Classroom Management Introductory Workshop Dr. S in addition to y Washburnswashbur@indiana.ed

Classroom Management Introductory Workshop Dr. S in addition to y Washburnswashbur@indiana.ed www.phwiki.com

Classroom Management Introductory Workshop Dr. S in addition to y Washburnswashbur@indiana.ed

Young, Barry, Morning Drive On-Air Personality has reference to this Academic Journal, PHwiki organized this Journal Classroom Management Introductory Workshop Dr. S in addition to y Washburnswashbur@indiana.eduMr. Mike Horvathhorvath3@indiana.eduMs. Michele Brentanombrentan@indiana.eduCenter on Education in addition to Lifelong LearningIndiana Institute on Disability in addition to Community Indiana UniversityIndiana Regional Workshops 2009-10“The children of today love luxury. They have bad manners, contempt as long as authority, they show disrespect to adults, in addition to love to talk rather than work or exercise. They contradict their parents, chatter in front of company, gobble up food at the table, in addition to intimidate their teachers.” “The children of today love luxury. They have bad manners, contempt as long as authority, they show disrespect to adults, in addition to love to talk rather than work or exercise. They contradict their parents, chatter in front of company, gobble up food at the table, in addition to intimidate their teachers.” Socrates attributed to Plato 470 BC–399 BC

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What are the necessary general components of effective classroom managementReminder to S in addition to yReview the Agenda

A Brief History of Classroom Management ResearchSystematic study a rather recent phenomenon.Kouinin (1970)“Withitness”Smoothness in addition to momentum during lesson presentationClear expectations as long as students. Variety in addition to challenge in work assigned to students.A Brief History of Classroom Management ResearchBrophy in addition to Evertson (1976) Findings support Kounin’s earlier workMajor finding: Classroom Management is a CRITICAL aspect of effective teaching. A Brief History of Classroom Management ResearchThe Classroom Strategy Study (Brophy 1996;) Brophy & McCaslin,1992).Major Finding: Effective managers employed different types of strategies with different types of students, whereas ineffective managers employed the same strategies regardless of the type of student or the situation.

A Brief History of Classroom Management ResearchSeries of 4 studies by the Research in addition to Development Center as long as Teacher Education in Austin, Texas. (Early 80’s) (Evertson, Emmer, San as long as d, Clements, in addition to Martin)Major findings:Support earlier work of KouninEarly attention to Classroom Management at the beginning of the year was critical to a well-run classroom. Teachers can improve management techniques through training (study in addition to practice)Classroom Management That Works (Marzano, 2003)Meta analysisExamined effectiveness of 5 components of classroom managementRules in addition to ProceduresDisciplinary InterventionsTeacher-Student RelationshipsMental SetPromoting ResponsibilityRules in addition to ProceduresRules are location specific behavioral expectationsProcedures tell students what to do when, promote student independence in addition to free the teacher to teach, monitor in addition to interact.

Disciplinary InterventionsActions taken by the teacher in response to student behavior in order to influence behavior. Examples from participants

Make 3 tic marks-1 as long as each statement.This element makes the most difference (1st section)I am most competent with this element. (2nd section)I need to do better with this element. (3rd section)Rule in addition to ProceduresDisciplinary InterventionsTeacher-Student RelationshipsMental SetMarzano’s Meta-analysis Results as long as Four Management FactorsMarzano’s Meta-analysis Results as long as Four Management Factors

Criteria as long as Classroom RulesRules are based on 3-5 broad social principlesUse your SW ExpectationsRules describe location-specific behaviorWhat does it look like Rules are stated positivelyInvolve students in the development.Publicly post the rules.Rules are based on broad social principles/expectations

Criteria as long as Classroom RulesRules are based on 3-5 broad social principlesUse your SW ExpectationsRules describe location-specific behaviorWhat does it look like Rules are stated positivelyInvolve students in the development.Publicly post the rules.Evaluate in addition to fix Sample RulesNo gum, food or drinksListen to adultsRespect peers in addition to adults with words in addition to actionsUse appropriate langaugeNo electronicsPartner Work (15 minutes total- 8 min to prepare in addition to 7 min to share)Read through a sample set of rules. (h in addition to out)Look back at the criteria. Identify rules which meet the criteria-mark somehow. Make improvements to those that don’t.Working backwards, what broad principles would you tie these rules to

Young, Barry KFYI-AM Morning Drive On-Air Personality www.phwiki.com

Teach Expectations, Rules in addition to ProceduresTeach expectations directly.State the rule in concrete termsTell Students WhyProvide students with examples in addition to non-examples of rule-following.Provide examples via demonstration.Actively involve students in lesson— game, role-play, etc., to check as long as their underst in addition to ing.Provide opportunities to practice rule following behavior in the natural setting.Prompt or Remind Students of the RulesProvide students with visual prompts (e.g., posters, illustrations, etc).Use pre-corrections, which include: “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or be as long as e settings where problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

Monitor Students’ Behavior in Natural ContextActive Supervision (Colvin, Sugai, Good, Lee, 1997): Move aroundLook around (Scan)Interact with studentsProvide rein as long as cement in addition to specific praise to students who are following rules.Catch errors early in addition to provide specific, instructive feedback to students who are not following rules. (Think about how you would correct an academic error.)Evaluate the Effects of InstructionCollect in as long as mationAre rules being followedIf there are errors,who is making themwhere are the errors occurringwhen are errors being madewhat kind of errors are being madeSummarize in as long as mation (look as long as patterns)Use in as long as mation to make decisionsWriting ProceduresProcedures tell students what to do when.Focus in on student behaviorProcedures promote student independenceFree teacher to teach, do not rely on your involvementTask AnalysisStep by stepDiscrete in addition to observableSequential

Classroom Management is — proactive in addition to — reactive.Do you remember the 5 elements of effective classroom management Marzano’s Meta-analysis Results as long as Four Management FactorsDisciplinary InterventionsTeacher Reaction (-.997)Tangible recognition (-.823)Direct Cost (-.569)Group Contingency (-.981)Home Contingency (-.555)

Young, Barry Morning Drive On-Air Personality

Young, Barry is from United States and they belong to KFYI-AM and they are from  Phoenix, United States got related to this Particular Journal. and Young, Barry deal with the subjects like Local News; National News; Social Issues

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