Classroom ManagementJamie Whelan Northern Arizona University [email protected] 202-n College of Education Educational Specialties Special EducationThe TRUTHGood News?Activity- The RoundtableThe Question…Stage 1 NEW TEACHERStage 2 What Now!?There will be days like this!Stage 3 The DisciplinarianYour choice… or not…The strategies that BEHAVIOR MANAGEMENT is madeActivity- Three Step InterviewThe QuestionsBecome an Effective Behavior ManagerThe Solution- research and learnAssess and measure behavior A way to understandSome scenariosWhat do you think?Slide 20Slide 21Wrap up!Resources;Classroom Management"Ahundredyearsfromnow,somethingswon'tmatter;howmuchmoneywasinmybankaccount,thesizeofthehouseinwhichIlived,orthekindofcarIdrovearound...buttheworldmaybeabetterplacebecauseIwasimportantinthelifeofachild.Jamie WhelanNorthern Arizona [email protected] of Education Educational SpecialtiesSpecial EducationThe TRUTHHowwellyoumanagestudentbehavioriscrucialtoyoursuccessasateacher.Thebehaviorthatisexhibitedinyourclassroomaffectshowadministrators,colleagues,kids,parents,andYOUviewyourcompetenceasateacher.Good News?"Problemswithdiscipline"isthenumberonereasonthatadministratorsfailtorehireteachersorawardtenure.Itisthemainsourceofcareer-relatedstressasreportedbyteachers,andthenumberonereasonthatformerteachersreportforhavinglefttheprofession.thetypicalteacherhasreceivedlittleornopracticalguidanceinthisareathatissovitaltoteachingsuccessandsatisfactionActivity- The RoundtableGetintosmallgroupsOnepieceofpaperOnepen/pencilFirststudentwritesaresponse,sayingitoutloudHe/shepassesthepapertotheleftwhereasecondstudentwritesaresponse,etc.StudentsmaysaypassThe Question…Whatarethereasonsfortheincreaseoffrequencyandintensityofbehaviorproblems?Stage 1 NEW TEACHER The idea of wanting to be different than those teachers ! love our students,...and they will love us. We want to provide a nurturing, supportive, and productive learning environment.Stage 2 What Now!?After an initial two or three day "honeymoon" period, the students' behavior starts to take a turn for the worse.Rules are being tested. Where are the limits ? How strict you are going to be?There will be days like this!Stage 3 The DisciplinarianYou're doing things you never imagined you would ever do to kids: exacting polite and respectful behavior in impolite and disrespectful ways;  demanding appropriate behavior via inappropriate actions. You're doing things that you won't allow your kids to do (e.g., yell, berate, touch in a non- respectful manner).Your choice… or not…the qualities of a positive and effective classroom Order,limits,firmnesskindness..."Discipline is a series of little victories, not something that occurs overnight." GinnottThe strategies that BEHAVIOR MANAGEMENT is made Always do what is in the students' best interests. Seek solutions, not blame. Model tolerant, patient, dignified, and respectful behavior.Always treat students with respect and preserve their dignity.Use the least intrusive intervention possible.Connect with your students and build strong personal bonds with them. Instill HOPE for successNEVER do anything disrespectful, illegal, immoral, ineffective, bad for health/safety  NEVER give up on a student. Be perturbed with the actions of a student, not them CATCH students BEING GOOD . . .Activity- Three Step Interview AinterviewsBforthespecifiednumberofminutes,listeningattentivelyandaskingprobingquestions.Atsignal,reverseroleswithBinterviewingAAtanothersignal,eachpairturnstoanotherpair,formingagroupoffourEachmemberintroducestheirpartner,highlightingthemostinterestingpointsoftheirdiscussion.The QuestionsWhatisthedifferencebetweenclassroommanagementanddiscipline?Discuss a definition of "behavior/classroom management". What does it encompass? What is it's purpose(s)? What are the components?If you are presently teaching, in what stage or stages of development do you find yourself? What's your plan for progressing higher?Become an Effective Behavior Manager Use interventions that BUILDS self disciplineGain RESPECT by giving itCatch them being GOODManaging behavior with your INSTRUCTIONAL STYLEManage the behavior of GROUPSPromote POSITIVE PEER PRESSURE  FOCUS ON YOUR GOALThe Solution- research and learnAssertive DisciplineTransactionalAnalysisCooperative Learning (Allowingstudentstolearninstructuredteams)Creating your own Behavior Management SystemPostingtherulesandenforcingthemGood-Natured Humor(Usingwittomanagebehavior)Inclusion/Mainstreaming (ofstudentswithbehaviordisorders)Weaning kids from rewards and developing internal motivationAssess and measure behaviorA way to understandBehavioral Recording (Awaytoaccuratelymeasurebehavior)Sociograms (Awaytoassessstudentinteraction)Functional Behavior Assessment (asperIDEA97...figuringoutthereasonforthebehavior)Manifestation Determination(asperIDEA97...Wasthatactionrelatedtothedisability?)Some