Journal 3- Classrom Management

Topic 3
Classroom Management

The Basics
According to answers.com
Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. A teacher's classroom-management system communicates information about the teacher's beliefs on content and the learning process. Everything a teacher does has implications for classroom management, including creating the setting, decorating the room, arranging the chairs, speaking to children and handling their responses, putting routines in place (and then executing, modifying, and reinstituting them), developing rules, and communicating those rules to the students.
www.answers.com/topic/classroom-management


Federal Policies and Legislation

IDEA requires teachers to implement universal design for learning (UDL) which helps teachers have more effective classroom management. Using UDL, helps reach more students needs and allows for modifications and accommodations for students who need the extra help.

Terms to Know

PBS-
Positive behavior support

Social Cue-
A cue given to students to assist them in identifying and internalizing appropriate social behavior.

Proximity-
A teacher’s physical movement throughout the classroom during instruction and independent practice. If the teacher is working with a small group, proximity is done through eye contact.

Signal-
1. Teacher signals – signals to students such as the teacher raising his/her hand when asking a questions so that students raise their hands to answer the question.
2. Student signals – a way for students to kinesthetically identify to their teacher that they are ready

Time Limit-
A time limit sets the limit to begin working. Time limits are most effective when combined with social cues. Time limits can also effectively be combined with signals.

Engagement-
Who is doing the work? 80% is the benchmark for engagement.
Direct Instruction: When teachers call on one student – only one student has to be engaged. How can all students think before 1 responds? (i.e. Whisper to your neighbor, raise a finger for each idea you have, write it in the air, note taking guide).

Expectations-
Do students know exactly what to do at any given time? Have expectations (procedures and student habits) been established, modeled and reinforced consistently through social cues, signals and reteaching with individual students?

Voice-
Teachers need to use a credible voice during instructions and expectations and an approachable voice during instruction. When students are working quietly, does the teacher take them off task by using a LOUD voice?

Resource: Ellen Williams/Annette Brinkman 2005

Websites to See
Behavioradvisor.com
http://www.pacificnet.net/~mandel/ClassroomManagement.html
pbis.org