Classroom Management Ideas
Some ideas that have been successfully used in classroom management plans include:
· Using alternatives to hand raising for question and answer sessions
· Introducing different levels of structure for classroom management depending on the nature of the class - e.g. with
some classes trying to 'cut a bit more slack' than is the case for other classes
· Creating different learning groups within a class for specific learning activities, such as setting up each group so
that it contains at least one very strong learner to influence other students who may not be as secure in their
learning
· Encouraging students to assess each other’s performance in specific learning activities and getting them to explain
how they arrived at their judgements
Discipline is providing an environment in which positive teaching and positive learning can occur simultaneously. The reasons behind inappropriate behaviour are many and varied. Discipline is not control from the outside; it's order from within.
· Greet your students at the door
· Get your students focused before you begin any lesson
· Use positive presence
· Model the behaviour you want your students to produce
· Use low-profile intervention
· Send positive “I” messages
· Verbal reprimands should be private, brief, and as immediate as possible
· Provide lots of positive feedback
Make these principles part of your classroom action plan:
· If you have a rule, enforce that rule
· Don't hand out lots of warnings without following through on consequences. Lots of warnings tell students that
you won't enforce a rule
· Be fair and impartial. The rules are there for everyone, and that includes girls as well as boys, tall people and short
people, students with freckles and students without freckles, and special needs kids as well as gifted kids
Strategies for manageing students with a disability:
Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behaviour of students with disabilities that they use to manage the behaviour of students without disabilities. Much of the undesirable behaviour exhibited by both groups is similar in nature.
The differences, however, may originate in the teacher's selection of the particular behavioural intervention. When selecting behavioural interventions for students with disabilities, you should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights.
There is no "one plan fits all" for determining how you should respond to disruptive behaviour of students with disabilities in inclusion settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.
You can use a variety of strategies to discipline students with disabilities in inclusion settings. The approaches most likely to be successful combine humanistic and cognitive behavioural attributes and take into consideration your diagnostic-reflective thinking and choice-making skills regarding the following;
· Student's behaviour
· Student's disability
· Curriculum
· Instructional program
· Classroom environment
· Due process rights
Finally, you should contact the principal seek information on the school’s policies, rules, and regulations governing behaviour management/ disciplinary practices for students with disabilities.
· Using alternatives to hand raising for question and answer sessions
· Introducing different levels of structure for classroom management depending on the nature of the class - e.g. with
some classes trying to 'cut a bit more slack' than is the case for other classes
· Creating different learning groups within a class for specific learning activities, such as setting up each group so
that it contains at least one very strong learner to influence other students who may not be as secure in their
learning
· Encouraging students to assess each other’s performance in specific learning activities and getting them to explain
how they arrived at their judgements
Discipline is providing an environment in which positive teaching and positive learning can occur simultaneously. The reasons behind inappropriate behaviour are many and varied. Discipline is not control from the outside; it's order from within.
· Greet your students at the door
· Get your students focused before you begin any lesson
· Use positive presence
· Model the behaviour you want your students to produce
· Use low-profile intervention
· Send positive “I” messages
· Verbal reprimands should be private, brief, and as immediate as possible
· Provide lots of positive feedback
Make these principles part of your classroom action plan:
· If you have a rule, enforce that rule
· Don't hand out lots of warnings without following through on consequences. Lots of warnings tell students that
you won't enforce a rule
· Be fair and impartial. The rules are there for everyone, and that includes girls as well as boys, tall people and short
people, students with freckles and students without freckles, and special needs kids as well as gifted kids
Strategies for manageing students with a disability:
Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behaviour of students with disabilities that they use to manage the behaviour of students without disabilities. Much of the undesirable behaviour exhibited by both groups is similar in nature.
The differences, however, may originate in the teacher's selection of the particular behavioural intervention. When selecting behavioural interventions for students with disabilities, you should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights.
There is no "one plan fits all" for determining how you should respond to disruptive behaviour of students with disabilities in inclusion settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.
You can use a variety of strategies to discipline students with disabilities in inclusion settings. The approaches most likely to be successful combine humanistic and cognitive behavioural attributes and take into consideration your diagnostic-reflective thinking and choice-making skills regarding the following;
· Student's behaviour
· Student's disability
· Curriculum
· Instructional program
· Classroom environment
· Due process rights
Finally, you should contact the principal seek information on the school’s policies, rules, and regulations governing behaviour management/ disciplinary practices for students with disabilities.