Sanders Group Presentation 2 Spring 04 (1)1

7/28/2019 Sanders Group Presentation 2 Spring 04 (1)1

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I have come to a frightening conclusion. I am the

decisive element in the classroom. It is mypersonal approach that creates the climate. It is my

daily mood that makes the weather. As a teacher I

possess tremendous power to make a childs life

miserable or joyous. I can be a tool of torture or aninstrument of inspiration. I can humiliate, hurt or

heal. In all situations, it is my response that decides

whether a crisis will be escalated or de-escalated,

and a child humanized or dehumanized.

Hiam Ginott


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Classroom Structure

Classroom Management:

Physical layout of classroom

Manageable room Accessible materials

Procedures clearly stated and understood by students

Behavior Management:

Rules should be clearly stated and consistentlyreinforced throughout the year.


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Historical Perspective

Traditional

Bureaucratic and Monitorial

New England Pedagogy

Progressive

Conservative Restoration


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Models for Classroom Structure:

Lee Canter

Assertive discipline

Teachers should insist on responsible behavior

Many teachers fail to discipline because they believe

that firm discipline is inhumane


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Assertive Discipline: Teachers

Teachers have three basic rights as

educators:

To maintain an optimal classroom

setting for learning

Expect appropriate behavior

Expect help form administrators aswell as parents


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Assertive Discipline (students):

Students have three basic rights:

To have teachers who help them develop and

grow by limiting self-destructive behaviors Teachers who support and encourage

appropriate behavior

Students should have prior of the consequences

of their behavior


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Canter Model of Classroom

Behavior: The following items are essential to good

behavior management

State and clearly teach expectations early Use I messages

Calm voice, eye contact, non-verbal gestures

Repeat the rules when needed

Firm, positive insistence


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Jones Model of Classroom

Behavior Management: Reduce the loss of instructional time

Statistics:

50% of class time is lost because ofmisbehavior and being off task

80% is lost due to talking

19% is lost to daydreaming, out of seat andmaking noises

1% is lost to more serious behavior


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Focus of Jones Model:

Apply effective body language

* Use of body for non-verbal communication

- Eye contact- Facial expression

- Posture

- Signals and gestures

- Physical proximity

Incentive systems

Individual help


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Mackenzie Model for Classroom

Structure: Structure is the organizational foundation of

the classroom.

Common Misconceptions: Teaching rules is the parents job

Children should know what to expect

Explaining the rules should be enough

Students resent firm rules and the teacher whomakes them

Male teachers are the best disciplinarians


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Mackenzies Setting Limits

Program: Rules in theory

Rules in practice

All rules should be introduced to students the

first day

Broad and inclusive rules

Limit rules to three to five


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Harry K. Wongs Classroom

Structure: Main characteristics of effective teachers

Classroom management skills

Teaching for lesson mastery

Positive expectations

Classroom management is organization ofstudents, space, time and materials.


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Classroom Management:

Security

Accessible materials

Manageable room

Highly focused students

Clear expectations

Little wasted time, confusion ordisruption


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Managing Your classroom:

Engaged time

Academic time

Achievement

Predictable environment

Rules-(General and Specific)

Consequences Rewards

Sanders Group Presentation 2 Spring 04 (1)1

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