Ch.6+notes

__ Outline __ __ Learning Objectives: __ Students will: 1. create behavior expectations and standards designed to create a supportive a safe, positive learning environment 2. compare and contrast the difference between standards, rules, or classroom procedures and key procedures that will allow your classroom to operate more smoothly 3. create a model structure for the beginning of a school year 4. describe classroom management methods that prevent disruptive student behavior and support the smooth implementation of effective lessons
 * Chapter Six **
 * Developing Standards for Classroom Behavior **

__ Research __ Effective classroom managers at both the elementary and junior high levels spend time teaching students classroom rules and procedures.

Rules such as written or posted rules indicate what behavior is expected in the class. Procedures like rules are expectations but apply to a specific activity.

Evertson’s et al. Classroom Organization and Management Program provides instructional modules for Cites numerous studies regarding the practice of teaching desired behaviors and establishing agreed-on behavior standards
 * 1) Organizing the classroom
 * 2) planning and teaching the rules and procedures
 * 3) developing student accountability
 * 4) maintaining good student behavior
 * 5) planning and organizing instruction
 * 6) conducting instruction and maintaining momentum
 * 7) getting off to a good start
 * 8) climate, communication, and self-management

Delpit cautions that children from other cultures may find the school cultural values to be foreign and may be uncomfortable.

Educators must establish and monitor behavior standards: 1) Student learning is relating to a safe environment 2) Students benefit from learning about their rights as citizens

__ Developing General Behavior Standards or Rules __ Steps in developing classroom behavior standards // Discussing the value of Rules and Behavior Standards // // Cultural influences that effect rules/standards // Children not representing the dominant culture often feel manipulated by the dominant culture. Dominant culture has power. Five components of Power // Person’s Constitutional Rights // // Develop of standards/rules // Have students: Gathercoal (2004) notes that all behavior needs to be examined on the basis of time, place and manner. Most behavior is appropriate at some time, in some place and if done in a particular manner.
 * 1) Discuss the value of having behavior standards
 * 2) Develop a list of the standards (3-6 rules)
 * 3) Positively state standards
 * 4) clearly differentiate/separate rules from procedures
 * 5) teach the concept of “time, place, and manner”
 * 6) Obtain a commitment to the standards
 * 7) Have students sign this commitment
 * 8) Decide if anyone else should sign and commit to supporting these standards
 * 9) Monitor and review the standards
 * 10) Determine how new students will be involved in understanding and committing to these standards
 * 11) Review these standards when behavior problems increase or at times you expect students may need a preventive review (prior to havening a substitute teacher, following major holidays, etc.)
 * Issues of power are enacted in classrooms
 * There are codes or rules for participating (culture of power)
 * Rules of the culture of power are a reflection of the rules of the dominant culture
 * Being told explicitly the rules of that culture makes acquiring power easier
 * Those with power are frequently least aware
 * Health and safety: Do not have the right to infringe on the physical or psychological safety of others
 * Property loss and damage: Have the right to work in an environment in which property is not stolen or damaged.
 * Legitimate educational purpose: teachers have right to select instructional materials, assess student learning, ask students to be on time, etc.
 * Serious disruption of the learning environment: students cannot disrupt the learning of others
 * Develop a list of behavior standards they feel are important
 * Get a commitment (clarify and get students to commit)
 * Monitor and Review Rules/standards

__ Classroom Procedures __ // Elementary //

· Other procedures (fire drills, beginning/end of day, housekeeping)
// Secondary //

· Beginning class (roll call, distributing materials, tardy)
· Instructional activities (signal for attention, headings for papers, seatwork) · Ending class (dismissal, organizing for next class, cleaning up) · Other procedures (safety drills, lunch procedures, bathroom, etc.)

// Teaching/monitoring Procedures // // Creative Examples of Teaching Rules and Routines // __ Case Study: Dealing with the Dilemma of Gum Chewing __ __ Case Study: Developmental Recess __ __ Case Study: Teaching Students to Respect Physical Space __ __ Case Study: Teaching Students Hallway Behavior in Middle School __ __ Changing Teachers’ Procedures __ Sometimes data reflects that it is not the students who need to be taught a particular procedure, but rather that the teacher needs to adjust his/her own procedure.
 * Discuss the need for procedure
 * Solicit student ideas
 * Have student practice procedure
 * Reinforce correct procedural behavior
 * 1) Puppet plays
 * 2) Story-time
 * 3) Posters
 * 4) Letters
 * 5) Oops, I goofed
 * 6) Create a Play
 * 7) Rule Unscramble
 * 8) School in Relation to Community Rules
 * 9) Rules Bingo
 * 10) Wrong Way
 * 11) Hug or handshake
 * 12) Contract for Success
 * 13) Picture Signals
 * 14) Rules in the Sack
 * 15) Hidden Rules
 * 16) Numbered Rules
 * 17) Discrimination
 * 18) Wheel of Fortune
 * 19) Awards
 * 20) Picture Posters

__ Outline for Beginning the School Year __ // Major Components Elementary // First and Second Day Schedule example  // Major Components Secondary // // Maximizing On-Task Behavior // // Beginning a Lesson // Methods  // Clear instructions // Methods 1. Give precise directions // Maintaining Attention // Methods // Pacing // Methods // Effective Seatwork // Methods // Summarizing // Methods // Providing Useful Feedback // Methods  // Smooth Transitions // // Early Childhood Settings // Four environmental challenges (Wolery, Bailey, and Sugai): // Increasing positive student behavior // __ Dealing with Disruptions __ · Students need to leave the room · Tardiness · Conflicts with Homework · Excessive student non-academic questions
 * 1) Readying the classroom
 * 2) Planning rules and procedures
 * 3) Consequences
 * 4) Teaching rules and procedures
 * 5) Beginning-of-school activities
 * 6) Strategies for potential programs
 * 7) Monitoring
 * 8) Stopping inappropriate behavior
 * 9) Organizing instruction
 * 10) Student accountability
 * 11) Instructional clarity
 * 1) Beginning the Year-Secondary
 * 2) Provide a cognitive map
 * 3) Define learning
 * 4) Ask students what they want to learn and how they learn best
 * 5) Be inviting and help student know you
 * 6) Allow students to interview you
 * 7) Help students to become better acquainted
 * 8) Teach judicious discipline and establish behavioral norms
 * 9) Teach KEY behavioral procedures
 * 10) Develop an approach for how you and your students will respond to violations
 * 11) Monitor student work
 * 12) Involve students in their own assessment
 * 13) Let them assess your teaching and their feelings regarding class
 * 1) Instructional Management Skills
 * 2) Giving clear instructions
 * 3) Beginning a lesson
 * 4) Maintaining attention
 * 5) Pacing
 * 6) Using seatwork effectively
 * 7) Summarizing
 * 8) Providing useful feedback and evaluation
 * 9) Making smooth transitions
 * 10) Dealing with common classroom disruptions
 * 11) Planning for early childhood settings
 * 1) Develop a room arrangement that allows all students to sit comfortably and clearly see the teacher
 * 2) Select and teach a cue for getting students’ attention
 * 3) Do not begin until everyone is paying attention
 * 4) Begin the lesson by removing distractions
 * 5) Clearly describe the goals, activities, and evaluation procedures
 * 6) Stimulate interest by relating it to the students’ lives or a previously taught lesson
 * 7) Start with a motivating activity
 * 8) Hand out outlines, definitions, or guides so that they can focus their thoughts on the lesson
 * 9) Challenge students to minimize transition time.
 * 1) What student will be doing
 * 2) Why they are doing it
 * 3) How they can obtain assistance
 * 4) What to do with completed work
 * 5) What to do when they are finished
 * 6) Describe the desired quality of work
 * 7) After instruction, have student paraphrase directions
 * 8) Positively accept all questions (yes, even ones they that you just went over)
 * 9) Place directions where they can be seen and referred to by students
 * 10) Have students write out assignments before beginning
 * 11) If students are having difficulty-break assignment into smaller tasks
 * 12) Give directions immediately prior to activity they describe
 * 13) Model correct behavior
 * 14) Hand out worksheets or outline before taking a field trip
 * 15) Make arrangements for students who are absent
 * 1) Arrange the classroom to facilitate instruction
 * 2) Make sure your seating arrangement is equitable
 * 3) Use random selection in calling on students
 * 4) Ask the question before calling on a student
 * 5) Use wait time-at least 5 seconds before moving on or answering a question
 * 6) Ask students to respond to another students’ answer
 * 7) Do not consistently repeat students’ answers
 * 8) Model listening skills by paying close attention to students when they speak
 * 9) Be animated
 * 10) Reinforce efforts and maintain high + to - verbal statements
 * 11) Vary instructional media and seatwork
 * 12) Create anticipation
 * 13) Ask questions that relate to the students’ own lives
 * 14) Provide work of appropriate difficulty
 * 15) Provide variability and interest in seatwork
 * 16) When presenting difficult material, acknowledge its difficulty, clarify if necessary
 * 1) Develop awareness of tempo
 * 2) Watch for nonverbal cues (confusion, boredom)
 * 3) Divide activities into short segments
 * 4) Provide structured short breaks
 * 5) Vary teaching style and content
 * 6) Do not bury students in paperwork
 * Make seatwork diagnostic and prescriptive
 * Develop specific procedures for obtaining assistance
 * Establish clear procedures regarding what to do when seatwork is completed
 * Add interest to seatwork (cartoons, puzzles, brain twisters)
 * Work through several examples prior to seatwork
 * Monitor students’ seatwork and make needed adjustments
 * Sweep the room by moving around systematically
 * Provide presentation and discussion prior to seatwork
 * Keep contacts with students relatively short
 * Have students work together during seatwork
 * Have students write one thing they learned in the lesson
 * Have students play the role of a reporter summarizing what they learned
 * Have students create a skit ot act out main ideas of what they have learned
 * Ask students to create a learning display
 * Encourage students to present their learning to others
 * Display student work
 * Provide review sessions
 * Use tests as tools for summarizing learning
 * 1) Teach students that evaluation is part of the learning process
 * 2) Tell students the criteria by which they will be evaluated
 * 3) Relate feedback directly to goals
 * 4) Record data so that the STUDENTS can monitor their own progress
 * 5) Provide immediate, specific,
 * 6) Provide honest feedback
 * 7) Ask student to list factors that contributed to their success
 * 8) Deemphasize comparisons between students
 * 9) Deemphasize grades
 * 10) Provide clear information regarding progress
 * 1) Methods
 * 2) Arrange classroom for efficient movement
 * 3) Create and post a schedule and discuss any changes prior to class beginning
 * 4) Have material ready for the next lesson
 * 5) Do not relinquish attention until you have given instruction for the next activity
 * 6) Do not do tasks that can be done by students
 * 7) Move around the room and attend to individual needs
 * 8) Provide students with simple instructions
 * 9) Remind students of key procedures
 * 10) Use group competition to stimulate orderly transitions
 * 11) Develop transition activities
 * 12) Be sensitive to students’ special needs
 * 13) Use teacher-directed instructions
 * Instructional dimension
 * Physical dimension
 * Social dimension
 * Environmental dimension
 * Sufficient space
 * Have distinct walkways and play space
 * Environment conducive to children helping themselves
 * Extra guidance during unstructured time
 * Plan activities where children can practice cooperation, sharing etc
 * Support pleasant interactions, neat storage, attractive decorations
 * Examine frustration


 ACTIVITIES 1. Do an Internet search for “classroom rules”. Thousands of teacher’s classroom rules will be listed. Critique at least ten different sites. Make sure they follow the eight basic rules of rules…

1. Be consistent with school rules 2. Must be understandable 3. Must be doable 4. Must be manageable 5. Must ALWAYS be applicable 6. Must be stated positively when possible 7. Stated behaviorally 8. Consistent with your own philosophy

2. Classroom procedures are just as important as classroom rules. Many times teachers confuse the difference between a rule and procedure. A rule is something that should never change and it should be understandable and doable. Procedures on the other hand can be modified based on student need and trial and error. If procedures are not well defined, students can get confused and management issues may arise. Make a detailed description of your classroom procedures. 3. Have students brainstorm behavior problems that they have witnessed on the board. Continue until they have exhausted the list. Then have the students come up with at least five classroom rules that they think are reasonable and/or have seen in a classroom observation. After discussing the rules/standards, sort the behaviors by the standard. Do all of the behaviors fit under the standards/rules? Why do the behaviors still exist? Have the students develop a lesson plan to teach the rules.

__ Websites __ Dr. Mac’s Amazing Behavior Management Website [] Discussion boards and articles on behavior management [] Proteacher []

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