Classroom Management

Creating a Positive Environment

Group One: Sally, Pat, and Shellie(Infants/Toddlers)Group Two: Melissa, Holly, and CassieToddlers/Two’s)Group Three: Kelly, Pattie, and Jordan(Three’s/Fours)Group Four: Megan, Michael, and Amanda(Pre-K/School Age)Group Five: Monica, Becky, Lynn, and Kristen(Management)

What is Classroom Management??

Management: the process of dealing with or controlling things or people; responsibility for a group

RESPONSIBILITY, RESPONSIBILITY, RESPONSIBILITY!

Environment: the surroundings or conditions in which a person, animal, or plant lives or operates; settings or conditions in which a particular activity is carried on.

POSITIVITY, POSITIVITY, POSITIVITY!

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Is the classroom the only location in which we need to create a positive

environment and possess class management?

How to Get Started…

Ownership: possession with the right to transfer possession to others

Initiative: the ability to assess and initiate things independently; the power or opportunity to get or take charge before others do.

GUMPTION, GUMPTION, GUMPTION!

http://www.youtube.com/watch?v=lryug3Mlv7Q&feature=related

ScheduleSchedule: a plan for carrying out a process or procedureAn effective schedule should have enough information that an outsider would be able to understand.A schedule should reflect your classes attention span.Always follow the school’s schedule

DETAIL, DETAIL, DETAIL!

Activity Number 1

Each group needs to create a schedule for the entire day for their

assigned age group.

Routine

Routine: a sequence of actions regularly followed; a fixed program.

REPEAT, REPEAT, REPEAT!

Activity Number 2

create a detailed routing for the following activities:

1. Bathroom2. Lunch/Nap3. Cleaning 4. Outside

Lesson Plans

Lesson plans need to tie into your schedule and routine.Lesson plans should be included throughout the entire dayThink logically about your lesson plans. Where do they benefit the most?The success to lesson plans is to be both knowledgeable and prepared.

INTEGRATE, INTEGRATE, INTEGRATE!

Cleanliness is Next to Godliness.

Be preparedIt can never be too cleanSmell testParent testState testBecky/Monica/Kristen test

CLEAN, CLEAN, CLEAN!

Activity Number 3

create a cleaning routine for closing time and for nap time in the older

two’s classroom.

Organization

Where did you put it last?Put things back where they belongGroup objects by similarityPut frequently used objects in easy reachDon’t put things the kids will get into in their reachTake the extra care.

CARE, CARE, CARE!

Look at the Big Picture

Arrange your room in a way that is safe, logical, and will suit your classes needs best. You may have to change it as your classes needs change. Every group is different and the group will evolve as the learn and grow.

THINK, THINK, THINK!

Safety

all plugs need covers (please return them)All cords are covered All shelves and buckets are sturdy and not filled to fullYou can clearly see all students at all timesCleaning supplies are out of reachScissors and harmful, toxic materials are out of reachNo wet spots on the floor

MONITOR, MONITOR, MONITOR!

Discipline

Balance positive reinforcement with consequencesTreat the child as an individualTalk to children and explain issuesGive children space to FEELStick to your gunsHave an official chain of consequencesUse the office as the last resort

CONSISTENCY, CONSISTENCY, CONSISTENCY!

Activity Number 4

create class rules with a positive perspective

create a chain of consequences

Verbal Reminder (up to three times)Verbal Warning (up to three times)

Remove from situation (up to three times)Timeout in class (up to three times)

Timeout from particular activity (up to three times)Non participation from certain activity (up to three times)

Independent activity (up to three times)visit to the office

Little boytwo, almost three, years oldstrict, well disciplined family

Boy is very sweet ,for the most part, but struggles with yelling and using unkind words with his friends as well as pushed and hitting. When the boy is disciplined he becomes stubborn and strong willed. He screams at his teacher and sometimes even hits his teacher, he fights sitting in time out and becomes angry with anyone who looks at him. When parents are informed of his behavior the boy becomes scared and begins to cry. The day following the day of upset the child is defensive, angry, and hostile. Despite discipline the child’s behavior begins to worsen and he begins disliking school and closing off to his friends and teacher.

Little girlthree, almost four years oldonly childvery sensitive

Little girl refuses to move physically and listen when in trouble. She shuts down emotionally and cries to the point where she can no longer hear you. Sometimes lashes out at friends when in trouble. Frequently wants to be held even though she should be in time out. Becomes very clingy after discipline.

Structure

Create boundariesLet them know what is and what is not okayRedirect negative behaviorDo not give in because you are tired or frustratedGive the children the space to exploreRemind children of their requirements

BOUNDARIES, BOUNDARIES, BOUDARIES!

Active and Present

You need to remain physically and emotionally present.Don’t be afraid to be silly.Play and interact with the children.Place yourself where you can monitor all children and they can see you and feel your presence.

PRESENT, PRESENT, PRESENT!

Ott Sayings

Attitude is everythingLook at the big pictureMultitaskCleanliness is next to GodlinessDo everything as unto the LordFunction and flowPractice makes perfectDon’t make a mountain out of a mold hillThere is always room for improvementTreat others as you would want them to treat youLife is what you make it