Classroom management

In lectures this week Jan has been asking us to put together a list of classroom management techniques that will help us get through our first years of teaching. I think this is a great idea. The NSW Institute of Teachers requires new graduates to be proficient in "creating and maintaining a safe and challenging learning environment through the use of classroom management skills." As a graduate I will need to demonstrate teaching strategies that are safe, engage students and manage student behaviours. This list will help structure my teaching strategies for classroom management.
Our readings this week have focused on identifying specific behavioural patterns and strategies for the effective management of these types of students behaviour. It is important to get to know the students to understand why they are behaving that way. Then develop teaching strategies to deal with this type of behaviour. Through my school visits I have observed many strategies for classroom management. The use of a positive rewards system and the fact that the teacher knows all her students and how they learn has been effective for quality teaching.
After reading about the different models  I have decided to base the classroom management strategies on Bill Rogers' decisive discipline model ." Decisive teachers recognise that they cannot make students do anything" (as cited in Konza, Grainger and Bradshaw. 2004 p90) This is exactly what I tweeted about one month ago questioning "how do you get students to do what you want them to do?". Now I can see that you need to get the students to want to do what you want them to do.
Element 4 of the NSW Institute of Teachers' Professional Teaching standards requires teachers to effectively communicate with their students. Clear and direct instructions. Listening and engaging students. This element needs to be included in the classroom management rules. I have complied the following list as a starting point and I am sure I will be updating and changing through reflection of my teaching experiences.


CLASSROOM SURVIVAL RULES

Be prepared, organised and ON TIME!

Get to know your students. Ask previous teacher, survey students and talking to students.


Take time at the start of year to establish class rules. No more than 5.  "Jointly develop rules with students." (Konza, Grainger and Bradshaw. 2004) Our guest speaker in lecture last week, Peter Hobbs, outlined the importance of the rules to be written in positive language.

Make sure everyone understands the rules and teach the rules to the class. This is what respect looks like, sounds like.


Place the rules in a prominate place in the classroom and refer back to them when correcting behaviour.

Need to set up routines. The way the students walk to class from assembly.The way the students enter and exit classroom. Where school bags will go. Movement in the classroom.


The teacher needs to setup rewards system and  discipline system and strategies for getting students attention.

Code switching. Students aware of what behaviour is acceptable in classroom.

Always take time to settle class into the lesson.


"Use positive language as much as possible." (Konza, Grainger and Bradshaw. 2004 )

STRATEGIES FOR HANDLING DISRUPTIVE STUDENTS

Teacher stops and waits and glares at student.

Move closer to student.

Naming the student.

Teacher talks softer.

Need to categorise levels of discipline and disciplinary action to be taken.

Low level. Talking not listening

Medium level . Not doing task. Student gets choice. Do it now or consequence. (do it at lunch time)

High level.  Time out corner needs to be setup.


Peter Hobbs from DET introduced the C.A.L.M. approach to behaviour management at our lectures.(Granville Behaviour Team)

"The C.A.L.M. approach to behaviour management .

C. Cues (not in order)
pre-determined signal
a look
acknowledge appropriate behaviour
proximity
student’s name
check the student is OK emotionally
ask if the student needs help.

A. Ask questions

"X … (pause) what are you meant to be doing?"
"X… (pause) where are you meant to be sitting?"
"X … (pause) what class rule are you breaking?"

 L. Leave them with a choice

"X … (pause) you need to make a good choice; either come to the floor now or we talk about this at recess.

" M. Make a statement showing you’re control

"X, you seem to be choosing to talk about this later. We’re continuing our learning". Maintain: composure, whole class teaching focus, follow- up.

It is not the severity of the consequence but the certainty that it will happen. "

Don’t ignore bad behaviour. Ask student to comply then walk away and expect compliance. If not comply then try partial agreement.  Act don’t re-act. If still not comply then speak to student about respect and an apology.

Be fair and equitable. If student has complaint then listen if busy say will deal with later but make sure deal with and let both parties know outcome.

References

Konza,D. Grainger,J. & Bradshaw,K. (2004) Existing Models of Behaviour Management. In classroom Management: A Survival Guide, (p79-100). Social Science Press.


NSW Institute of teachers.(2010)."Professional teaching standards" Retrieved from


            http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/