Classroom Management—What is it?
The actions teachers take to establish & sustain an environment that fosters students’ academic achievement as well as their social, emotional, and moral growth.
Classroom Management
Rules and procedures are the least effective tool in the classroom-management toolkit. This is the most effective tool in the classroom-management toolkit.
Mental Set (40% decrease in disruptions versus only 28% for Rules & Procedures)
The principle of behavioral interaction argues that your behavior influences this.
Student Behavior
Most classroom management discussions focus on this.
Managing disruptive behaviors
Rules and procedures do this.
Communicate expectations about how the class works, i.e., what we do and how we do it.
Most new teachers start in this quadrant of the behavioral-interaction matrix, but transition to this quadrant.
Q3 Colleague to Q1 Competitor
The two downsides of poor classroom management from a student perspective. (You must get both correct.)
Student don’t learn. Students act out
When Ms. G didn’t manage her classroom proactively, this happened.
The students managed it—much to everyone’s educational and emotional harm.
This happened when Ms G went Q1 (Competitor) on her students.
They quit coming to class.
Two of the three downsides of poor classroom management from a teacher perspective. (upi must get two of the three correct.)
Anxiety & stress go up.
Burn out increases.
Teachers leave the profession
This is the first rule of establishing rules and procedures.
Keep rules to a minimum. (Go back and review the characteristics of a good rule.)
Because most teachers rely on coercive and reward power they end up with this as a best-case outcome.
Compliance
This is the least important priority of classroom management. Hint: It comes after getting your curriculum & pedagogy right and cultivating the right classroom culture.
Managing disruptive behaviors proactively
Two of the three questions you should ask when you invite students to help design classroom rules and procedures. (You must get two of the three correct.)
Ask, “Am I asking for anything that is unreasonable or can’t be done?”
Ask, “Do you have any ideas for how to make the rule or procedure easier to understand?”
Ask, “Have I missed anything that is really important?”
This listening probe is most common; this probe is least used.
Close-ended Question; Reflective Statement