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Archive for January, 2014

Top 5 Tips for Classroom Management by Dr. Amber Brown

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Definition of Classroom Management:
Dr. Amber Brown, UT Arlington
All the methods and strategies a teacher uses to maintain a classroom environment that is conducive to student success and learning.

Top 5 Tips for Classroom Management

5. Set up the physical space of your classroom in a way that minimizes problem behaviors. For example, if want children to work independently and not talk- don’t place their desks facing each other in groups.

4. Be sure children know the rules and expectations for their behavior up front and state them in a positive manner. What I mean is tell them what want them to do – not all the things they can’t do. For example, if the expectation is that they walk down the hall, don’t say to them, “don’t run.” That leaves skipping, hopping, rolling, etc. open as options. You will need to remind children of your expectations often. Sometimes just reminding them of the rule will allow them to self-correct their behavior without your intervention.

3. Be consistent. Your rules and consequences need to be the same every day – no matter how you personally feel. For example, if the rule is that it is OK for children to talk to each other during center time, but you have a head ache that day so you punish them by having them turn their card, move a clip, or sign the book – that is confusing and unfair. That is not a child misbehaving – that is you having a bad day.

2. Have age-appropriate expectations. Don’t expect a 5 –year old to be able to sit still and listen to a book for 30 minutes. When they start fidgeting and misbehaving after 5 to 7 minutes- it’s not their fault, it’s normal behavior for a 5 year-old.

1. Strive to get to the underlying cause of a child’s misbehavior. Several underlying causes of misbehavior might include:
a. misunderstanding expectations – having children repeat your expectations to you in their own words will help you make sure they understand.
b. immaturity – not all children develop at the same rate so while a typically developing 5 year old should be able to sit and listen to a story for 5 minutes, a less mature 5 year old may only be able to sit for 3 minutes.
c. gleeful abandon/group contagion – this is how most food fights occur.
d. boredom – making sure your lessons are engaging and differentiated based on students’ ability will help minimize this
e. fatigue or discomfort –
f. desire for attention – I’m sure you’ve heard the saying that negative attention is better than no attention.
g. discouragement – can cause anger, resentment, and low self-esteem
h. frustration – can lead to aggressive behavior
i. rebellion – children often test the boundaries to see if you are going to be consistent. It also happens when you are too strict or authoritarian.

Written by Peggy Semingson

January 31st, 2014 at 12:10 am

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Podcast version (audio-only) of Webinar 4: Paul Gorski on “Reaching and Teaching Students of Poverty” 

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Written by Peggy Semingson

January 30th, 2014 at 6:52 pm

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Recording for Jan. 25 webinar with Paul Gorski “Reaching and Teaching Students of Poverty”

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Here is the link to the recording of the Jan. 25 webinar with Paul Gorski “Reading and Teaching Students in Poverty”. It’s about an hour in length. Paul had great ideas about advocacy and how to counter deficit thinking. I hope people can view this and share this!

Click the link or cut and paste it to view it. You must have Java installed to view it.

https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=8675f213-60b0-45ae-a1a3-e7af9617318e

[I am working on converting to Podcast and YouTube for mobile access.]

Sponsored by the UTA New Teacher Project http://blog.uta.edu/utanewteachers/

Written by Peggy Semingson

January 29th, 2014 at 3:09 am

Posted in Uncategorized