Classr的oom Management.pptVIP

Kathy Lockard klockard@aea14.k12.ia.us Major portions of the following material were developed by George Sugai, Rob Horner, Teri Lewis-Palmer, and Geoff Colvin. Objectives Identify the classroom behavior support practices that blend with school-wide systems Review critical features essential practices of behavior management in classroom settings Identify actions for a school-wide team to improve the quality of classroom management practices Activity: Effective Classroom Managers 3 minutes (pick recorder spokesperson) What do effective classroom managers do daily? Report 2-3 “big ideas” from your team discussion. Why formalize classroom management? Rose, L. C., Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 Lack of financial support Overcrowded schools Lack of discipline control Drug use Achievement Behavior “Pupil achievements behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.” “Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.” Rutter Maughan, 2002, pp. 470-471 “Teaching” by Getting Tough Runyon: “I hate this f____ing school, you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!” When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension expulsion In-service training by expert Alternative programming …..Predictable systems response! But….false sense of safety/security! Fosters environments of control Triggers reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relati