...Classroom Management Procedure/ Routines Paper Classroom management is the most essential key to a successful learning environment in the classroom. When effective classroom management strategies are not implemented you take away learning time from your students. There are many important elements to have a productive, self- sufficient classroom. One of the most important elements is establishing procedures and routines in your class. According to Harry Wong, the teacher is the decisive element in the classroom. Therefore, it is up to the teacher to establish discipline and procedures in the classroom to have an effective classroom. The most important element of establishing discipline in your classroom is establishing a discipline plan. A discipline plan is composed of three things; rules, consequences, and rewards. The rules must only contain 3-5 rules, no more than 5. Harry Wong explains that when we begin to give too many rules it becomes a dare to the students to break them. Having a plan is very important, when a teacher does not have a plan it will resort to yelling. Harry Wong states, “ If you don’t have a plan, than you are planning to fail.” According to Harry Wong the number one problem in the classroom is not the discipline, it is the lack of procedures and routines. Establishing Procedures and routines will allow your classroom to be a productive self-sufficient classroom. Therefore, in order to have discipline in a classroom you must have procedures that...
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...NAJMA KASSIM September 27, 2014 EDU 450 Mr. Hensley EDU-450 Classroom Management Models Harry Wong’s Effective Classroom Strengths: This model has very clear set of rules such as what to say and goals to keep in order for the teacher to be successful in her teaching. Weaknesses: This model I believe has more focus on the success of the teacher rather than the needs of the students. Quotes: “The single greatest effect on student achievement is not race, it is not poverty — it is the effectiveness of the teacher.” ~~ Harry K. Wong “It is the teacher — what the teacher knows and can do — that is the most significant factor in student achievement.” ~~ Harry K. Wong Websites: http://www.slideshare.net/courtneyprunyon/harry-wong-power-point-28304856 http://www.edweek.org/tm/articles/2013/10/14/cm_wong.html http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF References: Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success. Science & Children, 49(9), 60-64. Wong, H., & Wong, R. (2008). Academic Coaching Produces More Effective Teachers. Education Digest, 74(1), 59-64. Wong, H. K. (2002). Induction: the best form of professional development. Educational Leadership, 59(6), 52-54. Kagan, Kyle, & Scott’s Win-Win Discipline Strengths: This model has a very positive and set foundation for the students to follow; it also test and brings out the students full potential. Weaknesses: This model puts more...
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...Elly Mallen Grand Canyon University – EDU 536 June 25, 2014 Classroom discipline, management, misbehavior, behavior are four different terms that impact each other significantly. Classroom management deals with how things are done. Discipline deals with how people behave. Behavior is a response of an individual or group to an action, environment, person, or stimulus. Misbehavior means when you do something wrong or bad. In order to describe each picture word is sort of difficult because are all related. Let’s try to visualize a math class. Every student knows they have to come to school every day to learn. The children enter the classroom, sit down and start working with the problem of the day. Some student’s are occupied and focusing in their work this is called classroom management. There is a group of students working immediately with their work and focusing in what they have to do, this is called good behavior. Students that are loud and trying to catch other student’s attention instead of working are called misbehaving. Students that obey the rules in a classroom is called having discipline. Students should be discipline according to the rules established by the teacher and should be able to know what the consequences are when they break these rules. Classroom management, discipline, behavior and misbehavior are similar but different and they each connect in a certain way. Discipline and classroom management are two different concepts. The meaning of Discipline is...
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...Harry and Rosemary Wong have done an excellent job in their writings on “The First Days of School”. A leading issue in the American education system is the need for effective teachers. Research has shown that the number of first-year teachers entering the profession lacks the essential skills to be effective. School districts across America have gone above and beyond to draw attention to the issue. In Wong’s book, The First Days of School”, Wong addresses the necessary skills that all first-year teachers should possess. Moreover, Wong suggests some proven techniques that will assist the first year teacher in becoming effective. Wong believes there are three common characteristics of an effective teacher. Wong postulates that positive...
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...learning experience of a classroom. In the Win-Win Discipline approach they broke disruptive behaviors into four areas aggression, breaking rules, confrontations, and disengagement (Charles and Senter). Behavior is not the only factor in distractions in a classroom there can also be classroom conditions that affect the classroom. Reflecting on my own experience and that of other teachers there were ten things that seemed to be the most encountered interruptions to classroom learning. While looking at the disruptions in the classroom from a teacher perspective, the most common disruptions were talking without permission or out of turn, and making noises. When examining the Win-Win and Real discipline, and Pragmatic Classroom I feel that you would examine why the student would be talking or making noises and then guide the student back to the appropriate behavior, and remind the students that the behavior is not part of the expectations that were established. On most occasions the reminder of expectations especially when cooperatively made with the teacher and the students would be enough to correct the behavior and also provide a teaching moment for the whole class by rehearsing the appropriate behavior together. Providing a preventative plan for the behavior by having a free taking time within a lesson or class would also help with these behaviors depending on the class dynamic. The next behavior was being out of their seat and wandering about the classroom. With Real Discipline...
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...been recognized and the support from successful induction and mentoring programs can make that need a reality. The New Teacher Center reports working with “teachers, administrators, universities, and other educational organizations to build induction and mentoring programs not only designed to support new teachers, but to have a lasting impact on classroom practices and the school communities.”(NTC, 2009) For an induction and mentoring program to have longevity, strategy and constant feedback are two vital components. When an induction and mentoring program are successful, teachers can easily integrate into the culture of the school full of confidence to respond to their own induction and mentoring plans. How does a mentoring program differ from an induction program? The induction program is a program designed to combine support from many different avenues. The induction program offers support, professional reinforcement, assessments and long term evaluations for new teachers. Induction programs are usually designed and established for first year teachers. Induction programs may consist of internships, observations of the classroom, networks and study groups,...
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...Jessica Hood September 7, 2014 Classroom engagement and management In the classroom there can be many things that can influence students to misbehave or become overly districted. Teachers have to find solutions before behaviors become out of control and take control of the learning environment. When students become aggressive or hostile these behaviors can have a very negative impact on the teaching environment. This could be a wide variety of behaviors in an earlier elementary grade such as kindergarten, students sometimes become aggressive over a certain seat, this disruption can end up causing a major delay in the learning environment. The teacher will have to stop everything else that is going on and deal with the argument. We have learned from Harry and Rosemary Wong that a good way to interrupt this behavior before it can start is by assigning seats to students. In this case the teacher might place students that tend not to get along away from each other. A classroom can quickly become out of control and effect the learning environment when students continue to talk when the teacher is speaking, or at quiet group time. When a class of third graders are having reading time and several classmates continue to speak out loud the teacher could try a behavioral chart that redirects them and gives them a little time to think about the inappropriate...
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...Ten different types of negative classroom conditions and/ or disruptive behaviors that influence the teaching environment will be identified. Each type of negative classroom condition and/ or disruptive behaviors will be clearly described as well as any strategies applied to promote a safe and positive environment conducive to learning. In turn, the effectiveness of particular strategies within the classroom management system will be concluded. The classroom condition considered rather negative for the learners and educators is when the classroom does not encourage order. It is essential for an educator to be able to see each student and assign seats that avoid any mischief, disruptive verbal behavior, unsafe environment, as well as giving the educator the free range to move around the entire classroom so every learner is visible from several different angles in the room. If there are computers in the room the educator should be able to see what the student may access online. This can be done simply by facing the screens in a visible direction usually along a back wall so the educator can view any content. This can simply be done by arranging the desks in a circle or a horseshoe to prevent less talking and horse play. The educator’s desk would be off to the side behind the students along with a separate work table in another area of the room. If there is group work each student can move to their correct group and work in a common area with minimal distractions. With the educator...
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...Running head: Implications for Classroom Management Legal and Ethical Implications for Classroom Management Phedelia Singleton Grand Canyon University EDU-536 Classroom Engagement and Management December 21, 2011 Ethics is a word for human behavior which includes classroom behavior. Ethical behavior is a realm of classroom ethics. In every complex society proper ethical is difficult, but it starts when a child is young. The implications below are a few of many ethical principles in the classroom which are significant among our students today. Teaching Ethics: The Role of the Classroom Teacher For many years, ethical development (children’s character or moral development) has been a controversial topic. It is important to emphasize character development among students as part of preparing students. Controversy has developed over the years into, whether the teacher or parents is responsible. Preparing children as productive adults has challenges for schools. There are few questions as to who should feed character development. There are concerns for the counselor and parents as prime candidates of building children ethical characters. But, teachers are in position as a key influence among students. The Ethics of Classroom Silence Teachers can question student refusing to actively participate in their own learning. It is said that students are acting unethical in this area. Students benefit from learning and the teacher is effective...
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...Philosophy of Classroom Management Robyn Alexander Grand Canyon University: EDU 536 August 14, 2013 I). As one consider their current view of classroom management, I characterize my own style as speedy, energetic, tough love, humanistic, and reasonable in view. I’ve briefly described them as: a. Speedy: I ‘nip a problem in the bud” as soon as I see early signs of trouble or danger. Speedy interventions are proactive, and help to take care of little issues before they become big ones. For example, if a student blurts out, "I don’t like this assignment because it’s stupid." I don’t tolerate the use of "stupid" as I consider it as them saying ‘whoever created this assignment is stupid”. Even though that probably is not what he or she meant, the word “stupid” is a slur and violation of the classroom rules. Therefore, I would go up to the student quickly and quietly to remind him or her that their language or comment(s) in class should not be negative, disrespectful, or offensive. b. Energetic: By creating classroom rules, teaching, and allowing students to be a part of a moving environment, it gives them power and offers a proactive, not reactive approach to try and eliminate negative situations from occurring. When students know what is expected of them, the rules become a part of them. After this is practiced, and instilled in them from the beginning of time, it allows the students to own up to their own behaviors and be more involved in the moving classroom environment. c...
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...A Comparison of Discipline Models A Comparison of Discipline Models Rosemary and Harry Wong Pragmatic Classroom • The theory emphasizes the importance of preparation and procedure in managing the classroom. • This theory is easily followed because it divides the procedures into time frames for the teachers clear guidelines on how to prepare are defined for each time of the day. • This theory focuses more on the success and behavior of the teacher. • The Wong’s theory fosters discipline and order, predictability and regularity. • A disadvantage to this theory is its rigidity. It doesn’t take differences, individual student needs, and unexpected events into account. Kagan, Kyle, & Scott's Win-Win Discipline • This model seeks to meet the deeper needs of the students and respond to the causes of misbehavior in addition to eliminating the interruptions. • This theory has a very positive and constructive foundation. • This theory emphasizes the importance of using the classroom to help the students overcome negative attitudes and form positive skills to the extent that the traditional objective of teaching – transmission of knowledge – could be overlooked or diminished. Behavioral formation is important, but not the number one objective of the classroom. • This theory educates the students in emotional development and personal development as well as intellectual areas of study. • Focusing too much on attitudes can lead to spending too little time on subject content...
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...NBT 1 Task 1 In scenario 2, Mr. Collet encourages positive social interaction by allowing some of the homework assignments to be developed by the class as they go along. In the 7th and 8th grade students are becoming more social and this gives them to opportunity to work together to come up with creative homework solutions. This not only allows them to be engaged in the class but also with each other and keeps a relaxed and pleasant work environment (Wong, 1998). Mr. Collet also encourages self-motivation by having the students keep a day planner and to be responsible for copying their homework assignments down rather than having it handed to them. In the 7th and 8th grade students begin preparing for college and by teaching them early to set aside study time by keeping a planner builds good habits for the rest of their education (Savage, 2009). They have a concrete manner in which to copy homework assignments but also to manage their free time which may be less and less as they get older and participate in more activities. Mr. Collet encourages active engagement in his class by working with the students on their day planner, picking up and turning in assignments on time and by giving them an opportunity to dispute and grading mistakes. In the 7th and 8th grade students are becoming more independent and building study skills that they will use later on. By working with them on their day planners, the teacher can show the students how to manage their time. Since...
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...A Comparison of Discipline Models Rosemary and Harry Wong Pragmatic Classroom • The theory emphasizes the importance of preparation and procedure in managing the classroom. • This theory is easily followed because it divides the procedures into time frames for the teachers clear guidelines on how to prepare are defined for each time of the day. • This theory focuses more on the success and behavior of the teacher. • The Wong’s theory fosters discipline and order, predictability and regularity. • A disadvantage to this theory is its rigidity. It doesn’t take differences, individual student needs, and unexpected events into account. Kagan, Kyle, & Scott's Win-Win Discipline • This model seeks to meet the deeper needs of the students and respond to the causes of misbehavior in addition to eliminating the interruptions. • This theory has a very positive and constructive foundation. • This theory emphasizes the importance of using the classroom to help the students overcome negative attitudes and form positive skills to the extent that the traditional objective of teaching – transmission of knowledge – could be overlooked or diminished. Behavioral formation is important, but not the number one objective of the classroom. • This theory educates the students in emotional development and personal development as well as intellectual areas of study. • Focusing too much on attitudes can lead to spending too little time on subject content. Ronald Morrish’s Real Discipline ...
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...Classroom Management: Special Needs Students Managing a special education classroom means consistency and routines from the start. By Harry K. Wong, Rosemary T. Wong * Grades: PreK–K, 1–2, 3–5, 6–8 Robin Barlak, a special education teacher in Parma, Ohio, works with preschool children who have a variety of disabilities: autism, speech and language delays, ADHD, severe behavior issues, and physical and developmental handicaps. Yet despite the added challenges of working with this group of children, “the school year got off to a great start,” says Barlak. “My students quickly became very familiar with the procedures and routines. No stress for them and no stress for me.” The Need for Structure More than any other group, special education students at any grade level need structure. To create a caring atmosphere, a safe environment, and a positive learning climate, Barlak teaches her students procedures beginning on the first day of school, and she reinforces them daily. She works with a teaching assistant, three nurses, and five therapists. They function as a team, ensuring that every child can say, “I like coming to school because everyone knows what to do. No one yells at me, and I like to learn.” Structure for the Day Robin establishes consistency in the routine of the classroom with a schedule for all to follow. The many people assisting the students rely on this schedule to maximize their time with the students. 8:20–9:15 a.m. – Free Play Students work on developmentally...
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...The purpose: This article is a letter written from teacher going into his second year of teaching and his name is Robert Kolar. Robert Kolar says you shouldn’t take it personally, have an outlet, organize, simplify, and trust yourself. The article give information to help make the school year run smoothly, because there will be a lot of responsibilities to take care of. The Discussion: The article breaks down don’t take it personally, have an outlet, organize, simplify, and trust yourself. Don’t take it personally means you have to stay emotionally in check. You have to try different ideas until you find the right way to handle a situation. For example every student doesn’t act the same or learn the same. Have an outlet means you should...
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