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8 Proactive Classroom Management Tips for New Teachers

8 Proactive Classroom Management Tips for New Teachers
In the 1950s, psychologists Jacob Kounin and Paul Gump discovered a curious side effect of discipline: If a student was being disruptive and the teacher responded with strict disciplinary measures, the student might stop—but other students would start exhibiting the same misbehavior. Kounin and Gump called this the “ripple effect,” and it demonstrated that efforts to control a classroom can backfire. “The teacher who is interested in controlling ripple effects can generally do so best by giving clear instructions to the child rather than by exerting pressure on him,” Kounin and Gump wrote. Decades later, classroom management is still a thorny issue for teachers. Recent research confirms what Kounin and Gump discovered decades ago. Start of newsletter promotion. New! Get a first look at our new newsletter—a monthly roundup of education research curated by our editors, and presented in a way that’s clear, concise, and practical. Yes, count me in End of newsletter promotion. 1. video 2. 3. 4. 5. Related:  Gestion de la classeTeaching resourcesdianabribiesca

Strategies That Help Students Manage Transitions Teachers often come to me with difficulties their students have when transitioning from one activity to another and one class to another, both on an individual basis and across entire classrooms. Students can struggle with this skill due to challenges with sensory processing, such as emotional regulation, attention, and speech and language processing. Difficulties with transitioning may manifest in a variety of different behaviors, including avoidance, decreased attention, resistance, or fight-or-flight. I have found the strategies below to be helpful in my clinical occupational therapy practice, both in a one-to-one setting and on a whole-class basis. Each of these strategies can be completed both before transitions and as a class is transitioning—at either point they can help students stay regulated. Before your students begin a transition after a class with high levels of physical stimulation, consider having them take a collective deep breath. Transition Strategies

11 Questions You’ll Be Asked at a Teaching Interview Congratulations! You’ve landed an interview appointment for a teaching position at a new school, or for a different position at your current school. This is an important first step, but there will likely be a number of qualified candidates vying for the same spot—how can you distinguish yourself from the pack and land the job? Your résumé, references, and professional portfolio will help, of course, but it’ll always be the impression you make during your face-to-face interview that’ll get you hired. In addition to questions related to your content area, anticipate that you’ll be asked questions based on your knowledge of and experience with meeting the needs of the whole child. Here are the types of questions you’ll be asked, along with suggestions and links to resources to guide you in preparing your answers and in practicing citing specific strategies and relevant classroom anecdotes. 11 Questions You Should Prepare For 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Comment rendre l'apprentissage à distance moins distant et plus « humain » Par Jeff Harris, cofondateur de Xello, collaboration spéciale Alors que les éducateurs font le bilan de ce qui a bien fonctionné pendant la dernière année scolaire, marquée par l’omniprésence de l’apprentissage à distance, l’engagement des élèves figure au sommet des prérequis pour la réussite. Si les élèves ne sont pas engagés – ou, pire, s’ils sont activement désengagés – les prouesses technologiques et les activités d’apprentissage à distance n’auront aucune importance pour eux. Alors, quel est le secret pour maintenir la relation humaine à travers le numérique? On ne sait pas s’il existe, mais voici trois conseils pour personnaliser l’apprentissage à distance et le rendre moins distant. 1. Bien que les enfants n’aiment pas l’admettre, ils sont plus confortables en présence d’une structure et d’éléments prévisibles. Chaque moment que vous passez avec les élèves – ne serait-ce que 5 ou 10 minutes – vous offre la possibilité de créer des routines et de maintenir des liens. 2. 3.

Behavior Management versus Classroom Management We sometimes make the mistake of interchanging the terms "behavior management" and "classroom management." The two terms are related, one might even say intertwined, but they are different. "Classroom management" means creating systems that support the kind of positive behavior across a classroom. "Behavior management" is made strategies and systems that will manage and eliminate difficult behaviors that prevent students from succeeding in an academic environment. A Continuum of Management Strategies and RTI Response To Intervention is built on universal assessment and universal instruction followed by more targeted interventions, Tier 2 which applies research-based strategies, and finally, Tier 3, which applies intensive interventions. in RTI are universal interventions. Classroom management strategies, to succeed, must include: Consistency: Rules must be reinforced consistently, and reinforcement (rewards) must be delivered consistently and quickly. Classroom Management

Exploring Classroom Management Styles - TeachHUB K-12 Resources By Teachers, For Teachers Provided by the K-12 Teachers Alliance Subscribe Exploring Classroom Management Styles Erica Fenner-McAdoo Elementary school principal; M.A. in School Administration Home Teacher Resources Classroom Management Share on facebook Share on linkedin Share on twitter Share on print The Four Classroom Management Styles and Outcomes Classroom management is often referred to as the first aspect of teaching that an educator must grasp in order to deliver the best, most effective instruction. There are four styles of classroom management: authoritarian, authoritative, permissive, and indulgent. Authoritarian The authoritarian classroom management style is described as a teacher having total control over the classroom. In terms of student outcomes, the authoritarian classroom management style does not allow for student autonomy in deciding how they will learn, peer collaboration, or active engagement. Authoritative Permissive Indulgent #ClassroomManagementStyles

Agir sur les comportements perturbateurs en classe En matière de régulation du comportement au sein de la classe, il existe des données fiables et des méthodes plus efficaces que d’autres. C’est ce qu’a développé Franck Ramus, Professeur au laboratoire de Sciences Cognitives et Psycholinguistique à l’Ecole normale supérieure, Directeur de recherche au CNRS. Cette conférence, intitulée « De la perturbation à l’implication : comment faire adhérer les élèves ? », était organisée mercredi 22 mai par l’Institut Catholique de Paris. Nous y étions, en voici une transcription. Pour être en capacité de réguler un comportement problématique encore faut-il connaître les mécanismes qui sous-tendent le comportement humain. Comprendre les bases du comportement Le comportement est l’ensemble des réactions observables chez un individu. Il existe plusieurs explications à la réaction précise d’un individu, notamment d’un élève. Face à un enfant difficile, l’adulte, en tous cas, s’interroge : « pourquoi se comporte-t-il comme ça ? La règle du 5 pour 1

Bring Excitement Into Any Lesson There is a marked distinction between teachers who seek merely to entertain and those who actually engage, just as there is a difference between teachers who cater to rather than captivate kids. Our ultimate goal as facilitators is for our students to be fully committed to academic pursuits that mean something to them personally and move them profoundly. By adding one or more of the following engagement techniques—the 10 Cs, I call them—teachers of all grade levels and subject areas can refashion any lesson into an exciting, enriching educational experience for all. Best of all, infusing your classroom with both wonder and worth always enhances your quality and depth of instruction. Cultivating student involvement doesn’t entail compromise or invite complacency, so use these strategies liberally and often. Engagement Through Empowerment 1. 2. 3. 4. Engagement Through Community 5. Related Article: Teaching Group Work: Building Student Collaboration and Agency 6. Engagement Through Expertise

Classroom video calls. You can do this. Here’s how. Educators have access to LOTS of video meeting platforms. Microsoft schools are likely using Teams video meetings or Skype. Google schools are going with Google Meet. Zoom, Blue Jeans and FaceTime are other options. The question most teachers have isn’t which platform to use. The stereotype for remote learning is to do video lectures. There are lots of ways to break out of that stereotype! 1. Teach to the whole class. Consider using Pear Deck. 2. Small groups can make personal interaction easier and more effective. Using Google Classroom? 3. If a subset of students haven’t turned in a particular activity or project, a small group meeting with those students can get them back on track. Using Google? All Platforms: Consider gamifying your classroom using sites like Class Dojo and Classcraft . 4. When they can’t meet in person, students miss their classmates. Use Flipgrid for asynchronous check-ins. 5. 6. Read-alouds are good for all students – including older ones. 7. 8. 9. 10. 11. 12.

Behavior and Classroom Management in Special Education Behavior is one of the greatest challenges a special education teacher faces. This is especially true when students receiving special education services are in inclusive classrooms. There are a number of strategies that teachers—both special and general education—can employ to help with these situations. We will begin by looking at ways to provide structure, move on to addressing behavior in general, and look at structured interventions as prescribed by federal law. Classroom Management The most effective way to deal with difficult behavior is to prevent it. Preventing bad behavior means creating a classroom environment that reinforces positive behavior. To start, you can create a comprehensive classroom management plan. Behavior Management Strategies Before you have to put a Functional Behavior Analysis (FBA) and Behavior Intervention Plan (BIP) in place, there are other strategies you can try. Then, we also need to define what inappropriate behavior is. Applied Behavior Analysis (ABA)

5 Effective Classroom Management Strategies & Techniques for 2021 Jun 16 2021 Although all-prevailing, the topic of classroom management is underrated. When discussed, it’s often reduced to mere doling out rewards and dispensing false praise. As a result, poor classroom behavior and classroom disruptions continue to linger in the air ominously. But there are ways to supercharge your classroom. Positive Action programs take classroom management to a whole new level. We believe it’s best to treat the cause, not the symptom, to get to the root of the problem and teach students how to make positive behavioral choices. We can modify reality by the actions we take. So, check out our roundup of 5 highly efficient classroom management strategies and techniques for 2021. What Are the Four Components of Classroom Management? Breaking down tasks into manageable chunks is half the work done. Likewise, the key to successful classroom management is dividing it into its four major components. 1. Arrange your classroom furniture, accessories, and learning aids thoughtfully.

Welcoming Students With a Smile A widely cited 2007 study claimed that teachers greeting students at the classroom door led to a 27 percentage point increase in academic engagement. The problem? It included just three students. Now a new, much larger and more credible study—comprising 203 students in 10 classrooms—validates that claim: Greeting students at the door sets a positive tone and can increase engagement and reduce disruptive behavior. Spending a few moments welcoming students promotes a sense of belonging, giving them social and emotional support that helps them feel invested in their learning. The first few minutes of class are often the most chaotic, as students transition from busy areas such as the hallway or playground. Ten middle school teachers were randomly assigned by the researchers to one of two groups. Teachers in the second group attended classroom management training sessions offered by their schools, but they weren’t given any specific instructions on how to start class. Building Community

L1 in the L2 classroom: from a sin to a possibility | TEFLing As most people trained in the mid-80´s, I used to completely avoid using or referring to L1 in the L2 classroom. After all, as Scott Thornbury (2010) reminds us, the arguments against it are that: translation encourages a dependence on the L1, at the expense of the learner constructing an independent L2 system; translation encourages the notion of equivalence between languages, yet no two languages are exactly alike (although languages from the same language family may be similar in lots of respects);the L1 system interferes with the development of the L2 system;translation is the “easy” approach to conveying meaning, and is therefore less memorable than approaches that require more mental effort, such as working out meaning from context;the “natural” way of acquiring a language is through direct experience and exposure, not through translation. Even so, my understanding of the debate about the role of L1 in the L2 classroom was still very pragmatic and “apolitical”. And you? References

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