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Classroom Management Techniques Kids Don’t Want You to Know
About…
In this jam-packed session, you will learn time-tested research-based strategies and techniques designed to: • Decrease teacher and student frustration • Improve student focus • Systematically teach appropriate, on-task behavior • Drastically reduce problem behavior • Increase instruction time Welcome:
Brenda LaFayette: Wakefield MS Science Teacher, Team leader, 2010 WMS Teacher of the Year
Almost 30 years of experience in education – 23 years teaching middle school students. Background/Why teachers need training in classroom management:
Little or no pre-service training in classroom management
On-the-job training is trial and error
Some teachers come better prepared than others to succeed in this Today’s Students:
Always
Sometimes
Never Today’s Teachers:
Authoritarian
Permissive
Authoritative Classroom Arrangement: “If it’s not fixed, break it.”
One of the first things a student observes when he or she enters the classroom
Energy flows where the eye goes
Main consideration should be whether the classroom arrangement is contributing to the success of your students. If not, don’t be afraid to make a “break” and try something new
Unconditional Positive Regard (UPR)
Contingent Interaction
Non-contingent Interaction
Build relationships with your students Self Control: The SMARTR” Response
Verbal Communication
Non-verbal Communication
Avoiding Power Struggles
Presenter: Brenda LaFayette, [email protected] or [email protected] Please feel free to email me if you would like more information.
Classroom Management Techniques Kids Don’t Want You to Know
About…
Teach-To’s:
Don’t assume today’s students come to you ready and able to learn.
T.L.C.: Teaching Classroom Expectations: o Teaching classroom expectations o Looking for performance on expectations (monitoring) o Consequenting behavior – both positive and negative
Identifying classroom expectations – student voice
Direct instruction – Model, Lead, Test o I do, We do, You do
REFOCUS: Consequenting Behavior (Turning a disruptive moment into a learning moment)
o Putting it all in place: o Classroom arrangement (maximized for student achievement) o Unconditional Positive Regard (built relationships with your students) o Self Control (teacher has practiced and internalized methods) o Teach-to’s (taught systematically so students clearly understand expectations) o Refocus (procedure must also be one of your “Teach-To’s”)
Refocus Form explained Whole procedure demonstrated
Classroom Management Strategies and Procedures Demonstrated Comparison between Time Out and Refocus (Time In) What Ifs Absolutes (Going Building-Wide) Data
