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671: Group 5-Unit 4 8 Component of Classroom Management (School-Wide…
671: Group 5-Unit 4
8 Component of Classroom Management
Student-Teacher Relationships
Most important
element of classroom management
Fostered by teacher characteristics of
openness, helpfulness,
and
respect
Higher Expectations for Students
Teachers holds students to
higher expectations
Provide
clear, direct scaffolds
for academic success
Persistence and emphasis on
student achievement
Non-verbal Cues and Redirection
Always begin with
subtle redirections
Non-verbal
prompts (ex: eye contact, hand gestures, facial expressions)
Teacher Consistency
Routine
Setting classroom
norms
Teacher Perseverance and Assertiveness
Willingness to
remain
professional
through hardships
Be
direct, concrete,
and
specific
Capitalizing on Human Resources
Rely on
colleagues, administrators
and
community
to help meet student's needs
Set up peer support through
buddy system
Restorative Justice
Shifts the focus
of discipline from punishment to
learning
and from the individual to the
community
An
alternative
to typical punish/suspend method of discipline. that’s been historically
used and found to disproportionately punish students of color
An approach to discipline that
personalizes the offense
by having the victim and the offender
mediate a restitution agreemen
t to the satisfaction of each, as well as involving the
community.
Seeks to
fix the problem
,
impose fair punishment
,
foster understanding
, and
adjust
student behavior
.
School-Wide Behavioral Interventions and Support (SWPBIS)
A universal, school-wide prevention strategy aimed at
reducing behavior problems
that
lead to exclusionary discipline and suspension, and
change perceptions of school safety
Main goal is to develop integrated networks for schools to be
more effective and
equitable learning environments
Establish a framework for
positive school and classroom environment
(expectations for
students are predictable, directly taught, consistently acknowledged, and actively monitored)
Students in SWPBIS schools
receive significantly fewer school suspensions
than students
in schools that did not SWPBIS training