I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate.

It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. Hiam Ginott

Classroom Structure
Classroom Management:
Physical layout of classroom
Manageable room Accessible materials Procedures clearly stated and understood by students

Behavior Management:
Rules should be clearly stated and consistently reinforced throughout the year.

Historical Perspective
Traditional Bureaucratic and Monitorial New England Pedagogy Progressive Conservative Restoration

Models for Classroom Structure:

Lee Canter Assertive discipline
Teachers should insist on responsible behavior Many teachers fail to discipline because they believe that firm discipline is inhumane

Assertive Discipline: Teachers

Teachers have three basic rights as educators:
To maintain an optimal classroom setting for learning Expect appropriate behavior Expect help form administrators as well as parents

Assertive Discipline (students):

Students have three basic rights: To have teachers who help them develop and grow by limiting self-destructive behaviors Teachers who support and encourage appropriate behavior Students should have prior of the consequences of their behavior

Canter Model of Classroom Behavior:

The following items are essential to good behavior management
State and clearly teach expectations early Use I messages Calm voice, eye contact, non-verbal gestures Repeat the rules when needed Firm, positive insistence

Jones Model of Classroom Behavior Management:

Reduce the loss of instructional time Statistics: 50% of class time is lost because of misbehavior and being off task 80% is lost due to talking 19% is lost to daydreaming, out of seat and making noises 1% is lost to more serious behavior

Focus of Jones Model:

Apply effective body language * Use of body for non-verbal communication
- Eye contact - Facial expression - Posture - Signals and gestures - Physical proximity

Incentive systems Individual help

Mackenzie Model for Classroom Structure:

Structure is the organizational foundation of the classroom. Common Misconceptions:
Teaching rules is the parents job Children should know what to expect Explaining the rules should be enough Students resent firm rules and the teacher who makes them Male teachers are the best disciplinarians

Mackenzies Setting Limits Program:

Rules in theory Rules in practice
All rules should be introduced to students the first day Broad and inclusive rules Limit rules to three to five

Harry K. Wongs Classroom Structure:

Main characteristics of effective teachers Classroom management skills Teaching for lesson mastery Positive expectations Classroom management is organization of students, space, time and materials.

Classroom Management:
Security Accessible materials Manageable room Highly focused students Clear expectations Little wasted time, confusion or disruption

Managing Your classroom:

Engaged time Academic time Achievement Predictable environment Rules-(General and Specific) Consequences Rewards