Welcome Beginning Teachers!How are you managing?

Lauren Brand, Sarah Oertel, Aveni Patel

Objectives● Educators will be able to build positive relationships with students.● Educators will identify strategies that encourage students to take ownership

of their own growth● Educators will be able to establish a safe and orderly classroom environment

that is conducive to learning.

What Happens without Classroom Management?

The Significance of Classroom Management

● Effective classroom management○ Is the key predictor of student success ○ Increases motivation and self-regulation○ Induces higher academic engagement, academic

achievement, and fewer behavior disruptions ○ Empowers BOTH students and teachers to learn and

grow○ Decreases teacher stress and burnout

ICE BREAKER

Can someone tell me how to drive a car?

Staples of Classroom Management1) EXPLICIT INSTRUCTIONS•Students need EXACT step-by-step instructions. 2) CONSISTENCY•What you dish out to one student, you must dish out equally to all.3) FOLLOW-THROUGH•Do NOT say you are going to do something, and then not do it. Trust WILL be lost.

Evidence-Based Practices

1. Defining the rules and proactively teaching appropriate behaviors

2. Responding quickly to low-intensity behavior 3. Delivering appropriate interventions to students’ needs4. Collecting and using ongoing data

Framework--Self-Determination Theory

What is relatedness, autonomy, and competence?Relatedness

● Improving students' relationships with teachers has shown to have important, positive and long-lasting implications for both students' academic and social development

● Students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

Autonomy

● Promotes persistence on tasks and increases self-regulation

● Positive relationship between autonomy and academic achievement

● Students who feel they had autonomy tend to be more curious, persistent, involved, and like school more

Competence

● “The most powerful influence on self-efficacy judgments is past performance.” (Shoenfelder & Urdan, 2006)

● Students perceived as competent are given more opportunities to practice and engage with material

● Students strive for goals ○ We can construct how

those goals are formed: Mastery Approach, Performance Approach, Performance Avoidance

Let’s put it into practice

Visualize...

Student A feels a strong personal connection to her teacher, talks with her teacher frequently, and receives more constructive guidance and praise, rather than just criticism, from her teacher.

Student B has a strained relationship with her teacher, only talks to her teacher when necessary, and receives more criticism than guidance, and minimal praise from her teacher.

Visualize

Student A is likely to trust her teacher more, show more engagement in her learning, achieve at higher levels

academically, and be better behaved in class than Student B.

Building Relationships with StudentsTreat your class like family•Some of our students show up at school without a strong emotional base from home•Like all humans, children also want to feel a sense of belonging•How can we foster this family-like atmosphere in our classroom?

Share a mini-autobiography•Students NEED to get to know their teachers and understand that they believe in them and genuinely want them to learn•“I love being here.”•“You kids are what I look forward to every day.”

Building Relationships with Students

Building Relationships with Students

Fostering Relatedness in the Classroom

The STARS methodS- Share stories from your lifeT- Take an interest in your students’ livesA- Acknowledge your student’s effortsR- Respect your studentsS- Start each day with a smile

Build Your Own PledgeFostering relatedness in the classroom begins with you!

In your groups, come up with a three sentence pledge that will show your students that you are there for them.

You will have about 3 minutes to complete this activity :)

Fostering Autonomy in the Classroom

● Allow children to determine what class rules look like in the classroom○ “Be respectful, Be responsible, Be kind”○ What does that look like?○ Hang pictures of children acting these out in matrices around the room

● Provide targeted feedback ● Meaningful choices--with behavior too!

○ “It looks like you are wiggly in your carpet square and need to move to be focused. Would you like to sit in a chair or move to the corner spot?”

○ “You may choose to write in your journal or draw in your journal”

Fostering Autonomy in the Classroom● Even with redirections!! Make it the child’s choice with the positive and

negative consequences. ■ “If you chose to throw the book, you are choosing to get it taken away. If you chose

to not throw the book, you chose to read and participate in class”● Track their behavior with data

○ Charts ○ Journals

Examples

Fostering Competence in the Classroom● Challenging but solvable problems

○ Self efficacy and engagement● Setting realistic expectations

○ Background knowledge○ Opportunities to experience success

Fostering Competence in the ClassroomROUTINES...For EVERYTHING!

Teach then Practice

● Folders○ Save time passing out papers by

having a folder with all the days handouts already at the desks

● Routines allow students to know exactly what they should be doing, so they can focus on the content not the classroom procedures

Fostering Competence in the ClassroomLow Stakes, Individual Goal Tracking

Evidence of Improvement

● How and what you want your students to track data on is a personal or class decision

● Provides feedback ● Whether the goals are Mastery or Performance

Approach, students know the purpose and can feel accomplished

● Growth Mindset○ Accomplished/Completed○ Still Improving

Fostering Competence in the ClassroomStroke-Sting-Stroke Method:

Never embarrass a student in front of the class.

Every time you do have to reprimand a student, try and follow it up with at least 2 positive affirmations

Let’s Practice Now!!! In groups of 3 or 4, you will choose a scenario and then discuss how you would address the situation using the stroke-sting-stroke method. You will have three minutes to discuss and plan a role-play to perform in front of your fellow colleagues.

K-12 Resources

Post Assessment ● Turn on your laptop● Open an internet browser tab (such as Chrome, Safari, or Internet Explorer)● Go to kahoot.it● Enter the game pin written on the board● Wait silently to start the game!

Think About It

How could these explicit instructions be improved?

ReferencesBerry, D., & O'Connor, E. (2009). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A

child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31(1), 1-14.

Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2014). To what extent do teacher-student interaction

quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology. Advance online

publication.

Alderman, M. K., & MacDonald, S. (2015). A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers. Kappa Delta Pi

Record, 51(2), 52-56.

Marquez, B., Vincent, C., Marquez, J., Pennefather, J., Smolkowski, K., & Sprague, J. (2016). Opportunities and Challenges in Training Elementary School

Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program. Journal Of Technology

And Teacher Education, 24(1), 87-109.

Gresalfi, M., Martin, T., Hand, V. et al. Educ Stud Math (2009) 70: 49. doi:10.1007/s10649-008-9141-5

http://journals.sagepub.com.libproxy.lib.unc.edu/doi/full/10.3102/0034654315626799

● Tim Urdan, , , ● Erin Schoenfelder● Department of Psychology, Santa Clara University, 500 El Camino Real, Santa

Clara, CA 95053, United States

Received 13 September 2005, Revised 3 April 2006, Accepted 3 April 2006, Available online 19 May 2006