CLASSROOM
MANAGEMENT OVERVIEW
Taken
from
“How
to be an Effective Teacher: The First Days of School”
by
Harry
K. Wong and Rosemary T. Wong
Quoted
text from pages 82 – 194
1. There are 3 characteristics of effective teachers
A. They have classroom management skills
B. They teach for lesson mastery
C. The practice positive expectations
2. Classroom Management Skills are of primary importance in determining teacher success.
3. The number one factor governing student learning is Classroom Management.
4. It is the teacher who makes the difference in the classroom.
5. The first thing you need to know:
“Effective teachers MANAGE their classrooms.”
“Ineffective teachers DISCIPLINE their classrooms.”
i.e. You manage a classroom.
You don’t discipline a classroom.
6. Teachers almost never think about managing a classroom. They only think about presenting lessons---lectures, worksheets, videos, activities---never management. Most classrooms are non-managed. And any situation that is non-managed can easily turn chaotic.
Classroom Management refers to all the
things that a teacher does to organize students, space, time, and
materials so that instruction in content and student learning can
take place. i.e. 1.
To foster student involvement and cooperation in all
classroom activities 2.
To establish a productive working environment
7.
Most
teachers do not teach. Most
teachers do activities. And when problems arise, they discipline. And
because of this little is accomplished.
8.
Most classrooms are non-managed.
CHARACTERISTICS
OF A WELL-MANAGED CLASSROOM 1.
Students are deeply involved with their work, especially
with academic, teacher-led instruction. 2.
Students know what is expected of them and are generally
successful. 3.
There is relatively little wasted time, confusion, or
disruption. 4.
The climate of the classroom is work-oriented, but relaxed
and pleasant.
9.
10. Readiness is the primary determinant of teacher effectiveness i.e. preparation, preparation, preparation.
Teachers who are ready maximize student learning and minimize student behaviour.
The effective teacher teaches
RESPONSIBILITY.
11.
The
three most important student behaviours that must be taught. 1.
Discipline 2.
Procedures 3.
Routines
12.
13. Two Kinds of rules i.e. General Rules and Specific Rules.
Cardinal
Principle Do not stop
instruction when giving out the consequence. When
you see a violation of one of the rules, immediately give out the
penalty. Give
out the penalty quietly as you continue with the lesson or
classwork.
14.
15. Problem-solving through Action Plans promote responsibility and self-discipline.
Always
deal with the behaviour, not the person. You
leave a person’s dignity intact when you deal only with the
behaviour or the issue.
The
best reward is the satisfaction of a job well done.
16.
17. The number one problem in the classroom isn’t discipline; it is the lack of procedures and routines.
A
rule is a DARE to be broken, whereas
a procedure is not. A
procedure is a DO, a
step to be learned.
18.
19. DISCIPLINE: Concerns how students BEHAVE.
PROCEDURES: Concern how things are DONE.
DISCIPLINE: HAS penalties and rewards.
PROCEDURES: Have NO penalties or rewards.
Procedure What
the teacher wants done. Routine What
the students do automatically.
20.
20. No matter what grade level you teach, all procedures must be rehearsed.
The ineffective teacher begins the first
day of school attempting to teach a subject and spends the rest of
the year running after the students. The effective teacher spends most of the
first week teaching the students how to follow classroom
procedures.
21.