Classroom Classroom ManagementManagement

““Nip it in the bud!”Nip it in the bud!”Developed for Developed for Public Schools of Robeson County Public Schools of Robeson County by by Shanita Anderson, Teresa Hardin, Shameicha WadeShanita Anderson, Teresa Hardin, Shameicha Wade

Get up, get moving!Get up, get moving!

Energizer!Energizer!

BB--II--NN--GG--OO

What is Classroom What is Classroom Management?Management?

It’s effective disciplineIt’s effective discipline It’s being prepared for classIt’s being prepared for class It’s motivating your studentsIt’s motivating your students It’s providing a safe, comfortable It’s providing a safe, comfortable

learning environmentlearning environment It’s building your students’ self It’s building your students’ self

esteemesteem It’s being creative and imaginative in It’s being creative and imaginative in

daily lessonsdaily lessons And . . .And . . .

WHY?WHY?Teaching StylesTeaching StylesPersonality/AttitudesPersonality/AttitudesStudent populationStudent populationNot all management strategies Not all management strategies

are effective for every teacherare effective for every teacherTry different strategies to see if Try different strategies to see if

they work for youthey work for you

. . . It’s different for EVERYONE!!. . . It’s different for EVERYONE!!

Classroom Management Classroom Management ProfileProfile

Behavior Management Behavior Management TruthsTruths

Consistency is the key! Consistency is the key! If students are engaged, they If students are engaged, they

are not causing trouble. are not causing trouble. You can win the battle but lose You can win the battle but lose

the war.the war. Choose your battles wisely. Choose your battles wisely. Parents can be allies or Parents can be allies or

enemies. enemies. Assigning blame is ineffective.Assigning blame is ineffective.

Behavior Management Behavior Management TruthsTruths

Children need structure. Children need structure. Students rise or fall according to Students rise or fall according to

our expectations. our expectations. If you fail to plan, you plan to If you fail to plan, you plan to

fail. fail. Do unto others, as you would Do unto others, as you would

have them do unto you. have them do unto you. We all make mistakes.We all make mistakes.

GIVE IT TIME GIVE IT TIME Lasting change takes time.Lasting change takes time.

Behavior is a habit.Behavior is a habit. * Think of a bad habit you have * Think of a bad habit you have

overcome, or one you still have.overcome, or one you still have.* How long did it take you to * How long did it take you to break that habit?break that habit?* Did you "relapse?"* Did you "relapse?"* What finally helped you * What finally helped you change?change?We must find some value or We must find some value or purpose for changing before purpose for changing before we attempt or desire to change.we attempt or desire to change.

GIVE IT TIME GIVE IT TIME Implications for the ClassroomImplications for the Classroom

* Be patient with students as * Be patient with students as they begin to work toward they begin to work toward change.change.* Assist students with designing * Assist students with designing and implementing a plan to and implementing a plan to improve.improve.* Give private praise if * Give private praise if appropriate for positive appropriate for positive changes.changes.* Understand that behavior will * Understand that behavior will slip sometimes and don't give slip sometimes and don't give up on the childup on the child..

What do I do?What do I do?

Identify the trickIdentify the trick

Define itDefine it

Rationale for itRationale for it

Tricks of the TradeTricks of the Trade

http://www.edutopia.org/classroom-management-teacher-tips-video

Tricks of the TradeTricks of the Trade

ConnectionsConnections Don’t raise your voice Don’t raise your voice RedirectionRedirection Fish BowlFish Bowl Using sign languageUsing sign language

WHY???? Do these work?WHY???? Do these work?

Classroom Management Classroom Management Scenarios Scenarios

Read your groups scenarioRead your groups scenario Provide a possible solution Provide a possible solution

and be ready to share!and be ready to share!

Scenario #1Scenario #1 Sixth period, the last period of the day, has just Sixth period, the last period of the day, has just

started when Kim* walks into your classroom started when Kim* walks into your classroom and slams her books onto her desk. Kim is a and slams her books onto her desk. Kim is a student who is usually moody, but in general student who is usually moody, but in general has not caused many problems (or disturbances has not caused many problems (or disturbances in your classroom, although you have heard of in your classroom, although you have heard of her being disrespectful to other teachers). You her being disrespectful to other teachers). You can’t help but think that first she comes late and can’t help but think that first she comes late and then interrupts your review of yesterday’s then interrupts your review of yesterday’s material with the slamming of the books. You material with the slamming of the books. You continue your lesson, but hear heavy sighs continue your lesson, but hear heavy sighs coming from Kim. A few moments later, you coming from Kim. A few moments later, you clearly hear an obscenity.clearly hear an obscenity.

Directions:Directions: Identify the problemIdentify the problem What is your suggestion to help this teacher?What is your suggestion to help this teacher?

Throughout class you notice that Chris* and Keith* are glaring Throughout class you notice that Chris* and Keith* are glaring at each other and making some snide comments, when they at each other and making some snide comments, when they are within ear-shot of each other. As your class begins to exit are within ear-shot of each other. As your class begins to exit the room, Chris and Keith end up next to each other. Keith the room, Chris and Keith end up next to each other. Keith shoves Chris, which results in Chris turning around and shoves Chris, which results in Chris turning around and throwing a punch. Chris has caused many previous problems throwing a punch. Chris has caused many previous problems in your class all year – particularly with the other children. He in your class all year – particularly with the other children. He usually responds fairly well to you, but has had previous usually responds fairly well to you, but has had previous displays of aggressive behavior. Keith has previous not displays of aggressive behavior. Keith has previous not caused any problems for you and typically is a very well-caused any problems for you and typically is a very well-behaved young boy, just with a little more energy than others.behaved young boy, just with a little more energy than others.

Directions:Directions: Identify the problemIdentify the problem What is your suggestion to help this teacher?What is your suggestion to help this teacher?

A student sitting in the middle of the A student sitting in the middle of the class has to be constantly class has to be constantly reminded to stop talking. When reminded to stop talking. When this is addressed with him, he this is addressed with him, he argues with the teacher and argues with the teacher and states that he was just asking a states that he was just asking a question. How could his teacher question. How could his teacher handle this behavior?handle this behavior?

Directions:Directions: Identify the problem Identify the problem What is your suggestion to help What is your suggestion to help

this teacher?this teacher?

Exit TicketExit Ticket

What topic would you like to What topic would you like to discuss at our next scheduled discuss at our next scheduled meeting?meeting?

Closing Questions/ConcernsClosing Questions/Concerns