Positive Classroom Management

1. Realistic and clear expectations, how to respond appropriately, practice appropriate behaviour, transfer to other situations
2. Working with students' strengths to enhance learning

   Anmerkungen:

   • Beaty-O’Ferrall, Green, & Hanna (2010); Demirdag (2015)
   1. Students WANT to succeed (following directions, completing work, appropriate responses)
   2. Students as participants in their own education, feeling a sense of ownership around their own learning (problem solving, student choice, critical thinking)
3. Differentiated Instruction
   1. Learning Styles

1. Positive classroom climate
   1. Warm Demander

      Anmerkungen:

      • Everston & Weinstein (2006)
   2. How can I extend what I do in my classroom to the rest of the school, home or community?
   3. Belonging
   4. Security
   5. Mutual trust & respect
   6. Non-judgemental
   7. Specific Praise/ Encouragement

      Anmerkungen:

      • Briere, Simonsen, Sugai & Myers (2015; Manning & Bucher (2013)
2. Addressing disruptive behaviours
   1. Supportive Approaches

      Anmerkungen:

      • Manning & Bucher (2013)
      1. Mistaken Goals, Democratic Teaching,, and provide logical consequences

         Anmerkungen:

         • Manning & Bucher (2013)
         1. Attention getting, power seeking, revenge, and feelings of inadequacy
         2. Capable, connection, contribute
         3. Barriers vs. Builders
      2. Rights, freedom, justice and equality are upheld
      3. Treat students as individuals and with dignity
      4. Rules are understood and makes sense
      5. Good use of zero tolerance policies is limited
   2. attention, power, isolation

      Anmerkungen:

      • Manning & Bucher (2013)
   3. Low (non-interventionist), medium (interactivist), and high (interventionist) teacher control appraoches

      Anmerkungen:

      • Sahin (2015)
   4. Follow up discussions

      Anmerkungen:

      • Romi, Lewis, & Salkovsky (2015)
      1. Acceptance of misbehaviour
      2. Acknowledging the influence of misbehaviour on others
3. Addressing non-disruptive behaviours
   1. Reinforce quickly and consistently

      Anmerkungen:

      • Goldstein & Brooks (2007)

1. Social-emotional learning (not additional curriculum)

   Anmerkungen:

   • Goldstein & Brooks (2007)
   1. Self-regulation

      Anmerkungen:

      • Alderman & MacDonald (2015)
      1. inquiry based/problem based learning
      2. Mindfullness

         Anmerkungen:

         • Gaines (2016)
   2. Empathy
   3. Understanding
   4. Self-confidence
   5. Self-discipline
   6. Self-esteem

      Anmerkungen:

      • Demirdag (2015)
2. Morality

   Anmerkungen:

   • Fallona & Richardson (2006)
   1. Character education
   2. Influenced by teachers' beliefs and language
   3. Virtues
   4. Social responsibility

Anmerkungen:

• Brooks & Goldstein (2007)

1. Perceptions based on experiences
   1. What assumptions or experiences do I have that may influence my mindset? How can I remove them as barriers to my students' learning? What can I control and what can I not?
2. Choice
3. Constantly evolving
4. Can be implied via tone of voice, body language and/or facial expressions

1. Intrinsic
2. Extrinsic

Anmerkungen:

• Briesch, Briesch & Chafouleas (2015)

1. Accepting students with exceptionalities

   Anmerkungen:

   • Manning & Bucher (2013)
   1. Knowledgeable about characteristics of students' exceptionalities
      1. What is within their control and what is not
   2. Exceptionalities include more than SEN, includes race, culture, ethnicity, SES, sexuality, etc.
      1. Culturally Responsive Classroom Management Strategies

         Anmerkungen:

         • Metropolitan Center for Urban Education (2008)
         1. Equity vs. Equality

            Anmerkungen:

            • Milner & Tenore (2010)
         2. Power Structures Among Students

            Anmerkungen:

            • Milner & Tenore (2010)
         3. Immersion into Students' Life Worlds

            Anmerkungen:

            • Milner & Tenore (2010)
         4. Self in Relation to others

            Anmerkungen:

            • Milner & Tenore (2010)
         5. Granting Students Entry into Teachers' Worlds

            Anmerkungen:

            • Milner & Tenore (2010)

Anmerkungen:

• Brooks & Goldstein (2007)

1. Student's previous experiences
2. Home environment and/or experiences
3. Learning or behavioural challenges students may have

1. Professional Development, supports, and services offered by school districts/boards