Classroom Management Techniques Flashcards
“With-it-ness” (constant monitoring and awareness of student behavior), grouping decisions, and lesson planning are hallmarks of effective classroom management. Smooth transitions between lessons and lessons that maximize learning timre are more effective.
Kounin
Ginott
Supportive and preventive discipline by recognizing the importance of the classroom atmosphere - socially and emotionally. He suggested that teachers use “sane messages” in which they simply describe the issue or event of concern. This approach attempts to leave students’ self-esteem intact and enables students to consider the situation and develop their own solutions with respectful support from their teacher.
“Choice theory” guides teachers who use this approach to conduct class meetings with students to co-determine class rules, guidelines, and consequences. Teachers use these class meetings to change students’ behavior and focus on student behavior, not an individual student’s behavior problems.
Glasser
Supportive and preventive discipline by recognizing the importance of the classroom atmosphere - socially and emotionally. He suggested that teachers use “sane messages” in which they simply describe the issue or event of concern. This approach attempts to leave students’ self-esteem intact and enables students to consider the situation and develop their own solutions with respectful support from their teacher.
Ginott
Strength of effective lesson planning. The teacher opens a lesson with an “anticipatory set” to help students connect new content to prior knowledge or experiences. Next, the teacher models and provides guided practice for the new content to be learned. Then the teacher provides and opportunity for individual and extended practice.
Hunter
Canter and Canter
“Assertive Discipline”
Teachers setting clear exptectations for behavior and following through consistently and fairly with consequences. Students have a choice to follow the rules or face the natural consequences.
Three strategies to improve student time on task:
Teacher body language (a.k.a. “the look”)
Incentive systems
Efficient individual help for students
Jones
Hunter
Strength of effective lesson planning. The teacher opens a lesson with an “anticipatory set” to help students connect new content to prior knowledge or experiences. Next, the teacher models and provides guided practice for the new content to be learned. Then the teacher provides and opportunity for individual and extended practice.
Glasser
“Choice theory” guides teachers who use this approach to conduct class meetings with students to co-determine class rules, guidelines, and consequences. Teachers use these class meetings to change students’ behavior and focus on student behavior, not an individual student’s behavior problems.
“Assertive Discipline”
Teachers setting clear exptectations for behavior and following through consistently and fairly with consequences. Students have a choice to follow the rules or face the natural consequences.
Canter and Canter
Jones
Three strategies to improve student time on task:
- Teacher body language (a.k.a. “the look”)
- Incentive systems
- Efficient individual help for students
Kounin
“With-it-ness” (constant monitoring and awareness of student behavior), grouping decisions, and lesson planning are hallmarks of effective classroom management. Smooth transitions between lessons and lessons that maximize learning timre are more effective.
