Classroom organization management program

The program's purpose is to meet the needs of both beginning and experienced teachers for more professional development and inservice training in classroom behavior and instructional management. COMP promotes classroom management through development of an integrated management plan that focuses on: planning and implementing effective strategies for room arrangements, rules and procedures, and student accountability; consequences and intervention strategies for behavior management; and planning and conducting class lessons.

COMP also provides materials and inservice training for teachers and workshop leaders. District approval is recommended before enrolling as tuition is non-refundable. Credit for courses is awarded during the semester that coursework is completed and graded. To receive credit, students must attend a COMP workshop both initial day and follow up , enroll for credit, and complete assignments.

This course is comprised of activities that have been designed to teach strategies to teachers that will promote success in their classrooms and schools. Each aspect of the course will highlight areas of concern regarding classroom environment, organization and management.

Specific techniques and strategies designed to facilitate a better understanding of the way to structure a classroom to create an environment more conducive to learning will be woven throughout the course.

In addition, because this course is based on educational research focusing on classroom management and organization, a special emphasis will be placed on current research on that topic. The primary goal of this course is to help the participants improve their overall instructional and behavioral management skills through planning, implementing, and maintaining effective classroom practices. An additional goal is improvement of student task engagement and reduction of inappropriate and disruptive behavior through well-planned and appropriate academic tasks and activities.

It is expected that by the end of the course, participants will have a more thorough understanding of the current research on classroom organization and management. The ultimate goal is that the teachers will be able to apply this knowledge to the classroom and school setting. For the grade of A, the student will complete at a high quality level any five assignments.

For the grade of B, the student will complete at a high quality level any four assignments. A lower quality level will result in a lower grade. All papers submitted should include your name, address, telephone number and e-mail address.

Please send copies not originals of assignments to Dr. Their research identified the following characteristics of successful classroom managers:.

The changing complexity of the classroom has also brought about a need for a definition of classroom management that more closely reflects the changing dynamics of modern classrooms. As teachers move from traditional teaching methods to methods for building community, they must also move from traditional methods for managing the classroom.

This includes creating predictable, orderly classrooms, establishing rules, gaining student cooperation in tasks, and coping with the procedural demands of the classroom. The central goal of COMP is to help teachers improve overall instructional and management skills through planning, implementing, and maintaining effective classroom practices. Additional goals are the improvement of student task engagement, the reduction of inappropriate and disruptive behaviors, the promotion of student responsibility for academic work and behavior, and the improvement of student academic achievement.

In many cases, the first impression about a teacher comes not from an interaction between the teacher and a student or a teacher and a parent but from the way the teacher has prepared the classroom. Teachers must be aware of the messages their classrooms convey and be sure that the messages are consistent with their values and goals. For example, Evertson and Harris state that classroom design sends a signal to students about how they are to interact and learn in the classroom.

If desks touch or students sit together in groups at tables and chairs, the arrangement signals that collaboration and cooperation will be expected. If desks are arranged in traditional rows or are standing alone, the message is that their work will be done independently.

If students are grouped together, they will talk to one another. However, regardless of the limitations of space provided, teachers must consider three elements for effective organization of the classroom: visibility, accessibility, and distractibility.

It is important to remember that how the classroom feels and looks will either hinder or support class activities. Efficient procedures and workable rules allow a variety of activities, or even several activities at a given time, to take place during a class with minimum confusion and wasted time.

Evertson and Harris state that rules are expected norms of general behavior. They function to prevent or encourage certain behaviors. Unlike procedures, which change to meet classroom demands, rules do not change. The actual number of rules is not as critical as how rules are developed. Procedures function to make tasks routine, to communicate expectations for students during a specific activity, and to aid in the transition from one activity to another.

Unlike rules, procedures change according to needs that arise, and they have no prescribed number. Evertson and Harris note that both rules and procedures should be taught to students and that the teaching of rules and procedures is no different from teaching other content.

Evertson and Harris suggest that the ultimate goal of an effective classroom management system is to teach student responsibility. Effective teachers not only hold students accountable for their academic work and their behavior but also teach them how to be accountable. Accountability is encouraged by establishing a system of clearly communicated expectations for students and providing as much responsibility to students as possible.

Evertson and Harris note that effective student-accountability systems consist of two essential elements that must be designed and maganed. Even the most effective teachers will have students who challenge the classroom rules and procedures.

But as Evertson and Harris note, teaching, not punishment, is the goal.