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Classroom Management

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Teacher will use these resources to help ensure that the classroom is focused and actively engaged while remaining task oriented. Also to improve the process of dealing with disruptive behaviors.

Does the Way Your Classroom Is Decorated Affect Your Learning? - The New York Times. Photo A new study tries to determine whether there might be a correlation between how a room is decorated and kindergartners’ learning. The researchers wanted to know if too many decorations could actually be distracting or overstimulating for young minds. But similar questions could be asked about how classroom environment might influence older students’ academic performance as well. Does the way your classroom is decorated affect your learning? In the article “Rethinking the Colorful Kindergarten Classroom,” Jan Hoffman writes: Imagine a kindergarten classroom. Students: Read the entire article, then tell us … — Does the way your classroom is decorated affect your learning?

— Do you appreciate when teachers display your work — or your classmates’ work — on classroom walls? — Do you pay attention to word walls or posters that are intended to remind you about material you are studying in class? — Are your classrooms ever too decorated or distracting? Reading Eyes. Interesting Info -> Body Language -> Reading Eyes Body Language of the Human Eye guest author: Ariel Lehrer Is it possible to read someone's thoughts by gazing into their eyes? What body language cues can we gather just from observing eye movement? If only you would have known that the funny little emoticons you were drawing when you were a kid would become the big business they are today.

Certainly you would have cashed in. Nobody had to tell you that eyebrows angled down meant angry, angled up was sad, arched was surprised. That's because the ability to read a person's intentions based on eye movement develops at about the age of four. Right Brained or Left? The direction of a person's gaze alone reveals a whole world of what is going on behind the forehead. Lying Eyes The story changes a little when you are not trying to assess the person's thought patterns but posing a question directly to them. Be careful with these cues. The Eyes Link to the Senses Conclusion Back to Useless/Useful Info.

Supercharge Your Classroom Management Plan With Detailed Modeling. Modeling is so effective that it should be among your most often used teaching strategies. When most people think of modeling, they envision a teacher standing in the front her class performing a task she expects from her students. For example, if she were modeling an art project, she would most likely make the project herself in front of her students using the same materials they would be using. There is nothing wrong with modeling in this way. It can be effective, especially if the students are attentive and the project is interesting. However, you can supercharge the effectiveness of what you’re modeling, regardless of what it is, by adding an important element: explicit detail. Adding detail to your modeling exercises is easy to do, doesn’t take any extra work or planning, and happens to be a lot of fun. Adding detail simply means taking modeling to a more exact degree than you or your students are accustomed to, making it highly specific and realistic.

Related posts: Are You Sabotaging Your Own Classroom Management Success? One of the most common email questions we get is . . . “What about students from disadvantaged backgrounds?” The question never ceases to knock me back on my heels because, truth be told, every strategy on this website has been developed in classrooms with students living in among the most challenging circumstances. Disadvantaged, crime-ridden, poverty-stricken, you name it. The fact is, it doesn’t matter where you teach or who shows up on your roster, the well-behaved classroom you long for is within your grasp.

But there is an obstacle blocking the path of so many teachers in their quest for a dream class. It’s a negative attitude. For if you don’t believe it’s possible to transform your class, if your default setting is to point the finger at outside circumstances, if you’re in the habit of bemoaning the make up of your classroom or the neighborhood you teach in, then it will never happen for you. You have to believe it. You have to believe in them. You have to stop making excuses. Why Micromanagers Make Bad Teachers. There is a pervasive fear in teaching that if you’re not on top of your students every moment—coaxing, guiding, advising, directing—you’ll lose control of your classroom.

If left unchecked, this fear turns otherwise easygoing men and women into micromanagers, hovering over their students like a nervous driver’s education instructor. Skittering like water bugs from one desk to the next, they burst through bubbles of personal space, kneel down hot-breath close, and force their unwanted and unnecessary help upon their students. They comment, advise, opine, and counsel. They warn and praise and interfere. “One more thing . . . No wonder micromanagers feel so stressed, overworked, and exhausted—freefalling into bed at night, backhand across forehead, with a great sigh.

“Ahhhhhhscoobitydoobitydoobitymeemeemeemeemee.” Yet in spite of all the busyness, the helicoptering, and the hyper-attentiveness, micromanagers struggle mightily with classroom management and stifle academic progress. Here’s why: Why Persuasion Is A Poor Classroom Management Strategy. Trying to persuade students to behave is one of the most prevalent methods of classroom management. This is why it’s so common to see teachers huddled privately with students—trying to push the right buttons, searching for the right words to say, attempting to convince students to behave. They try out various approaches—the if-I-were-you, the do-as-I-say, the do-this-and-get-that, the how-would-you-feel-if.

They appeal to their students’ sense of right and wrong. They reason with them. Hands out, head canted, eyes pleading, they all but beg their students to see things from their perspective. But the truth is, trying to persuade students to behave is an exercise in futility that causes behavior to get worse, not better. Here’s why: It’s time-consuming. Pulling students aside for private talks takes you away from what you should be doing, that is teaching, observing, and managing your class. It’s stressful. Nothing is more stressful than trying to persuade students to behave. 50 Things You Don’t Have To Do For Effective Classroom Management. Classroom management shouldn’t feel difficult.

If you’re straining, trying hard, and feeling heavy burdened, if you’re stressed-out and exhausted at the end of the day, then something is amiss. You see, exceptional classroom management is knowledge based, not effort based. It’s knowing what works and putting it into action and what doesn’t and discarding it. It’s letting proven strategies do the heavy lifting for you, giving you the confidence to take any group of students, no matter how challenging or unruly, and transform them into the class you really want. Done right, classroom management should feel. . . liberating. In large part, this feeling of liberation comes from what you don’t have to do. Below is a list of 50 ineffective, stressful, and burdensome methods of classroom management.

But the truth is, by replacing them with what really works, with what really results in a happy, well-behaved classroom, you’re gloriously free to pitch them all on the scrap heap. 1. 2. 3. 4. 5. 6. 7. How To Have Jedi-Like Classroom Management Powers. “These aren’t the droids you’re looking for.” -Obi-Wan Kenobi There exists a quiet cadre of teachers who can take over any classroom—out-of-control, disrespectful, or otherwise—and get the students under control, quiet, and working within minutes.

They have a certain presence about them, a certain unmistakable quality or vibe that reverberates from one student to the next, signaling that business is no longer usual. Almost magically students sit up straighter, listen more intently, and show a level of respect their former teachers would scarcely believe. This powerful, Jedi-like presence can only be described as the force of their personality. Upon asking students why they’re so different around such teachers, the common answer is, “I don’t know why I behave so well for Mrs. But the strategy these teachers use to command such reverence is no Jedi mind trick.

Here’s how: They take full responsibility. They have unshakable confidence. They believe in their students. You Can Do This. The One Thing Standing In Your Way Of Having Your Dream Class. The one thing standing in your way of creating the class you’ve always wanted is believing that you can. With no shortage of teachers willing to tell you why you can’t—and how naive you are to think otherwise—this is no easy task. There are also dozens of justifications and excuses right at your fingertips, just waiting for you to pull out whenever you’re feeling discouraged. The parents don’t care. My classroom is overcrowded. There is no support from administration. I have a challenging class this year. My students are noisy and won’t listen to me. I have too many difficult students. And on and on… The truth is, no matter where you teach or what your circumstances are, you can have what you want.

But if you don’t believe deep down in your heart that you can, if you don’t think it’s possible for you, then you never will. What follows is a practical way to put all the doubts to rest and start believing in YOU. Create a vision. Think of your ideal class. Eliminate excuses and negative thoughts. Body Language And Classroom Management. The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important. No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively. By following these principles, your classroom management plan will be built on a solid foundation. However, to be remarkably effective, to create the class you really want, you have to learn how to create leverage. Leverage simply means having great influence with your students.

This is where the real power comes from. It’s the answer to the question, “How was she able to do that with those kids?” Leverage makes everything you do as a teacher easier and more effective, particularly classroom management. Creating Leverage Through Body Language Seven percent. The rest is body language. Your body language has a strong impression on students. What follows is a short list of how to use body language to gain more leverage with your students. Warning: Most Teachers Make This Classroom Management Mistake; Do You? If you can eliminate this one mistake when responding to misbehavior, you will lower your stress level, save time, and have a more influential relationship with your students.

What is it? The mistake most teachers make is asking students why they misbehaved. Example: Mr. Shoemaker glances across the room and sees Jeffrey standing on a chair. Mr. Jeffery gets down. Mr. Jeffrey hems and haws and, like anyone caught behaving poorly, is not sure how to answer. Mr. Jeffrey still doesn’t know what to say, but Mr. Jeffrey must learn a lesson and therefore should explain himself… right? So Mr. But not without lingering effects. Mr. He’s angry at Mr. Why This Is A Mistake You should never ask a student why he or she misbehaved because… You already know the answer. The reason Jeffery made the decision to stand on his chair is the same reason any of us behaves poorly: because, at the time, he wanted to. It’s hard to answer truthfully. It replaces a real, effective consequence.

It causes resentment. Mr. Mr. Why Becoming An Expert In Classroom Management Equals Higher Test Scores. Misbehavior, disrespect, inattentiveness, low motivation, slow academic progress. The things most teachers stress over aren’t a concern for experts in classroom management. It’s true. If your students behaved like you wanted them to, if they were motivated and respectful, if you had your dream class, what would there be left to complain about? What problems or concerns do you have right now that aren’t related, one way or another, to classroom management? Sitting in staff meetings? Okay, I’ll give you that one. Even test scores. Naturally Higher Test Scores Standardized test scores are noticeably higher, year after year, in classrooms with exceptional classroom management. Teachers with black belt-like skills never have to worry about test scores. Here’s why: Time on task Teachers with spot-on classroom management have a huge academic advantage over those who don’t.

Ability to focus In classrooms with few interruptions, the ability of students to concentrate increases tenfold. Attention to detail. Behaviour. Discipline by Design. Here are eleven techniques that you can use in your classroom that will help you achieve effective group management and control. They have been adapted from an article called: "A Primer on Classroom Discipline: Principles Old and New" by Thomas R. McDaniel, Phi Delta Kappan, September 1986. 1. Focusing Be sure you have the attention of everyone in your classroom before you start your lesson. Inexperienced teachers sometimes think that by beginning their lesson, the class will settle down. The focusing technique means that you will demand their attention before you begin. A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. 2. An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing.

The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. 3. 4. 5. 6. 7. 8. 9. 10. 11. Ten Tips for Classroom Management. Classroom Management Ideas. School Matters - Challenging Behaviour. Classroom Management. Standard Posted by Mia Posted on April 20, 2013 Posted under Teacher Infographics, Teaching Anyone Comments 8 Comments Classroom Management If we are truly honest, a great deal of our time is spent on classroom management.

I recently went into a classroom to do a faculty evaluation. After the class, I meet with the faculty. This particular faculty member was really good. “You need to learn how to better manage your classroom. And then I thought, that the one thing any of us need to master is classroom management. How do we do that? About these ads Share this: Share Like this: Like Loading... Related Khan AcademyIn "Teaching Anyone" Greeting StudentsIn "Student Success Infographics" Flipping The ClassroomIn "Teacher Infographics" 8 thoughts on “Classroom Management” Leave a Reply Follow Get every new post delivered to your Inbox.

Join 2,338 other followers Build a website with %d bloggers like this: Classroom Management Strategies, Tips, and Resources. Classroom Management Strategies, Classroom Management Printouts Classroom Management Strategies Discipline - Stages of Classroom Discipline Discipline - Four Steps for Better Classroom Management Discipline - Techniques that Backfire Discipline - Proactive Discipline Discipline - Techniques for Improving Classroom Discipline Techniques That Backfire," "Four Stages of Discipline," and "Four Steps for Classroom Discipline. " Dr. Discipline Without Stress Provides strategies for classroom management, professional development opportunities, and free resources. Tools for Teaching A wealth of information on behavior, time management, etc.. You Can Handle Them All Techniques to handle 117 types of behaviors and home and school.

Works4me Practical Classroom Tips from Teachers Like You Here are some techniques educators are using to achieve balance. Effective Classroom Management and Instruction: An Exploration of Models. The Disruptive Student and the Teacher. Classroom Management Lessons. The 8 Minutes That Matter Most. 10 Specific Ideas To Gamify Your Classroom -