Positive Classroom Management

Nicole Wadden Garland
Mind Map by Nicole Wadden Garland, updated more than 1 year ago
Nicole Wadden Garland
Created by Nicole Wadden Garland almost 4 years ago
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Description

Concept map for GRADEDUC 9483 - Positive Classroom Management
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Resource summary

Positive Classroom Management
1 Things we can control
1.1 Accessible Curriculum
1.1.1 Realistic and clear expectations, how to respond appropriately, practice appropriate behaviour, transfer to other situations
1.1.2 Working with students' strengths to enhance learning

Annotations:

  • Beaty-O’Ferrall, Green, & Hanna (2010); Demirdag (2015)
1.1.2.1 Students WANT to succeed (following directions, completing work, appropriate responses)
1.1.2.2 Students as participants in their own education, feeling a sense of ownership around their own learning (problem solving, student choice, critical thinking)
1.1.3 Differentiated Instruction
1.1.3.1 Learning Styles
1.2 Student-teacher relationship
1.2.1 Positive classroom climate
1.2.1.1 Warm Demander

Annotations:

  • Everston & Weinstein (2006)
1.2.1.2 How can I extend what I do in my classroom to the rest of the school, home or community?
1.2.1.3 Belonging
1.2.1.4 Security
1.2.1.5 Mutual trust & respect
1.2.1.6 Non-judgemental
1.2.1.7 Specific Praise/ Encouragement

Annotations:

  • Briere, Simonsen, Sugai & Myers (2015; Manning & Bucher (2013)
1.2.2 Addressing disruptive behaviours
1.2.2.1 Supportive Approaches

Annotations:

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

Annotations:

  • Manning & Bucher (2013)
1.2.2.1.1.1 Attention getting, power seeking, revenge, and feelings of inadequacy
1.2.2.1.1.2 Capable, connection, contribute
1.2.2.1.1.3 Barriers vs. Builders
1.2.2.1.2 Rights, freedom, justice and equality are upheld
1.2.2.1.3 Treat students as individuals and with dignity
1.2.2.1.4 Rules are understood and makes sense
1.2.2.1.5 Good use of zero tolerance policies is limited
1.2.2.2 attention, power, isolation

Annotations:

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

Annotations:

  • Sahin (2015)
1.2.2.4 Follow up discussions

Annotations:

  • Romi, Lewis, & Salkovsky (2015)
1.2.2.4.1 Acceptance of misbehaviour
1.2.2.4.2 Acknowledging the influence of misbehaviour on others
1.2.3 Addressing non-disruptive behaviours
1.2.3.1 Reinforce quickly and consistently

Annotations:

  • Goldstein & Brooks (2007)
1.3 Educate the whole child (Holistic Approach)
1.3.1 Social-emotional learning (not additional curriculum)

Annotations:

  • Goldstein & Brooks (2007)
1.3.1.1 Self-regulation

Annotations:

  • Alderman & MacDonald (2015)
1.3.1.1.1 inquiry based/problem based learning
1.3.1.1.2 Mindfullness

Annotations:

  • Gaines (2016)
1.3.1.2 Empathy
1.3.1.3 Understanding
1.3.1.4 Self-confidence
1.3.1.5 Self-discipline
1.3.1.6 Self-esteem

Annotations:

  • Demirdag (2015)
1.3.2 Morality

Annotations:

  • Fallona & Richardson (2006)
1.3.2.1 Character education
1.3.2.2 Influenced by teachers' beliefs and language
1.3.2.3 Virtues
1.3.2.4 Social responsibility
1.4 Assumptions

Annotations:

  • Brooks & Goldstein (2007)
1.4.1 Perceptions based on experiences
1.4.1.1 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?
1.4.2 Choice
1.4.3 Constantly evolving
1.4.4 Can be implied via tone of voice, body language and/or facial expressions
1.5 Motivation
1.5.1 Intrinsic
1.5.2 Extrinsic
1.6 How individual personality, experience, and beliefs influence classroom management techniques

Annotations:

  • Briesch, Briesch & Chafouleas (2015)
1.7 Inclusive Education
1.7.1 Accepting students with exceptionalities

Annotations:

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

Annotations:

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

Annotations:

  • Milner & Tenore (2010)
1.7.1.2.1.2 Power Structures Among Students

Annotations:

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

Annotations:

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

Annotations:

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

Annotations:

  • Milner & Tenore (2010)
2 Things we cannot control (not to say we cannot influence)
2.1 Other teacher's attitudes/mindsets

Annotations:

  • Brooks & Goldstein (2007)
2.2 Number of students
2.3 Who is in your class
2.3.1 Student's previous experiences
2.3.2 Home environment and/or experiences
2.3.3 Learning or behavioural challenges students may have
2.4 Does gender play a role in classroom management techniques and how those techniques are perceived by students?
2.5 Cultural norms/influences
2.6 Parental Involvement
2.7 What is being taught in teacher training programs
2.8 Funding
2.8.1 Professional Development, supports, and services offered by school districts/boards
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