Think of the best teachers you’ve had in your life… What were they like?

Specific Didactics & Practicum

UNT

What do you consider to be a teacher’s major challenges to effective group management?

Am I made for this?

Let’s find a solution… How about this one?

• 34% of teachers agreed or strongly agreed that student behavior problems interferred with their teaching.• Dissatisfaction with student behavior is the 4th reason

for transferring schools and 5th for leaving the profession.• CM is a major factor in teacher burnout (Durr, 2008).• Teachers spend 50% of their time managing students

instead of teaching• 70% of teachers report needing to improve their CM

1. Teacher expectations of students do not influence how much students achieve in class (and in their lives).

2. Student behavior will always be a problem in every classroom.3. “Grumpy” teachers always seem to have more classroom management issues than

positive, happy teachers.4. Teachers who collaborate with other teachers have fewer classroom management

issues than teachers who “work on their own”.5. Focusing on your “subject” is the best way to prevent discipline problems in the

classroom.6. Classroom management has nothing to do with discipline.7. There are fewer classroom management problems in smaller classrooms.8. Teachers either “win” or “lose” their classes on the first few days of the school year.9. A teacher should spend more time covering material than managing their classrooms in

the first 3 days of school.10. Most classroom management problems have nothing to do with students – they are

the teacher’s fault.https://allthingslearning.wordpress.com/tag/classroom-management/

• KEY to the POP-QUIZ: 1-F, 2-F, 3-T, 4-T, 5-F, 6-T, 7-F, 8-T, 9-F, 10-T

How many artists are there in the room?

•Creativity•Curiosity•Enthusiasm

•Report the qualities of the best teachers you’ve had…

What do we remember about a teacher?

•Mostly, how good they made us feel…

How close is too close between a teacher and a student?

Distant enough to be professional…Close enough to be warm…

“I was always at peace because of the way my mom treated me.”

Martina Hingis

Being warm emotionally vs. Anger management

Emotional intelligence

• the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior

“I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, 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.”

Haim Ginott

How would one want to be remembered?

Good teachers…

1. …don’t work on CM2. …are calm – focused3. …are warm emotionally4. …have a natural aura of positive authority5. …are knowledgeable6. …are passionate

“Nothing great was ever achieved without enthusiasm.”

Emerson

• Watch the following video about mirror neurons and discuss its implications for the classroom.

• Now in what way can we relate mirror neurons with classroom management?

Setting the tone

• Game• Competition• Music• Quotation• Anecdote• News

What kind of behavior would you like your Ss to have?

•Agree – make Ss understand the reason for any given rule

•Rehearse – until it becomes a routine

Positive Discipline

• Refer to rules as expectations•RESPECT should be the cornerstone value

• Therefore, respect Ss’ dignity

Getting Ss at the door or before class actually begins

• Positive, non-confrontational• Informal chit-chat• Reinforce good behavior

Dealing with problem kids

• Separating kids: group/pair work! (Careful: humiliation breeds revenge)

Focusing

• Talk to whole class with EVERYONE paying attention to you.• Give clear instructions

Monitoring

Low profile intervention

• Proximity• Proximity + look• Proximity + touch• The “are-you-ok”

technique• The 2-min technique

• Invest in the relationship with students

•Emotional connection• Get the best of each S – you never know how much good

will and talent they may have

• Assertive I-messages•Amnesty and amnesia•Act is wrong – not student

•Move your eyes

Labelling students

• They act as labelled• When reading faces, ask yourself why

Learn to listen

Being in control

• Ss need to feel they’re in good hands• Sending S to the Principal’s office• “Withitness”

Attention span

• K: 5-8’• 1-6: 8-12’• 7-12: 12-15’• College: 15-18’

• Or 10’ for all Ss?

Sequencing vs. pacing

• Think & jot down own ideas• Pair work: quiet talk to share ideas• Talk in small group• Whole class

Correcting

• Positive• Correction• Positive

Early finishers

• Help a friend• Do homework• Journal writing• Silent reading time

Boredom: best invitation to misbehave

Closure activities

• The rating quiz• Question• Answer• Critique

• Give me 5• Paper airplanes• Cartoon bubbles

Avoiding burnoutSTRESS BURNOUT

Over-engagement Disengagement

Over-reactive Emotions are blunted

Urgency and hyperactivity Helplessness & hopelessness

Loss of energy Loss of motivation, ideas, hope

Anxiety disorders Detachment and depression

Primary damage is physical Primary damage is emotional

Handling stress

• Find a mentor / shrink• Learn to say no• Get plenty of sleep• Try something new• Nourish your creative side• Create realistic to-do lists• Talk to somebody positive• Learn• Leave teaching at school or set a limit

Celebrate what it means to be a teacher

Teaching & Learning How-to

Subject Expertise

Emotional Intelligence