Managing the Classroom

Must:

• order materials

• contact parents

objectives

State the importance of good management and discipline

Define management and discipline

Identify the primary goal of management and discipline

Define teacher attitudes that are important in establishing a successful classroom

State the elements of classrooms that make them complex environments

Define basic principles or recurring themes that should be applied to establishing successful management and discipline in the classroom

School administrators indicate poor management and discipline is a major reason for low evaluations as well as a primary reason why teachers are not rehired (Good & Brophy, 2003).

[Savage, Tom V./Savage, Marsha K.. Successful Classroom Management and Discipline)

• so there is the fact of the teacher being competent in creating plans and paths for discipline that are creative or/andDAPs. Secondly, not over-using administration for discipline

What is classroom mgmt and Discipline

Management

• the role a teacher takses in creating a classroom environment that creates functionality and ability to have robust success

  • based on preventative measures

    • how order is created and maintained based on:

      • physical environment

      • flow of lesson plans

      • time management

      • use of goals

      • expressing and utilizing leadership and authority

      • motivation and encouragement of students

• is a huge and complex, staggered dynamic of prevention

  • creates trust, farm motivation, creates a community, hinges on engagement

  • should be collaborative (in some instances), holistic, and humane

Lead management (Glasser, 1990)

• involves students needs, based on input

  • input solicited as often as needed

• wrapped around what needs to be done

• consider conditions work is done in or needed conditions

• expectations communicated clearly and with good rapport

• reciprocation of performance

• students perform metacognitively at certain points

• willing to listen to students and accept feedback

• teacher facilitates, provide assisstance

• non-coercive

• non-adversarial

  • no stereotype threat, no

Power is a real thing in class

• dont be scared, be responsible, warm, and professional

• students are not powerless, use their voices to build the classroom, facilitate, meet needs, create goals.

• to feel powerless is to not trust

  • need to be respected

  • leads to personal commitment and healthy TSR (can be a research topic)

  • some must give up unhealthy power to gain correct power

Discipline

• Based on reactions

• any action that facilitates the development of self-control, responsibility, and character

  • “What action will be the best choice in helping the student move toward self-control?”

    [Savage, Tom V./Savage, Marsha K.. Successful Classroom Management and Discipline)

  • should be to desire and strategically orchestrate class to create productice and satisfying patterns of living and being a part of a learning or working system

  • with self-chosen beliefs and principles.”

    • the truth is that they aren’t self-chosen sometimes, and that is why connectio and utility value, even in discipline is important, without making it punitive

• maybe this is where teacher attitudes come in, students, if there is trust and connection, may be inspired by these things and/or pick them up

Teacher attitudes

• liking students

• respecting the individuality of students

• holding high expectations

• making expectations practical and clear

• enjoying teaching

• posessing concern for welfare of each student

• valuing and implementing autonomy

“peer cooperation is emphasized, and classroom management and discipline is viewed as a process of creating and maintaining a healthy learning environment rather than as a means of asserting teacher authority and power.”

[Savage, Tom V./Savage, Marsha K.. Successful Classroom Management and Discipline]

Preventative Measures

• should always come first and be based on warmth

Proper Reactions

• should not be reactive