Comprehensive Classroom Management 355
2. Creating an affirmative classroom climate and a community of support by
establishing positive teacher-student and peer relationships and maintaining constructive
involvement with students’ caregivers
3. Involving students in developing and committing to behavior standards that promote
on-task behavior and help support a calm, safe learning environment
4. Using instructional methods that facilitate optimal learning by responding to the
academic needs of individual students and the classroom group
5. Implementing responses to unproductive student behavior that treat students
respectfully and help them develop skills for working effectively in the classroom
and school settings
2. Skill deficiencies
* Knowledge and understanding
* Belongingness and affection
* Safety and security
* Physiological needs
Dreikurs (four goals) centered his ideas for working with children on the belief that their basic need is social acceptance.
* attention getting, power, revenge, and displays of inadequacy
Glasser (five basic needs)has crusaded for increasing the sense of efficacy and power students experience.
* love, fun, power,freedom, survival
Coopersmith ( factors associated with self-esteem) found that in order to possess high self-esteem, individuals need to experience a sense of significance, competence, and power.
only in school environments that allow them to experience a sense of control or power
over their learning.
argues that pessimistic people
get depressed more often than
optimistic people. He also points out that pessimists do worse at school and on the job, because they fail to use their talents to the fullest. And a pessimist’s health is usually worse than an optimist’s. Seligman is careful to point out that by teaching our children to become optimists, we are not simply boosting self esteem, or promoting “empty” positive thinking. Rather, we are teaching our children to seek the accurate causes of a problem, to overcome helplessness, and to master adversity.
2. Openness related to our reactions to and feelings about the school environment, with limited sharing of aspects reflecting our out-of-school life (best option)
2. Openness related to our reactions to and feelings about the school environment, with limited sharing of aspects reflecting our out-of-school life
3. An almost exclusive focus on a role-bound relationship; that is, we share no personal feelings or reactions but merely perform our instructional duties
*Eating lunch with students
*sending letters and notes to students
*Joining in playground games
*Home Visits-learning more about students background
*Involving parents in the classroom-makes them feel apart of the school and their child’s learning
*Back to school night- First impression
*Parent teacher conferences- chance to talk to them one on ones about child’s progress.
*Use active listening to defuse the parent’s emotions-you can help the parent feel understood
*Ask parents what they wish to accomplish-moves conference towards a potentially productive prole solving conference.
*Be honest-maintain professionalism and sets the stage for future meetings
*Tell parents specifically what will be done to deal with the problem.
2. the quality of peer relationships and personal support in classroom affects the degree to which students’ personal needs are met and their ability to be productive and learn.
3.peer relationships can directly affect achievement through cooperative learning activities.
4. students with disabilities perform better when teacher and peers are positive and supportive.
5. positive peer relationships helps create situations for students to feel valued and respected.
6. peer relationships can affect achievement by facilitating collaborative working relationships between students.
*help’s students learn each other’s names
Know your classmates
*help student get to know one another interest
*help students get rid of the fears and assumptions about their peers so they can get to know them
*Initially provide some instruction for the base group
a. Describe Kounin’s research on classroom discipline.
b. what did he find was the same between successful and unsuccessful classroom management?
c. What did he find was different successful and unsuccessful classroom management?
b. Handling discipline problems in the classroom, both teachers responded to the problem in the same manner.
c. successful teachers prevented to prevented the problem and was better prepared and organized and moved smoothly from one activity to another.
*seat work that’s individualized and engaging
*greater classroom awareness
*anticipated students’ needs
*effectively coped with the multiple and often overlapping demands associated with teaching
b. What if a teacher wants to add more rules? What should the teacher do?
b. do not post more than 5 at a time. replace one rule with another (switch out)
Why are you picking on me?
What did I do?
Everyone else is doing it. Why look at me?
How should the teacher responds?
Rehearse: Rehearse and practice, the procedure under your supervision.
Reinforce: Reteach, rehearse, practice and reinforce the classroom procedure until it becomes a students habit or routine.
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