{"id":202,"date":"2017-01-10T10:36:00","date_gmt":"2017-01-10T18:36:00","guid":{"rendered":"http:\/\/sites.sandiego.edu\/character\/?p=202"},"modified":"2017-05-04T18:07:17","modified_gmt":"2017-05-05T02:07:17","slug":"january-2017","status":"publish","type":"post","link":"https:\/\/sites.sandiego.edu\/character\/blog\/2017\/01\/10\/january-2017\/","title":{"rendered":"CLASSROOM MANAGEMENT"},"content":{"rendered":"<p style=\"text-align: center\">\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<strong>CLASSROOM MANAGEMENT<\/strong><\/p>\n<p style=\"text-align: center\"><strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relationships, Efficiency, Communication<\/strong><\/p>\n<p style=\"text-align: center\"><strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 January 2017 Blog<\/strong><\/p>\n<p style=\"text-align: center\">\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <em>\u00a0 Edward DeRoche<\/em><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><em>National data show that one in five new teachers will leave the classroom within five years; in urban districts, that number jumps to nearly 50%.\u00a0<\/em><\/p>\n<p><em>\u00a0<\/em>Last semester CERC co-sponsored a monthly seminar with the Department of Learning and Teaching faculty that we called \u201cTeacher-Teaching Connections.\u201d The series was offered to all students in the teacher education program, those doing student teaching, cooperating teachers, and staff members.<\/p>\n<p>About seventy people attended each of the three programs .<\/p>\n<p>The 2-hour program included a short reception, a half-hour presentation by the CERC staff, and a one-hour presentation offered by a veteran teacher in the public schools.<\/p>\n<p>Listening carefully to the students\u2019 questions, it was clear to me that many, if not most, were concerned about the many aspects of classroom management.<\/p>\n<p>So, this month\u2019s blog is for you\u2014training to be a teacher, doing student teaching, entering the second half of your first year as a teacher, and those of you in your early years of teaching looking for practical, helpful, relevant classroom management tips.<\/p>\n<p><strong>Classroom Management: The Intervention Two-Step<\/strong><\/p>\n<p><em>All of us have had major classroom disruptions that try our patience and push our limits\u2026.. Couple these feelings with the possibility of taking the disruption personally, and we have a recipe for disaster. It&#8217;s important that we divide our response into two parts: (1) <\/em><em>Immediate stabilization and (2)<\/em> <em>Intervention to resolve these issues.<\/em><em>\u00a0\u00a0 \u2026Minor inappropriate behavior does not require the two-step, but \u00a0when it is required, let&#8217;s see how to do it: <\/em><\/p>\n<ul>\n<li><em>Understand that stabilizing is not excusing, letting the student get away with anything or ignoring. It is deferring the actual \u00a0intervention to a more favorable time.<\/em><\/li>\n<li><em>Show the student that you&#8217;re willing to hear his or her side of the story.<\/em><\/li>\n<li><em>Guess the motive for the misbehavior, and acknowledge it without agreeing to the student&#8217;s choice of a solution.<\/em><\/li>\n<li><em>Deflect attempts to argue.<\/em><\/li>\n<li><em>Use humor.<\/em><\/li>\n<\/ul>\n<p><em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><a href=\"http:\/\/www.edutopia.org\/user\/82998\">Dr. Richard Curwin&#8217;s Blog<\/a>, February 4, 2014<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Three Things New Teachers Need To Know About Classroom Management<\/strong><\/p>\n<ol>\n<li>Teach Time-Saving Routines and Procedure <em>Veteran teachers spend the first two weeks of the year \u00a0teaching routines and procedures, so the rest of the year runs \u00a0 They teach routines like any other lesson, with \u00a0modeling, guided practice, \u00a0and independent application.<\/em><\/li>\n<li>Balance Rules with Relationships <em>\u2026Some teachers struggled because they hadn\u2019t balanced \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 clear rules with showing they cared for students.. I helped them realize they could hold students accountable for doing \u00a0\u00a0\u00a0\u00a0 work, but also reach out to them when they were having a \u00a0bad day. When they gave a kid a consequence, I made sure they greeted them the next day with a smile and a \u201cglad to have you back.\u201d<\/em><\/li>\n<li>Plan to Maximize Student Thinking Time <em>Double Plan: Make a lesson plan in two columns \u2014 one for what you would do and one for what the students would do. \u00a0Substitute the time you spend explaining what a text means, with them reading it and debating the meaning. Don\u2019t \u201cturn \u00a0\u00a0\u00a0 it over\u201d to students without making clear expectations for voice level, who they are working with, and the assignment.Behavior actually improved because they were no longer expected to sit passively, they were actively learning.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ryan McCarty, October, 2, 2014, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"http:\/\/www.teachingchannel.org\/blog\/2014\/10\/02\/classroom-management-3-things\/\">http:\/\/www.teachingchannel.org\/blog\/2014\/10\/02\/classroom-management-3-things\/<\/a><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>5 -Keys to Creating Independent Learners\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>1. <u>Motivation<\/u> &#8211; <em>One\u2019s motivation to attempt a task is based on \u00a0a calculation of meaning, relevance, and perceived chance for success.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><\/p>\n<p>2. <u>Engagement<\/u> &#8211; <em>A school culture focused on engagement will \u00a0attempt to change student behavior by designing learning experiences that are better attuned to students\u2019 need to engage in \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 meaningful work and solve problems that are relevant to their lives. <\/em>.<\/p>\n<p>3<u>. Self-Efficacy<\/u> &#8211; <em>A school culture that values self-efficacy will teach students that patience, persistence, and strategy are more important than innate intelligence.<\/em><\/p>\n<p>4.<u> Ownership<\/u> &#8211; \u2026 <em>A culture that values ownership will provide \u00a0students with choices about what they will learn, give students the \u00a0opportunity to determine evidence of their learning, and take the \u00a0\u00a0\u00a0\u00a0\u00a0 time to teach students how to accurately assess\u2014and revise\u2014their own work.<\/em><\/p>\n<p>5. <u>Independence<\/u> &#8211; <em>The journey from dependence to independence \u00a0requires students to be the active agents in curriculum, instruction, and assessment.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Tony Frontier is a member of the <a href=\"http:\/\/www.ascd.org\/professional-development\/pls.aspx\">ASCD Professional Learning \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Services<\/a> and coauthor of <a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Five-Levers-to-Improve-Learning.aspx\">Five Levers to Improve Learning: How \u00a0 to Prioritize for Powerful Results in Your School<\/a> (ASCD, 2014).<\/p>\n<p><strong>The Dos and Don\u2019ts of Classroom Management: Your 25 Best Tips<\/strong><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n<p><em>&#8220;I am a soon to be new teacher and really appreciated this collection \u00a0of do&#8217;s and don&#8217;ts of classroom management. For me classroom \u00a0management does not intimidate me as it does for most new \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 teachers. I have been an after-school counselor for 6 years so have \u00a0learned some of these techniques along the way. I believe that there is one big thing to make sure you are able to manage your class and \u00a0 that is creating that relationship with your students<\/em>.&#8221; \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 &#8212;&#8211; A teacher from Texas \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"https:\/\/www.edutopia.org\/discussion\/dos-and-donts-classroom-management-your-25-best-tips\">https:\/\/www.edutopia.org\/discussion\/dos-and-donts-classroom-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 management-your-25-best-tips?<\/a><\/p>\n<p><strong>\u00a0<\/strong><strong>NOTE:<\/strong> CERC offers two ONLINE ONLY elective courses for undergraduate and graduate students:<\/p>\n<p><strong>Spring 2017: Educ 354\/554 Character-based Classroom \u00a0 Management: Principles, Practices, and Policies (3) <\/strong><\/p>\n<p><strong>Summer 2017:Educ 379\/579 Social-Emotional Learning &amp; Teaching: Home, School, Work (3) &#8212; Monday , June 5 \u00a0 through Friday, August 25<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0CLASSROOM MANAGEMENT \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relationships, Efficiency, Communication \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0&#8230;<span class=\"readmore\"><a href=\"https:\/\/sites.sandiego.edu\/character\/blog\/2017\/01\/10\/january-2017\/\">Read More >><\/a><\/span><\/p>\n","protected":false},"author":680,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-202","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - 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