Learners need to feel safe
Learners need to have structure
Learners need novel activities
Require frequent responses
Allow appropriate wait time
Combine content with music or movement
Provide water every 10 to 45 minutes
Offer fresh or dried fruits
Create a relaxing atmosphere that feels “homey”
Allow students to make choices
Appropriate levels of dominance, cooperation, and knowing your students support a positive classroom dynamic!
Appropriate Dominance: the teacher’s ability to provide clear purpose and strong guidance regarding both academics and student behavior exhibited through establishing clear behavior expectations, clear learning goals, and exhibiting assertive behavior.
Appropriate Cooperation: where dominance centers on the teacher as the driving force, cooperation deals with the teacher and students working together as a team in learning as well as effective relationships. The main road to this end is the teacher taking personal interest in each student in the class.
Knowing Students: the most effective classroom managers do not treat all students the same, rather they take a personal interest in their students and show sensitivity to their diverse and specific needs.
Effective Classroom Management
which ultimately leads to…
High Student Achievement!!
Follow the path!
Marzano, R., Marzano, J., & Pickering, D (2003) Classroom Management that Works, ASDC
“Withitness” (with-it-ness) is a collection of superpowers that allow teachers manage their classroom effectively through preventative discipline. Do you have these superpowers?
Withitness is a model created by educational theorist Jacob Kounin who focused on a teacher’s ability to affect student behavior through instructional management. He defines withitness as the teachers ability to be aware of every action in the classroom and responding appropriately to it.
Here are a few of his key ideas…
Proximity and Body Language Eye contact, facial expressions, gestures, and physical proximity all indicate to the students that the teacher is in control. Constantly moving throughout the room and always facing the students demonstrates that the classroom is your domain and that you command student attention. Not in a threatening manner…but showing strength and confidence.
Overlapping This is the teachers ability to multitask in the classroom. Taking attendance, greeting students entering the classroom, and offering a word of encouragement for the students completing a morning activity all at the same time is an example of overlapping. Students are more likely to stay on task when they know the teacher has her eyes on everyone at all times.
Ripple Effect This is where the teachers clarity and firmness when correcting one student’s behavior positively impact the behavior of other students. This is most effective at the beginning of the school year in order for students to learn what will be tolerated and what will not. Along with this is the idea of correcting even the smallest infractions as if they were major in hopes of lessening the chances that major infractions will occur. The ripple effect is enhanced when the teacher names the offense and gives the reason why it is unacceptable with a firmness that conveys “I mean it”.
Group Focus Holding the attention of students is essential to managing the classroom and reducing misbehavior. Active participation is key to keeping students engaged. Questioning, regular checks for understanding, and varying students who are called upon to answer or contribute are a few ways to focus the attention of the class. Keeping a pace and rhythm to the day, smooth transitions, offering variety and challenges, and accountability all improve student attention and participation.
Bottom line….students are mirrors that reflect YOU.
If you are dry, dull, slow, and quiet they will be too.
If you are aggressive, mean, and demeaning they will be too.
If you display withitness….they will too!! Everybody wins!!
Mindfulness has become extremely popular recently and I believe that this is a practice that children need as much…if not MORE…than adults!
Just think about it….as adults we have developed self-regulation skills that we use when we have extreme feelings like anger, sadness, fear, or worry. For children, although some are more resilient than others, these skills are not necessarily hard wired. They have to be taught and cultivated until children are able to do them independently and be able to identify when they need to use them.
Dan Harris, ABC news anchor, defined mindfulness as the ability to see what’s going on in your head combined with the ability not to get carried away with it. Sounds like something we ALL can use!!
Mind Yeti is a great place to start practicing mindfulness in classrooms OR at home. Watch this video to see how!
Sounds like it’s worth a try? Let me know how it goes!