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Classroom Management — Transcript

by Teachings in Education · 2,546 words · 407 segments · language en · Watch on YouTube

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0:00hello and welcome to teachings and
0:01education with your favorite instructor
0:04franca Vella this video will cover
0:07everything you ever wanted to know about
0:09classroom management that will cover a
0:11variety of different topics some areas
0:14will include building a culture setting
0:16rules and expectations delivering
0:18consequences and handling classroom
0:19disruptions we will begin by exploring
0:22the teachers role in classroom
0:24management understand that the behaviors
0:27of the student within the classroom are
0:28a direct product of the teachers
0:30environment I'll give you an example a
0:33tale of two different teachers you might
0:35have seen a group of students that learn
0:37and behave well for one particular
0:38teacher but the same group will
0:41misbehave for another teacher the
0:43difference is the teacher teachers have
0:46a responsibility to create a safe
0:48environment for their students if they
0:50don't expect to find bullying and abuse
0:52in the classroom teachers must first
0:54focus on behavior get their attention
0:57and then focus on learning as each
1:01classroom is different each teacher
1:03should have their own viable classroom
1:05management goals the next topic is
1:09becoming seen as an authority figure
1:12when teachers present themselves in an
1:14authoritative manner it helps them gain
1:17the respect and Trust necessary to lead
1:19students the best way to be seen as an
1:21authority is to exude confidence be
1:24confident in yourself be confident in
1:26your ability to teach you'll never be an
1:28authority if you're afraid to challenge
1:31your students the ability to challenge
1:33someone is a sign of strength next be
1:35direct when speaking speak with
1:37conviction use strong statements to
1:39address misbehavior also don't get
1:42rattled stay calm and maintain your
1:44composure show that you're always in
1:46control
1:47be sure to stand up straight when
1:49teaching in front of the classroom it's
1:51a way to show confidence and power
1:53when addressing the classroom speak with
1:55a deep and steady voice do not rush your
1:57words they should wait and lastly dress
2:01like an authority it sends a message to
2:03your students that you're all about
2:04business now it's absolutely necessary
2:07to build your own classroom culture
2:10which will be a foundational support for
2:12your
2:12and instruction building a classroom
2:17culture begins with the vision and goals
2:19for success what you want to do is
2:21create a shared vision with your
2:23students ask them what they want out of
2:25the class and out of their lives use
2:28that vision to create some actual SMART
2:30goals specific measurable achievable
2:32realistic and timely
2:33now after you come up with these class
2:36goals you need to market them post these
2:38goals in the classroom on the walls use
2:41a growth mindset to achieve the goals
2:43it's about continually working and
2:45getting better and better until you
2:46achieve that goal
2:47be sure to reinforce the vision whenever
2:50you get a chance give your students a
2:52pat on the back encourage them and
2:54everything begins and ends with
2:56assessment evaluate your progress toward
2:58the vision so here are some vision
3:01examples for at-risk students it may be
3:03as simple as an increase in attendance
3:04or an increase in reading proficiency
3:07creating a family-like environment in
3:09the classroom fostering friendship
3:10decreasing bullying while getting your
3:13students on the right path in life the
3:16next step to building classroom culture
3:17is to incorporate rituals and themes
3:20teachers can use classroom rituals and
3:23celebrations to bring the class together
3:26know your students birthdays and
3:28celebrate their birthdays take the time
3:32to plan a field trip for the class get
3:34them out of the building bring in a
3:36class pet something like a fish I love
3:41when I see some high school teachers
3:42greet their students with a special
3:44handshake every once in a while show a
3:48movie as a break as a reward
3:50sending a positive note home will make
3:53all the difference in the world
3:54for that one child celebrate student of
3:58the month change it up every month and
4:00display all your students work showing
4:03the world and them how proud you are of
4:05them the third component to building a
4:08classroom culture is to meet your
4:10students needs all children have basic
4:13human needs that guide their behavior
4:15teachers should observe and ensure their
4:18student needs are being met the two
4:20leading theories in education or by
4:21Glasser and Maslow class are states that
4:24teams will behave in a way to meet their
4:26the first need being survival as all
4:29children will need food shelter and love
4:31the next need is to feel empowered
4:33children want to feel power over their
4:35lives they want to feel freedom they
4:37want to be able to make decisions and
4:39choices that affect their lives human
4:42beings are social creatures everybody
4:44wants to belong so do students and
4:47lassie your students are going to want
4:49to have some fun on Tomaso's hierarchy
4:51which is similar to glasses in masses
4:54hierarchy the most basic needs are at
4:57the bottom and they move upward these
4:59needs include physiological safety love
5:02and belonging esteem and at the top
5:05self-actualization and the last step to
5:07creating a classroom culture is to
5:09create the proper environment for
5:11student learning teachers must make
5:14their classroom safe clean and aesthetic
5:16the room should be neat and clean it's
5:19not just a generous responsibility it's
5:21also the teachers ensure students are
5:24not on top of one another they just like
5:27anyone else need their personal space
5:29lighting should be adequate in the room
5:31they have to be able to see the board to
5:33see their papers arrange the classroom
5:36in a way that limits traffic and allow
5:37students to easily move try and provide
5:41a quiet space it could even be used for
5:44a timeout if necessary your classroom
5:46should be decorated accordingly science
5:49posters for science classrooms don't
5:51forget to include your students cultures
5:53the classroom environment should be a
5:55blend of the personality of the teacher
5:56and the personality of the students
5:58that's how you decorate your room the
6:02next section is classroom rules and
6:04regulations and we're going to first
6:06look at rule establishment rules are
6:09important because they inform students
6:11of the behavior that is expected of them
6:13when creating rules you want to have
6:15about 3 to 5 rules any more than 5 and
6:18don't expect the students to remember
6:19have them written in positive statements
6:22say arrive on time instead of don't be
6:24late
6:25they must be clear and specific avoid
6:29writing them as long sentences and
6:31lastly give the student a say in the
6:33rules ask them if they have a problem
6:34any suggestions about the rules
6:38next you have to enforce the rules a
6:44teachers rules must apply to all
6:46students all of the time no exceptions
6:50consistency is key you have to enforce
6:53rules day in and day out and that means
6:56enforcing them in a manner that is fair
6:58for all students you cannot play
7:00favorites
7:01to further enforce the rules have them
7:03posted somewhere in the classroom for
7:05all students to see also if you're on
7:07the flow of your lesson maybe enforce
7:09the rule a little later on teachers
7:12should avoid having the principal
7:13enforce the rules for them principals
7:15are often too busy and it's a sign of
7:17weakness lastly to enforce rules you
7:21have to be able to track them an example
7:23is elementary teachers using stop signs
7:27we're moving on to the next section
7:29procedures which will have your class
7:32running like a well-oiled machine
7:33procedures can create an organized safe
7:36and controlled classroom here are
7:39several areas where you should develop
7:40procedures for your students to follow
7:42the first was to have a procedure for
7:44distributing materials have a procedure
7:46for taking attendance and it should
7:48start with everybody showing up on time
7:49you must have a procedure in place for
7:52taking tests voices off face forward
7:55have procedures for group activities in
7:57order to stop students from talking over
8:00each other practice speaking procedures
8:03bathroom use procedures are useful at
8:05all levels that way learning isn't
8:07interrupted as the student has to leave
8:09have a bin for students to place their
8:11homework so you don't have to wait for
8:13them to find it and you definitely want
8:15a procedure in place for what students
8:17should do if they should finish early
8:18their boredom will lead to misbehavior
8:21on to the next section which is
8:24consequences and I'll start with the
8:26basics first off the consequences should
8:29be known by the students they should
8:31know what they are getting into when
8:32they misbehave stress the cause and
8:35effect relationship clearly explain to
8:37the student what caused the consequence
8:39when creating consequences try it and
8:42align them with your school's vision
8:44reinforce positive behaviors whenever
8:46you can give high classwork grades for
8:49those who behave let your students know
8:51it's not personal when you issue them
8:53consequences it's just business here are
8:56just a few examples of consequences
8:58email to parents detention timeout
9:01moving seats personal one-on-one talks
9:03loss of privilege making students have
9:05written apologies and so many more you
9:07can think of at this point I just want
9:12to take a quick break and ask that you
9:13don't forget to give me a quick thumbs
9:15up a light for this video back to the
9:18material and will enter the
9:19documentation part of consequences a
9:23teacher once said if it wasn't
9:26documented than it didn't happen
9:27teachers should document any serious
9:30incidents that they had with the student
9:32it's for their own protection when you
9:34actually write down what a student did
9:36that action becomes permanent and the
9:38student knows it's on their record write
9:40it down word-for-word
9:42so everybody knows what was said it
9:44makes a difference be sure to jot down
9:46exact dates times locations witnesses be
9:50as specific as possible make sure that
9:52you're organized keep a parent log store
9:55alright ups in the same place like in a
9:58file cabinet however it's best to be
10:00digitally organized today electronic
10:02folders will work even better
10:04now on to the last section of
10:06consequences which is implementation the
10:10first question is when should teachers
10:12respond to behaviors and implement
10:14consequences if at any time someone
10:17safety is at risk
10:18you must intervene never allow your
10:21students to disrupt learning immediately
10:23deal with the disrupter and if any of
10:26those three to five rules you created
10:28are broken you have to respond and when
10:31responding you want to do it as quick as
10:32possible unless it's a minor
10:34interruption in which case you keep
10:36teaching your consequences should be
10:38logical if a student throws a paper on
10:40the floor make them pick it up when
10:43responding to student behavior make sure
10:45that you the teacher maintains the
10:47student's dignity and inherent respect
10:49lastly consider using behavioral lesson
10:52plans I'll post some of the description
10:54links below
10:55the next section is classroom
10:57disruptions and we'll start with minor
10:59disruptions minor disruptions are those
11:02behaviors that do not warrant punishment
11:04but still compromise learning some
11:07examples include students tapping their
11:09pencils
11:10whispering doodling giggling etc etc etc
11:13now one method to deal with this is to
11:16quickly get quiet during the middle of
11:17the lecture bringing attention to the
11:19student if you don't want to stop
11:22instruction maybe give the student a
11:24quick look another way to signal to the
11:26student is to leave a small note on the
11:28interrupting students desk
11:30quickly mention the student's name to
11:32get them back on task a non-intrusive
11:34way to deal with minor interruptions is
11:36to quietly tap on the students desk but
11:39the most important thing is to realize
11:40that you don't want to be the one to
11:42stop student learning
11:43don't let a minor disruption ruin the
11:46flow of learning unlike a major
11:47disruption don't overreact and sometimes
11:51you could actually just ignore the
11:52behavior do be careful with the ignoring
11:54technique though next up is chronic
11:59disruption that is the continuation of
12:03behaviors even after being addressed by
12:05the teacher and the best way to deal
12:07with chronic disruptions from a
12:08particular student is to gradually
12:10increase the degree of consequences like
12:13walking a student up a ladder because
12:14the behavior is chronic be sure to
12:16document the exact number of times the
12:18behavior occurs ensure that students are
12:21taking responsibility for their actions
12:23tell them it was your choice or
12:25consequence both teachers and students
12:28should move forward towards conflict
12:30resolution strategies one suggestion for
12:33chronic misbehavior is to have the
12:35student sign a behavior contract with
12:38chronic behavior students get the
12:39parents involved schedule a conference
12:41make phone calls to them to find the
12:44cause of chronic behavior problem
12:46conduct a functional behavioral analysis
12:48now because each student is different
12:50you're gonna have to find the most
12:51effective consequence for each
12:53individual student for the teacher it
12:55always helps to take some notes and
12:56reflect on what has been working and
12:58what hasn't been working
13:01on to the third type of disruption which
13:04are major disruptions these types of
13:09disruptions that endanger teachers and
13:11students
13:12examples include destruction of school
13:14property
13:15fighting starting fires making threats
13:19and bringing in weapons before you
13:22actually deal with these types of
13:24behaviors you first have to read your
13:26school policy also you should know your
13:29students read their IEP s and their 504
13:31plans check for medical issues with
13:34major incidents you must contact your
13:37administrator unlike with minor
13:38disruptions be prepared to know where
13:42the first-aid kit is located and where
13:44the nearest exits are and if you're ever
13:46threatened as the teacher be sure to
13:48speak with your teachers union about
13:50what steps to take to protect yourself
13:53the next topic is instruction for
13:55classroom management well-planned
14:00engaging lessons will decrease student
14:02behavior problems to avoid boredom
14:05chains of your lessons don't do the same
14:07routine every day have clear objectives
14:10to keep your students on task working
14:12towards a goal inquiry based learning
14:15activities are engaging and foster
14:17problem-solving skills I've seen wonders
14:20using fun hands-on learning activities
14:22like bridge building for my BD classroom
14:24talk to your students and find their
14:26interests and use that knowledge to
14:28create activities an emergent curriculum
14:31you need lesson planning for your
14:33instruction to run smoothly and keep
14:35children on task and some you were in
14:38jokes to your instruction the students
14:40will actually enjoy the class meeting
14:41and lastly you have to differentiate
14:43instruction the students require work
14:45that is challenging but that they're
14:47able to complete
14:50now we're gonna wrap this thing up with
14:52some final thoughts remember you're
14:56going to have to routinely reteach rules
14:58and procedures students are going to
15:00forget especially after a vacation it's
15:03important to try and understand some
15:05common reasons that students misbehave
15:08those reasons include unclear limits
15:10wanting attention boredom avoiding work
15:13home issues pick your battles not every
15:17day has to be a war also it's okay when
15:21your students misbehave remember many of
15:23their problems aren't about you the
15:24teacher classroom management is
15:28something you have to work on make it
15:29your number one priority right now I
15:32want to say thank you for your time
15:34don't forget to please subscribe like
15:36and share this video also please check
15:39the description for links and resources
15:41below

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