CLASSROOM MANAGEMANT (Managing the learning environment)

Prepared by: Anis Syuhada bt Abdullah Nor Dahlia bt Zamani Nadrah bt Abdul Majid

Whether you are a teacher, a coach, or in any position in which you work with young people, you are first and foremost a manager . . . Teachers manage the learning space, time, materials, and the mental, physical, and emotional states of individuals, partners, small groups, and large groups. Effective teachers must be effective managers. Jonathan C. Erwin

Introduction
Classroom management, often called classroom discipline, management, discipline, has been a priority for teachers for nearly 40 years, or for as long as there have been opinion surveys of educational priorities. For example, the Gallup Poll designed to assess perceptions of public education (Rose & Gallup, 2006) has consistently cited classroom management/school discipline as a major issue.

Managing the Learning Environment

Discipline Discipline is not always a punitive action. It should be a training that is expected to produce a specific character or pattern of behavior. Discipline problem any psychologically or physically unsafe behavior that destroys property or interferes with either the teaching act or the rights of others to learn.

Managing the Learning Environment

Under IDEA (1997) the following areas are listed 1. Safe learning environment, 2. prevent discipline problems, 3. rights for all students, 4. appropriate education.

4 TYPES OF PREVENTION FOR INAPPROPRIATE BEHAVIOR

1. Antecedent Control = Know which buttons to push for each student and try to avoid them. Try not to use negative words (no, not, don t, stop, can t, won t) should be : yeah right!!

  

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2. Classroom set up a learning, friendly environment. Keep work areas clean Establish your classroom work areas, teachers desk, pencil sharpener, exit, storage areas, book shelves) Have a separate area set aside for problem behavior students in trouble. Never let trouble makers sit near each other. Beatify the room with plants, bulletin boards, displays, aquariums and so on. As the classroom teacher be sure that you set yourself where you can see everything and everyone on your room.

4. Rules = require students to obey your classroom rules. Let them know what you will and will not accept. Make the students accountable for their actions good and bad. Don t criticize behaviors because many teachers establish different base rules in their classes

8 topics to create rules in the classroom

1. no more than 7 rules posted in class 2. may ask the students for rule suggestions 3. be specific on what you list 4. state rules in a positive format 5. have consequences listed for actions 6. age appropriate rules posted in class 7. review rules at first of year 8. make sure rules apply of all watch out for double standards for particular students

Routine Classroom Procedures

keep you class as routine as possible, sped does not like change that will produce behavior problems Routines consist of 2 areas: a) Academic = how to obtain and return materials, getting assistance, headings on papers b)nonb)non- academic = hall passes, lockers, restroom permission, independent assignments, clean up

1. Student Schedules:
1. 2. 3. 4. 5. 6. 7. 8.

minimize disruptions when possible, review the student s schedule with them, have the schedule available to you and the student, check duration of class (40 min.?) attention span may be 10 to 20 min. give short breaks!! have back up materials incase student completes assignments end class telling or reviewing what they just did involve parents when possible

2. Time management:
Allocated Time: make sure student have enough time in classes to meet IEP goals and benchmarks Engaged Time: time on task, performance/work time, teachers must have everything ready, ask questions frequently, call on all students, keep sped students away from back of the room when possible, spread your brighter students all over the room, participate (model) what you want your students to do, divide teams in groups of 4, independent and group answers to questions

3. Academic Learning Time:

time the student is engaged in the instructional activity. Enhance the time with novel activities to motivate, give precise instruction, reward and praise for correct work, monitor answers and answer and explain questions Transition time: time to get materials or putting them together, lining up for lunch, moving from one subject or room to another. (a.) arrange room for efficient movement, keep with your schedule, warn students of changes, give them time to put things away to avoid problems.

4. Emotional Learning:
1. positive responses results in positive actions 2. negative responses results in negativity 3. Identify what causes a +/- response and action and pair +/them together (ex. Not like peers/ likes to shop= arrange a shopping trip and pair up with peers 4. produce as many + s as you can

Consequence Control: Positive Reinforcers 1. Primary= foods, drinks, toys 2. Secondary= 1. praise, facial expressions, hugs, 2. get them to do something they don t like then let them do something they do like, 3. token reinforcement (old time give and take marbles, sticks for good or bad behaviors or work) watch for bribes,

Punishment = do it immediately = best= take away something that is important to the child! Reprimand = 1. name the culprit, 2. pinpoint the inappropriate behavior, 3. explain why the student is in trouble, 4. describe what they should have done instead Time out: 1. contingent observation= they stay in the classroom where they can still see and hear what is going on 2. Exclusion= removed from the action (corner) 3. Seclusion= moved out of the room/isolated

www.videocourses4teachers.com/courseDes criptions/COC_pdf http://www.apa.org/education/k12/classroo m-mgmt.aspx www.theteachersguide.com/ClassManage www.theteachersguide.com/ClassManage ment.htm ment.htm