Managing student behavior means that there are established rules between the students and teacher, that everyone agrees to. In addition, managing student behavior involves a teacher who is "with-it," meaning they have eyes in the back of their head and always know everything that is going on, and often prevent bad behavior before it occurs. Elements of this include:
Expectations
There should be clear evidence, whether it be by posted rules or by student behavior, that there are clear, established, and implemented rules in the classroom that are adhered to by students and teacher.
Monitoring Student Behavior
Teachers must exhibit "with-it-ness." This means that a teacher must always be aware of everything going on in his/her classroom. By doing this, they can often stop misbehavior before it even begins. For example, if a teacher notices a discussion between two students at recess becoming heated, she can intervene before it becomes a fight. In other words, a teacher can keep behaviors at a teacher-owned problem and not a student-owned problem.
Response to Student Misbehavior
In all classrooms, students will misbehave at some point. Thus, it is crucial to note how teachers respond to misbehavior. Good teachers will respond with empathetic listening. This means that the teacher will listen to the student to try and uncover the root of the problem. They will be respectful, and use I-messages in order to replay the student's thoughts and emotions in a respectful manner. Also, if possible, a good teacher will respond to misbehavior in the early stages.
Implementing in the Classroom/Artifacts Demonstrating Competency
Expectations
There should be clear evidence, whether it be by posted rules or by student behavior, that there are clear, established, and implemented rules in the classroom that are adhered to by students and teacher.
Monitoring Student Behavior
Teachers must exhibit "with-it-ness." This means that a teacher must always be aware of everything going on in his/her classroom. By doing this, they can often stop misbehavior before it even begins. For example, if a teacher notices a discussion between two students at recess becoming heated, she can intervene before it becomes a fight. In other words, a teacher can keep behaviors at a teacher-owned problem and not a student-owned problem.
Response to Student Misbehavior
In all classrooms, students will misbehave at some point. Thus, it is crucial to note how teachers respond to misbehavior. Good teachers will respond with empathetic listening. This means that the teacher will listen to the student to try and uncover the root of the problem. They will be respectful, and use I-messages in order to replay the student's thoughts and emotions in a respectful manner. Also, if possible, a good teacher will respond to misbehavior in the early stages.
Implementing in the Classroom/Artifacts Demonstrating Competency
- Have students help create a list of classroom rules and then post those rules with student signatures
- Allow students a say in changing the rules if the whole class feels it is necessary
- Limited bad behavior in the classroom demonstrates this
- Be aware of what all students are doing at all times
- Be aware of what upsets students
- When students misbehave, do not just react, but respond
- Use empathetic listening/I-messages to respond to student misbehavior
- Treat students with respect and ensure that they treat each other with respect
- Establish relationships with all students
- Photo labeled for reuse
- (2018). Static.pdesas.org. Retrieved 18 February 2018, from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf