23 N. Gadbois Startalk@Geo Mason 2010
INTASC Standard 5• Encouraging respect in students from day one
a. privileges/responsibilitiesb. student inputc. “building up”d. student pride
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Characteristics of a Well-Managed Classroom from Harry Wong
• Students are deeply involved in their work• Students know what is expected of them and
are generally successful• There is relatively little wasted time,
confusion, or disruption• The climate of the classroom is work-oriented
but relaxed and pleasant
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Classroom management
• Your grade book• Managing papers• Multiple levels of classes at one time• Homework • Arranging the classroom• Floaters
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Your grade book
• Electronic• Hard copy• Both?• My experience
04/11/23 N. Gadbois Startalk@Geo Mason 2010
2009-2010
04/11/23 N. Gadbois Startalk@Geo Mason 2010
What’s inside
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Plan Book
04/11/23 N. Gadbois Startalk@Geo Mason 2010
What’s inside
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Managing papers
• Color folders—a different color for each class• Special folder for department chair handouts• Special folder for administrators info to
teachers• Special folder for guidance counselors• Special substitute folder
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Multiple levels of learners in one class
• All students in the SAME level or-----• Levels within levels, Arabic 3+4; Chinese 2+3• My experience: level 4+5AP
• Spiraling• Editing the task, not the text • Special folders in my “tool box”• Students as teachers
04/11/23 N. Gadbois Startalk@Geo Mason 2010
homework
• 25% of grade 85% compliance rate• E-mailed to students (and sometimes parents)
one week in advance, along with hard copies available in the classroom
• My sample: how often?
• Quizzes and tests often reflect the homework
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Homework sample
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Arranging the classroom
• From Harry Wong… ”The purpose of arranging seats is to accomplish classroom tasks.”
• Cooperative learning?• Listening to a lecture?• Taking a test?• Small group activity?• Seating assignments….my experience
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Floaters
• Reality• Advantages• Advice
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Discipline
• Setting classroom rules• Building teacher-student relationships• Dealing with disrespectful behavior• Inattentive students• Heritage speakers
04/11/23 N. Gadbois Startalk@Geo Mason 2010
My posted rules(for teacher and student)
• Be prepared• Be on time• Be respectful• Be a good listener• Be fair, always.
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Why students misbehave (Kapalka)
• Teacher behaviors and reactions• Classroom dynamics• Student factors• Teacher expectations
04/11/23 N. Gadbois Startalk@Geo Mason 2010
STEP 1 Teachers+ students interacting
• How to give a command• What to do when the student obeys the
command• Step one checklist p. 43
04/11/23 N. Gadbois Startalk@Geo Mason 2010
STEP 2 Effective warnings
• A consequence is coming……• Be patient; it takes time• Step two checklist pp 57-58
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Step 3 Temper tantrums
• Time out spot for younger students• One-on-one with older students• Time out outside of the classroom• Step 3 checklist p. 75, p. 77
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Step 4 Behavioral Contract
• Rewards, not bribes• Involving the student in the list of
rewards• Discretion, privacy• Step 4 checklist pp 98-99
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Step 5 TransitionsStep 6 Discouraging Interruptions
• Checklists p. 114, p.125• Approaches are similar• Causes reflect each other• Practice always required!
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Step 7 out of class settings
• For you to read at a later date• Putting it all together, p. 137• Checklist pp 138-139
04/11/23 N. Gadbois Startalk@Geo Mason 2010
Step 8 Homework
• Homework checklist, between teacher and parent for younger students
• Weekly feedback sheet for teens, communication with parents
• Parents and their role in setting consequences
04/11/23 N. Gadbois Startalk@Geo Mason 2010