Lion Taming 101 Classroom Management Part 1 · --Haim Ginott . a. It’s not just the rules. b. It...

Lion Taming 101

Classroom Management

Part 1

Presented By:

Debbie Silver, Ed. D.

<www.debbiesilver.com>

The Teacher

“Concerning a teacher’s influence, I have come to the

frightening conclusion that I am the decisive element

in the classroom. It’s my personal approach that

creates the climate. It’s my daily mood that makes

the weather. As a teacher, I possess a tremendous

power to make a child’s life miserable or joyous. I

can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal. In all

situations, it is my response that decides whether a

crisis will be escalated or deescalated, and a child

humanized or dehumanized.” --Haim Ginott

a. It’s not just the rules.

b. It is a mindset.

c. It is an extension of who you are as a

teacher.

I. What is Classroom Management?

a. It’s not just the rules.

b. It is a mindset.

c. It is an extension of who you are as a

teacher.

I. What is Classroom Management?

• An ability to extinguish a potential

problem before it gets big

• Moving around, maintaining proximity to

kids where trouble is about to erupt

• Re-engaging students who are drifting off

With-it-ness

a. Decisions, decisions, decisions

b. The basics

II. Management Begins Before the

Students Arrive

a. The first few days of school

b. Non-negotiables

c. Stated rules or implied rules?

III. First Things First

a. The first few days of school

b. Non-negotiables

c. Stated rules or implied rules?

III. First Things First

• After behavior has been modeled, rules that

apply no matter what

• Dr. Silver’s non-negotiable: “If I ask to see you in

private, you will go to the hall without argument.”

• Provide anchor activities for class so you can

conference with student in the hall

Non-negotiables

• “For now”

• “Help me understand . . .”

• “Appropriate”

Magic Words

• Build relationships with students.

• Open pathways for students to construct meaning from the

content you teach.

• Structure students’ interactions with one another.

• Encourage students to interact with the information they are

learning in ways that challenge, engage, and actively involve

them.

Ways to Manage Your Differentiated Classroom

(from Betty Hollas, 2005)

a. Taking Inventory

b. Proximity

c. Setting the tone for the class

IV. Making Connections

Please answer question. There are no right or wrong answers. What you write will be held in confidence.

1. What is your full name? What do you like to be called? Why?

2. List 5 words that describe you.

3. List the people that live in your home(s) and put two describing words after each name.

.

Taking Inventory

4. What is your favorite thing to do at school?

5. What is your least favorite thing to do at

school?

6. What do people tell you that you are good

at?

7. Do you like to read? Why or why not?

8. What is your favorite book or movie? Why?

9. What is something I (the teacher) need to know about you?

10.Write your own question and answer it.

Common Attributes

Once participants are arranged in groups, ask one member to be the recorder

and write down each individual’s name. A group leader should help the members

discover 10 (hopefully unusual) common attributes. At the end of the ice breaker,

one person from each group will introduce each group member and read their

group’s top 5 common attributes.

List each group members’ name:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

List your most unusual common attributes (they must be true and they

must apply to ALL members of the group). When you are finished, put

*stars* by your 5 favorite ones.

Student’s Name____________________

Class/Period _____ Date _________

Behavioral Journal Sheet

I violated our class code by:

_________________________________

_________________________________

_____________________________

I chose to do this because:

_________________________________

_______________________________

A more appropriate choice would have

been:

___________________________________

_____________________________

This is how I feel about what happened:

_________________________________

_______________________________

This is what I plan to do in the future to

prevent a recurrence of my actions:

_________________________________

_______________________________

This is how my teacher can help me

implement my plan:

_________________________________

_______________________________

___________________

________________

Student’s Signature Date

Teacher Comments:

Adapted from Lee Canter and William Glasser by Debbie Silver, 2002

a. Model high expectations.

b. Use eye contact and simple gestures.

c. Practice active listening skills.

d. Build connections.

V. Tips for communicating with

Students

Resources:

www.debbiesilver.com

password:

iamateacher