Classroom Management Should Be Easier than Herding Cats

I am currently at NAEYC’s Professional Development Institute (PDI) in Baltimore. Yesterday I presented a workshop on classroom management. One of the focus points for this year’s conference was the need to support DAP strategies in primary grade classrooms, K-3. This is important to me since I have spent most of my teaching career in those grades. I also currently supervise student teachers and interns, which include candidates working in K-3 classrooms. Although we tend to shy away from the term, ‘management’ when speaking about 0-5 settings, it is evident that it can be appropriate to use that term when speaking about school-age classrooms. From my experience, classroom management in primary grades is the foundation for teachers to be able to teach in a developmentally appropriate manner. I have found over the years that administrators and fellow teachers will listen to a DAP suggestion when they feel the teacher making the suggestion is an effective teacher and can run a nurturing and responsive classroom.
Here are some of the research materials that we use in our program at the University of Utah to provide guidance for our candidates to develop appropriate classroom management skills:
• Forlini, G, & E. Williams, A. Brinkman. (2010). Class Acts: every teacher’s guide to activate learning. Bronxville, NY. Lavender Hill Press.
• Jensen, E. (2013). Engaging Students with Poverty in Mind. Alexandria, VA. ASCD.
• Wilson, M.B. (2013). Teasing, Tattling, Defiance and More. Turner Falls, MA. Northeast Foundation for Children, Inc.
• Armstrong, T. (2006). The Best Schools. Alexandria, VA. ASCD.
• Charles, C.M. (2014). Building Classroom Discipline, 11 Ed. Upper Saddle River, NJ. Pearson.
• Cunningham, P. & R.L. Allington. Classrooms That Work: they can all read and write, 5th Ed. Boston, MA. Allyn & Bacon.
Of particular note is the ‘Big 8’ format that we use, in collaboration with Granite School District, which comes from the book listed above, Class Acts (Forlini 2010). Expectations, attention prompts, proximity, cueing, signals, time limits, tasking, and voice, provide a wonderful framework for helping pre-service teachers develop that all-important classroom management foundation.

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