Classroom Management for Teachers Dr Jeanene Barnett amp Desarae A Witmer Session Objective To provide a framework and tools that can be used in any classroom that will build teacher credibility ID: 606053
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Secondary Classroom - Management for Teachers
Dr. Jeanene Barnett & Desarae A. Witmer Slide2
Session Objective
To provide a framework and tools that can be used in any classroom that will
build teacher
credibility
build
student/teacher relationships
reduce
student/teacher anxiety
decrease disruptive classroom
behaviors
in
an effort to increase student engagement and close the achievement gap.
Slide3Slide4
21st Century Students
Student in the class of 2027!!!Slide5
Learning for All?
In 1973, only
28%
of jobs required postsecondary education.
In 2020,
65% of jobs will require postsecondary education.5Slide6
Social Mobility: American DreamA child born in the bottom 20% of family incomes is ten times more likely to stay there than a child in the top 20% is of falling to the bottom 20%.
A child born in the top 20% of family incomes is five times more likely to stay there than a child in the lower 20%is to rise to the top 20%.
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Education…
…is the most
powerful tool
for helping students of poverty
rise
.(Greenstone, et al., 2013)
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Classroom Teacher…..
STILL the single most significant contributor to student achievement
Is more important to students who do not have a loving parent at home
Can completely erase the academic effects of poverty within five years
Poor Students, Rich Teaching: Mindsets for Change,
2016; Eric JensenSlide9
John Hattie
Visible Learning:
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
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What is more powerful than poverty?
Hoping for better parents
Waiting for our nation to end poverty
Teach the behavior
Implement a model for acceptable behavior
Still needs worksL>>>>
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How does effective classroom management impact student learning?
Teacher Creditability .
90
Teacher/Student Relationships .72
Classroom Behavioral .68
Classroom Management .52Teacher Expectations .44Reducing Anxiety .40Decreasing Disruptive Behavior .34Class Size .20
Visible Learning for Teachers, Maximizing Impact on Learning, 2012: John HattieSlide12
The stakes are high!
3 times more likely to be unemployed
63 times more likely to be incarcerated
More likely to live in poverty
More prone to ill health
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Add achievement paragraph f/ Hattie here. Slide14Slide15
Impacts on behavior….Chronic Stress
Cognitive Gaps
Less Emotional Support
-Have not been taught proper emotional response skills
Poor Students, Rich Teaching: Mindsets for Change, 2016; Eric JensenSlide16
What can we control?
As an educator, what are variables that we DO control?Slide17
5 Variables WE CONTROLStructure & Organization
T
each
O
bserve
InteractCorrect CalmlySTOIC by Dr. Randy SprickSafe and Civil SchoolsSlide18
Structure of the Classroom
Organize the classroom for success
Can you get to all areas of the room quickly and efficiently?
Can students access the areas and the materials they need quickly and efficiently?
Is the class period scheduled to include consistency, variety and opportunity for movement?
Have classroom expectations been defined for instructional activities?
Have clear expectations for transitions between activities been defined?Slide19
Teach
Teach students how to behave responsibly in the classroom
.
Have you created lessons on expectations and explicitly taught them for classroom activities and transitions?
Have you created lessons and explicitly teach expectations for classroom routines and policies?
Do you provide teaching and re-teaching as needed. Slide20
ObserveObserve student behavior. (Supervise)
Do you circulate and scan as a means of observing and monitoring student behavior?
Do you model friendly, respectful behavior while monitoring the classroom?
Do you periodically collect data to make judgements about what is going well and what needs to be improvement in your classroom management plan?Slide21
Interact
I
nteract positively with students.
Do you interact with every student in a welcoming manner? Using the student’s name? At every opportunity?
Do you provide age- appropriate, non-embarrassing feedback?
Do you strive to interact more frequently with every student when he/she is engaged in positive behavior than when he/she is engaged in negative behavior?Slide22
Correct Calmly
Do you correct consistently?
Do you correct calmly?
Do you correct immediately?
Do you correct briefly?
Do you correct respectfully?
Do you have a menu of in-class consequences that can be applied to a variety of infractions?Do you have a plan of how to respond to different types of misbehavior fluently?
Correct irresponsible behavior fluently, that is in an manner that does not interrupt the flow of instruction. Slide23
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They start like this…..
Graduates of 2030Slide24
Wrapping it up
3
AhHas
2 share with a neighbor
1 new STOIC process you are going to implement at the start of school. Slide25
Wrapping it up!!Slide26
ReferencesJohn Hattie
Eric Jenson
Randy
SprickSlide27
“The fight is won or lost far away from witnesses---behind the lines, in the gym, and out there on the road, long before I dance under those lights.”
Muhammad Ali
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