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Classroom Management Chapter 8

Classroom Management Chapter 8. Carol Weinstein Wilford A. Weber. Objectives. To define classroom management, explain the relationship between classroom management and discipline, and describe the concept of “culturally responsive classroom management.”

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Classroom Management Chapter 8

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  1. Classroom ManagementChapter 8 Carol Weinstein Wilford A. Weber

  2. Objectives • To define classroom management, explain the relationship between classroom management and discipline, and describe the concept of “culturally responsive classroom management.” • To contrast the characteristics of authoritative, authoritarian, and permissive teachers. • To identify the ongoing tasks involved in classroom management and to explain how each contributes to a well-functioning learning environment.

  3. What is Classroom Management?Why is it a Problem? • Classroom are crowded environments. • Classrooms are more culturally diverse than ever. • Half of the nation’s children with disabilities are now educated in general classrooms. • Children are growing up in circumstances that create physical, emotional and psychological problems. • Educational programs did not prepare teachers for the challenges of today’s classrooms.

  4. Three Styles of Classroom Management • Authoritarian • Permissive • Authoritative

  5. The Tasks of Classroom Management • Designing the Physical Environment • Building Positive Student-Teacher Relationships • Be welcoming • Learn about your students’ lives • Develop Cultural Literacy • Communicate high expectations • Develop good communication skills • Foster an atmosphere of community • Provide opportunities to learn about each other • Hold group meetings to encourage open communication and group problem-solving • Be alert for bullying and peer harassment • Teaching the norms for behavior

  6. Working with Families • Deciding on goals of communication • Deciding on the timing and means of communication • Preparing for parent-teacher conferences • Conducting a parent-teacher conference • Communicating with diverse families

  7. Responding to Inappropriate Behavior • Dealing with minor misbehavior • Non-verbal strategies • Dealing with more serious misbehavior • Penalties • Dealing with chronic misbehavior: • Reality Therapy • Using strategies based on behavioral learning principles • Keeping anecdotal records Whenever possible, it’s preferable to use a consequence that is logically related to the misbehavior

  8. Final Thoughts on Classroom Management Clearly, learning to be an effective classroom manager is a multi-faceted, complex endeavor. It involves knowledge, reflection, hard work--andtime. And like skiing or swimming it requires on-site learning.

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