EDUCATIONAL PSYCHOLOGY CHAPTER 14 HANDOUT 6 CHARACTERISTICS THAT REFLECTS A CLASSROOMS COMPLEXITY AND POTENTIAL FOR PROBLEMS 1.

Classrooms are multidimensional. 2. Activities occur simultaneously. 3. Things happen quickly. 4. Events are often unpredictable 5. There is little privacy. 6. Classrooms have histories. AT THE BEGINNING OF CLASS THE TEACHER MUST: 1. Communicate rules and procedures to the class and obtain students participation in following them. 2. Get students to engage effectively in all learning activities. 2 MAIN GOALS OF EFFECTIVE CLASSROOM MANAGEMENT: 1. Help students spend more time on learning and less time on non-goal directed activity. 2. Prevent students from developing problems. PRINCIPLES OF CLASSROOM ARRANGEMENT 1. Reduce congestion in high traffic areas 2. Make sure that you can see all students 3. Make often-used teaching materials and student supplies easily accessible 4. Make sure that students can easily observe whole-class presentations. ARRANGEMENT STYLES 1. Standard classroom arrangement A. Auditorium style all students sit facing the teacher. B. Face-to-face style Student sit facing each other. C. Offset style small number of students sit at a table but do not sit directly across one another. D. Seminar style large number of students sit in a circular, square, or u shaped arrangements. E. Cluster style small number of students work in a small closely bunched groups. 2. Personalizing the classroom

GENERAL STRATEGIES FOR MANAGING THE CLASSROOM 1. Authoritative classroom management style Management style that encourages students to be independent thinkers and doers but still provides effective monitoring. 2. Authoritarian classroom management style A management style that is restrictive and punitive with focus only in keeping orders in the classroom rather that instruction or learning. 3. Permissive classroom management style - A management style that allows students considerable autonomy but provides them with little support for developing learning skills or managing their behavior. 4. Withitness - A management style described by Kounin in which teachers shows students that they are aware of what is happening. Rules Focus on general or specific expectation or standards for behavior. Procedures also communicate expectations about behavior but are usually applied to a specific activity and their aim is to accomplish something. GETTING STUDENTS TO COOPERATE 1. Develop a positive relationship with students. 2. Get students to share and assume responsibility. 3. Reward appropriate behavior. A. Choose effective reinforcers. B. Use prompts and shaping effectively. C. Use Rewards to provide information about mastery not to control students behavior. Clarity essential to good teaching. STRATEGIES FOR SPEAKING CLEARLY WITH YOUR CLASS 1. Selecting vocabulary that is understandable and appropriate for your students 2. Speaking at an appropriate pace 3. Being precise in your communication 4. Using good planning and logical thinking skills as underpinning of speaking clearly with your class BARRIERS TO EFFECTIVE COMMUNICATION 1. Criticizing 2. Name-calling and labeling 3. Advising 4. Ordering 5. Threatening 6. Moralizing GIVING EFFECTIVE SPEECH

1. Connect with the audience 2. State your purpose 3. Effectively deliver the speech 4. Use media effectively Active listening A listening style that gives full attention to the speaker and notes both the intellectual and emotional context of the message. GOOD ACTIVE LISTENING STRATEGIES 1. Pay careful attention to the person who is talking 2. Paraphrase 3. Synthesize themes and patterns 4. Give feedback in a competent manner. DEALING WITH PROBLEM BEHAVIORS MANAGEMENT STRATEGIES 1. Minor interventions A. Keep the activity moving B. Move closer to students C. Redirect the behavior D. Provide needed instruction E. Directly and assertively tell the students to stop F. Give the student a choice 2. Moderate interventions A. Withholding a privilege or a desired activity B. Isolate or remove students C. Impose a penalty USING OTHER RESOURCES TO GET STUDENTS TO ENGAGE IN BEHAVIOR THAT IS MORE APPROPRIATE 1. Peer Mediation 2. Parent-Teacher conference 3. Enlist help of a principal or counselor 4. Find a mentor DEALING WITH AGRESSION 1. Fighting 2. Bullying -BASED BULLYING INTERVENTION PROGRAMS A. Olwenus Bullying Prevention B. Bully-Proofing Your School