CLASSROOM MANAGEMENT has to do primarily with how things are done to make teaching and learning more efficient and effective.
Procedures should be taught before teaching content. A major mistake so often made is assuming that students know what to do without first teaching procedures.
Chances are that when you walk into a room, you do not pay much attention to the floor. But if it were missing, you would certainly notice the situation. The analogy works for classroom management. You don’t notice it when it is good. However, the lack of it is readily apparent because the teacher spends unnecessary time with discipline problems.
Unless PROCEDURES are explained, practiced, and reinforced, discipline problems will increase.
Following … >>> READ MORE >>> →
An Interview about Positive Classroom Management
with Larry Ferlazzo
I began a new feature called “Interview of The Month” where I interviewed various people in the education world about whom I wanted to learn more.
This month, my guest is Dr. Marvin Marshall. His ideas on positive classroom management have been a huge influence on my classroom practice. I strongly encourage people to subscribe to his free monthly newsletter, Promoting Responsibility & Learning.
Here’s our interview:
You’ve been advocating for a more positive approach towards classroom management for quite awhile. What got you thinking about it originally, and how would you summarize it in a few sentences?
We now know how the brain operates as it relates to emotions. First … >>> READ MORE >>> →
Gain a clear understanding of the differences in
order to pinpoint the cause of a problem.
Curriculum refers to what is taught.
Instruction has two parts: teaching and learning.
A) What the teacher does
It is the teacher’s responsibility to make the curriculum interesting, relevant, meaningful, and/or even fun. Activities that create interest, challenge, inspire creativity or are personal are excellent approaches. A good starting point is for the teacher to ask, “Why am I teaching this?” and then share the reasons with students.
Every lesson should have planned time for reflection in order to enhance understanding, reinforcement, and retention.
B) What students do
Learning that is retained requires active involvement. We remember:
10% of what … >>> READ MORE >>> →
Rules are meant to control, not to inspire.
Rules are necessary in games. Between people, however, rules result in adversarial relationships because rules require enforcement. In addition, rules are often stated in negative terms and imply an imposed consequence if not followed.
Rules place the teacher in the position of the enforcer, a cop, wearing a blue uniform with copper buttons—rather than that of a teacher, coach, mentor, facilitator of learning, or educator.
Enforcing rules often results in power struggles that rarely result in win-win situations or good relationships. Relying on rules often prompts counterwill (the human tendency to resist coercion) and produces reluctance, resistance, resentment, rebellion, and even retaliation.
Upon analysis, you will see … >>> READ MORE >>> →