Key role: to assist all children in developing their social skills

Social Skills should support:

Childs ability to interact positively with others Childs own sense of self respect Childs respect for others adults and children Childs self confidence and esteem Childs sense of belonging to a group

Good classroom management teaches skills students will need in the adult world.
The role model we provide is the most powerful instruction they will ever receive.

Phrases you want children to learn to use appropriately:

Hello, my name is ____. What is your name? Please, I would like to use this. Excuse me, I would like to say something. Please stop doing that, it is bothering me.
Lets take turns.you can go first.

Classroom management is
all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. Two major goals 1. 2. To foster student involvement and cooperation in all classroom activities To establish a productive working environment.
-First Days of School, Wong

Characteristics of a WellManaged Classroom

Students are deeply involved with their work
Students know what is expected of them Little wasted time, confusion, or disruption The climate of the classroom is workoriented, but relaxed and pleasant.

We can trace out-of-control behaviors to a variety of factors

The physical and emotional climate of the child's home and neighborhood
The amount of stability and consistency in the childs family The parenting styles of the childs parents The power and influence of peers in a childs life

We can trace out-of-control behaviors to a variety of factors

the positive and negative role models available to the child
The childs exposure to violent media The childs emotional and physical health The childs own attitude toward his/her anger

TYPES OF PARENTING or TEACHING:

Permissive:
Freedom without order
No restriction, rules No consequences

Creates a manipulative personality, aggression, and independence.

TYPES OF PARENTING or TEACHING:

Authoritative (Democratic):
Mutual Respect
Cooperation Freedom with Order

Creates a self disciplined child who is responsible for own actions.

TYPES OF PARENTING or TEACHING:

Authoritarian External Control Punishment Order without freedom

Three basic and necessary components of good classroom management:

Rules and procedures
Consequences

Relationships

Procedures (schedules and routines):

help children feel secure and comfortable
help children understand the expectations of the environment reduce the frequency of behavior problems, such as tantrums and acts of aggression

balanced and planned activities result in a high rate of child engagement

small vs. large groups
quiet times vs. active times

teacher directed vs. child directed

indoor vs. outdoor individualized activities

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Attention Signal
Decide upon a signal you can use to get students attention.
Teach students to respond to the signal by focusing on you and maintaining complete silence.

Three Steps to Teach Procedures

1.
2. 3.

EXPLAIN. State, explain, model, and demonstrate the procedure.

REHEARSE. Practice the procedure under your supervision. REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

Consequences
Pro-active teaching is the best approach.
Focus on what other students are doing RIGHT instead of what the culprit is doing wrong.
Thank you for putting your books away so quickly. How many times have I told you to put your books away!

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Consequences
Best: reasonable and logical
Reasonable: one that follows logically from the behavior rather than one that is arbitrarily imposed Logical consequences: teach the students to choose between acceptable and unacceptable actions.

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Activity Logical Consequence

Chews gum Turns in sloppy paper Walks in the classroom noisily Passes paper in incorrectly Arrives late Does not bring textbook Does not bring pencil or pen

LOGICAL CONSEQUENCES:
One needs to be:
Firm Calm

Positive toward child

No laughing at

No teasing or humiliation

No threatening

No frightening

3 RS OF LOGICAL CONSEQUENCES:
1. RELATED

2. RESPECTFUL
3. RESONABLE

Relationships
Positive relationships: key to positive behavior and regular attendance
Positive recognition and reinforcement develop positive behavior and build the relationship Behavior is contextual and interactive: the way adults manage their own emotional responses has an important inuence on childrens behavior

Principles
Never treat a child in a way you wouldnt treat an adult.
Try to see things through the childs eyes. The importance of positive behavior in a role model cant be emphasized enough. Kindness and humor shown in a business-like, task-oriented atmosphere is pivotal. When students feel cared about, they want to cooperate, not misbehave.

Steps in Analyzing Childs Behavior

Teacher should discuss the following issues in consultation with other teachers who may also be interacting with the child:
1. What behavior is of concern to the teachers? 2. When does this behavior appear:
a.
b.

Identify potential causes for the behavior child is frustrated, child is tired, child is uninterested Who is around the child? Where is this behavior more likely to take place at?

3. What happens after the child misbehaves?

a. b. c. Do other children give the child what he/she wants? Does the child get to stop doing the activity? Does the child get more attention?

Steps in Analyzing Childs Behavior

4. Does the child have any kind of disability or learning difficulties?
a. b. c. d. Is the child hyperactive, impulsive, have difficulty concentrating/ paying attention Does the child have any kind of physical difficulties movement, visual, hearing, Does the child show signs of difficulty in communicating, autism, mental retardation Does the child have a learning disability reading, writing, math, memory, etc.

5. How can you change the behavior?

a. b. Discuss the issue with parents and see if there are joint actions to take in the classroom and at home Discuss joint approaches to reinforcing child and guiding them towards appropriate behavior

6. Discuss behavior with child, what is expected of them and what actions will be taken when they misbehave

7. Assist child in developing skills to carry out activities or perform in a way that is not frustrating or limiting to the child.