Published on March 1, 2014
Michael McCann Ashland University
CLASSROOM MANAGEMENT PHILOSOPHY Provide an academic atmosphere that gives students the opportunity for his or her personal development of their highest achieve level based on their ability levels.
GROUP DYNAMICS understand the forces that cause students to behave differently in groups Determine Roles students assume in the group (class clown, instigator, leader, scapegoat) Roles teacher assume to deal with student roles (referee, Judge, parent, role model) Use of proximity, seating arrangement, teacher movement, withitness
Effective strategies to help teachers improve classroom discipline Situational help, appraising reality (behavior causes of proper/improper actions), supporting self-control Punishment-preplanned consequences which are unpleasant (sitting by themselves, completing work not done, not participating in activates Teach social skills; have a sense of humor; don't personalize unruly behavior;
Communications between teacher and students and how it effects behaviors Address situations rather than offending student’s character Identify the specific situation which has created issue Discuss previously presented consequences for misbehaviors Create an environment of openness with students through small group or classroom meetings Teachers need to engage students in conversations that are based on their personal interests, issues, and lives
Establish quality as the prime ingredient in all aspects of teaching, learning, and curriculum Know the learning styles most appropriate for students in classroom Vary the classroom instructional lessons to incorporate curriculum priorities Teach students on the process of learning Remember all students in the classroom are all not at the same level and develop lessons which are inclusive of all learning levels
THEORISTS AND THEORIES USED IN CLASSROOM MANAGEMENT PLAN DEVELOPMENT
Redl and Wattenberg Group Dynamics Redl and Wattenberg define group dynamics as forces that are generated by and within groups that strongly affect behavior. http://www.slideserve.com/fareeda/group-dynamicsclassroom-discipline-the-pioneering-work-of-fritz-redlwilliam-wattenberg
Hiam Ginott Congruent Communication Theories about communication and the importance of positive relationships may be more applicable to a secondary classroom than the elementary one simply because students are more able to respond and contribute Several basic principles can be included in any classroom. It may be implemented on its own as a classroom management system or it may be included into others. One advantage of Ginott’s theory is that it can be weaved in relatively easily to any existing classroom or school management system without disruption. haim ginott.docx Ginott Theory.pptx http://www.youtube.com/watch?v=zYVuoKRRkTs
William Glasser Behavior as Student Choice Choice Theory® is the basis for all programs taught by the Institute. It states that all we do is behave, that almost all behavior is chosen, and that we are driven by our genes to satisfy five basic needs: survival, love and belonging, power, freedom and fun. In practice, the most important need is love and belonging, as closeness and connectedness with the people we care about is a requisite for satisfying all of the needs. http://www.youtube.com/watch?v=FckebmElMa8 http://www.wglasser.com/
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