Managing Your Classroom

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  • Lesson Identification and TEKS Addressed

    Cluster : Education and Training

    Course : Instructional Practices in Education and Training

  • TEKS Student Expectations

    • (5) The student creates an effective learning environment. The student is expected to:
      • (A) describe characteristics of a safe and effective learning environment
      • (B) demonstrate teacher and trainer characteristics that promote an effective learning environment
      • (C) identify classroom-management techniques that promote an effective learning environment
      • (D) describe conflict-management and mediation techniques supportive of an effective learning environment
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • Analyze and evaluate the classroom management strategies
    • Plan a way to minimize behavioral problems
    • Develop a set of class rules to enhance the learning environment
    • Apply behavior management strategies by suggesting appropriate responses to common behavioral problems
  • Rationale

    Script

    With this lesson you will gain insight into an effectively run classroom that fosters a positive learning environment for students. You will be able to create your own classroom expectations; classroom procedures and design a classroom of your own. This will enable you to have a better insight to an effectively operated and organized classroom.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Authoritarian style: A management style that seeks to control students’ behavior through many rules, procedures and consequences

    Authoritative style: A management style that seeks to shape students’ behavior through setting high expectations, explanations and consistent application of consequences

    Classroom management: The steps teachers take to optimize learning by shaping their classroom environment, engaging students in learning, and minimizing inappropriate behavior

    Classroom procedures: Specific guidelines that translate the class rules into concrete actions expected of students

    Class rules: The guidelines for student behavior specific to a class or teacher

    Nonverbal cues: Communication without words using techniques such as eye contact, body language, gestures, and physical closeness

    Permissive style: A management style that does not seek to control students’ behavior through many rules, procedures, and consequences

    School policies: Overall guidelines the generally address major issues such as attendance and dress code

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for multimedia presentations
    • computers with internet access (Be sure to follow district guidelines for internet access)
    • presenter/remote

    Materials:

    • graph paper
    • poster board
    • markers
    • rulers
    • colored pencils

    Movie/video:

    • Movie Ron Clark Story

    • copies of handouts ( see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to the lesson:

    Gather a variety of classroom expectations, guidelines, procedures and consequences from teachers on your campus.

    Before class begins:

    Arrange desks into groups of about four students each. Place a set of expectations, rules, procedures and consequences for each group.

    __

    As class begins, have students discuss the expectations, rules, procedures and consequences provided for each group. Ask the students to guess which teacher the expectations, rules, procedures and consequences belong to.

    Ask the following questions:

    • Why is it important to have a set of guidelines for the classroom?
    • What purpose do guidelines serve?
    • What problems may occur if classroom expectations, rules, procedures and consequences are not clearly defined and explained to students?
  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute handout KWHL – Managing Your Classroom (see All Lesson Attachments tab). Students will fill out the first three columns of the chart. Ask students to write down what they already know about classroom management, what they want to know about classroom management and how they can find more information about classroom management. The last column will be completed during lesson closure.

    Introduce PowerPoint™ Managing Your Classroom (see All Lesson Attachments tab). Students will be expected to take notes while viewing the slide presentation.

    Distribute handout, Engaging Students (see All Lesson Attachments tab). Students will compete individually or with a group. Then have students discuss answers as a class.

    Distribute handout, What Are Your Classroom Guidelines? (see All Lesson Attachments tab). Have students individually complete what their rules would be for their own classroom one day. Discuss why they chose the rules to put on their poster.

    Individual Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • check for understanding
    • providing assistance with note-taking
    • providing extra time for oral response
    • frequent feedback

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute handout, Design Your Own Classroom (see All Lesson Attachments tab). Inform students they will complete the worksheet and then enlarge the room to poster board size. Hang the posters on the wall of the classroom in a gallery style. Then students should compare and contrast rooms with one another.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing extra time for oral response
    • frequent feedback
    • providing peer tutoring
    • reducing length of assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Students will work independently or with a partner researching and collecting data for their assignment Designing Your Own Classroom (see All Lesson Attachment tab).

    Review assignment rubric so that students are aware of assessment procedures.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing extra time for oral response
    • frequent feedback
    • providing peer tutoring
    • reducing length of assignment
    • assisting student in gathering information
    • providing praise and encouragement
  • Lesson Closure

    Review lesson objective, terms and definitions.

    Distribute handout T-Chart Classroom Management (see All Lesson Attachments tab). Students will write down the pros and cons of implementing effective classroom management strategies.

    During research, end each class with each student or group giving a brief status report on the progress of their assignment.

    Follow-up questions at the end of each class period to include answer and discussion. Use one a day.

    • How are class rules and procedures related? Give an example that shows their relationship.
    • Explain why consistency is so important in handling behavioral problems?
    • How do students develop a sense of personal responsibility? How does having a sense of personal responsibility impact behavior?
    • Explain how classroom management is linked to learning?
    • Why do behavioral problems happen more often during transitions?

    Complete graphic organizer, KWHL Chart – Managing Your Classroom (see All Lesson Attachments tab) to analyze what they have learned about classroom management.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student presentations will be assessed with appropriate rubric provided during Guided Practice.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • providing praise and encouragement

  • References/Resources

    Textbooks:

    • Cooper, J.M, Ryan, K. (2000). Those Who Can, Teach Ninth Edition. Boston, MA: Houghton Mifflin Company.
    • Henke-Konopasek, N. (2010). Student Workbook Teaching. Tinley Park, IL: Goodheart-Willcox Company.
    • Kato, S.L. (2010). Teaching. Tinley Park, IL: Goodheart-Willcox Company.
    • Wong, H., Wong, R. (1998). The First Days Of School. Mountainview, CA: Harry K. Wong Publications, Inc.

    Websites:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Promote the use of the pre-reading strategy prediction.

    Print, distribute and discuss 6 Classroom Management Tips Every Teacher Can Use from http://www.nea.org/tools/51721.htm.

  • Quotes

    You teach best what you most need to learn.
    -Richard David Bach

    A mind once stretched by a new idea never regains its original dimensions.
    -Anonymous

    Who dares to teach must never cease to learn.
    -John Cotton Dana

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Managing Your Classroom
    • Presentation Notes: Managing Your Classroom

    Technology:

    • Option: Locate and view video clips of the movie “Ron Clark Story”

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • KWHL Chart Classroom Management
    • T-Chart Classroom Management

    Handouts:
    • Engaging Students
    • Design Your Own Classroom
    • Speech Topic
    • What Are Your Classroom Guidelines?

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • If you were to meet Ron Clark what five (5) questions would you ask him?
    • Why do behavioral problems occur more frequently during transitions?
    • How do students develop a sense of personal responsibility?

    Writing Strategies:

    • RAFT Writing Strategy
      • Role: Student
      • Audience: Future teachers
      • Format: Informative Flyer
      • Topic: Tips for successful classroom management
  • Communication 90 Second Speech Topics

    • How do you feel about using rewards such as stickers or parties, to encourage achievement or good behavior?
    • How can teachers facilitate positive classroom management skills?
  • Other Essential Lesson Components

    Enrichment activity

    Students can create a bulletin board for another teacher on the campus or at their internship with the teacher’s expectations, rules, procedures and consequences in mind.

  • Family/Community Connection

    Have students visit a variety of classrooms. Have the students take notes as they observe the teacher and students.

    Ask the following:

    • What changes would you make (if any) to the teacher(s)’ classroom? Why?
  • CTSO connection

    Family, Career, Community Leaders of America (FCCLA)

    http://www.texasfccla.org

    STAR Event:

    • Teach and Train – An individual event – recognizes participants for their exploration of the education and training fields through research and hands-on experience.
    • Interpersonal Communication – An individual or team event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.

    Texas Association of Future Educators (TAFE)

    http://tafeonline.org

    • Lesson Planning and Delivery Competition – This competition is an individual event where future educators will plan, prepare and deliver a lesson of their choosing to an actual classroom of students. Self-reflection following the lesson is an essential component of this competition as future educators begin the practice of honing their own teaching skills. Participants will prepare a lesson plan and a 10 minute video teaching the lesson to a class. The lesson can focus either on CTE, Humanities or STEM.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see http://www.servicelearningtexas.org

    Possible idea:

    Have students offer to help an elementary school teacher set up or rearrange his/her classroom to improve classroom management and to be more welcoming.

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