3A.

The Democratic Classroom A classroom in which the teacher’s leadership style encourages students to take more power and responsibility for their learning. By giving students some choices and some control over classroom activities

An approach to classroom management based on a belief that students will usually make good choices (behave in an acceptable manner) if: 1. They ecperience success in the classroom. 2. Know that teachers care about them. They don’t care how much you know until they know how much you care. 3B. Preventive Planning Preventive Planning Teacher Behaviours · Eyes-in-the-back-of-the-head (with-it-ness). Kounin created the term to refer to the teacher’s awareness of what is occurring in the classroom. · Ripple effect Using models to communicate expectations for students conduct. Establishing Rules and Procedures. Rules and procedures should be:   Carefully planned. o Clear explanations, examples and practice. Enforced consistently and fairly.

Procedures The routines your students follow as they participate in learning activities. Example: How will homework be collected? How will attendance be taken?

Consequences for failing to follow rules or procedures Guidelines for Writing Classroom Rules  No matter what grade, there should only be 3-5 total classroom rules. o Having more rules will make it difficult:  For students to remember.  For teachers to enforce.

Classroom rules should be stated in the positive, not the negative. o Don’t get out of your seat becomes STAY SEATED.

My Classroom Rules Show your armpits. (Raise your hand). 6 legs on the floor. (Stay seated). YARFYOA. (You’re responsible for your own actions). Measure your voice. Class rules that engage older elementary students · Instead of insulting their intelligence, teachers should have the students come up with the rules themselves. Decide What Rules Want to Have Respect each other. Class Rules Brainstorming Session  You readily agree that RESPECT EACH OTHER is a great category rule for: o Take turns talking. o Raise hand before speaking. o Do not hit. o Do not steal, tec. SAFETY FIRST can cover the following rules: o Do not run o Do not hit.

ALL STUDENTS MUST AGREE ON CLASS RULES. 3C. Effective responses to student behaviour   Severity of Misbehaviour. Zero tolerance. o Automatic suspension. o Expulsion. Constructive Assertiveness. Teacher problem solving.

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“I found that, above all, the master teachers were assertive; that is, they taught students how to behave. They established clear rules for the classroom, they communicated those rules to the students, and they taught the students how to follow them” (Cantor 1989, p.58).

Assertive Discipline An approach to classroom discipline requiring that teachers establish firm, clear guidelines for students behaviour and follow through with consequences for misbehaviour. Communication is clear, firm and concise. “ ... communicate to students you are serious about teaching and about maintaining a classroom in which everyone’s right are respected” (Emmer and Evertson, 2009). Constructive Assertiveness 1. A direct, clear statement of the problem. 2. Body language that is unambiguous. a. Direct eye contact with students. b. Erect posture. c. Facial expressions. 3. Firm, unwavering insistence on correct behaviour. Teacher Problem Solving A problem-solving conference may give you additional understanding of the situation helps you and the students understand one another’s perspective better begin to build a more positive relationsihip. Problem-Solving Conference GOAL

Steps to Help Misbehaving Students Make Proper Chioices 1. 2. 3. 4. 5. Misbehaving student evaluates and takes responsibility for behaviour. Student plans agreed upon future behaviour. Required student commitment to plan. Excuses no accepted. Consequence pointed out, not punishments.

6. Commitment by teacher to student. Develop Your Own Apporach to Classroom Management

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