Classroom Management

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Classroom Management da Mind Map: Classroom Management

1. General Strategies

1.1. These classroom management competencies positively influence students' learning in the classroom:

1.1.1. Behaviors

1.1.2. Knowledge

1.1.3. Skills

1.1.4. Abilities

1.1.5. Attributes

1.1.6. Other Characteristics

1.2. Themes and Competencies

1.2.1. Interacting with students

1.2.1.1. Demonstrate care and concern

1.2.2. Designing classroom lessons

1.2.2.1. Designing lessons that are engaging for students

1.2.3. Assessing student understanding

1.2.3.1. Ongoing assessment of learning (diagnostic, formative, and summative)

1.2.4. Counselor behavior and demeanor

1.2.4.1. Using attentive posture, positive facial expressions, eye contact, and other nonverbals

1.2.5. Meeting the needs of all students

1.2.5.1. Using instructional strategies that are appropriate for the subject matter

1.2.6. Responding to student behavior

1.2.6.1. Using proximity to address minor behavioral issues

1.2.7. Collaborating/consulting with others

1.2.7.1. Engaging in self-reflection on instructional effectiveness (review with supervisor)

1.2.8. Characteristics of the counselor

1.2.8.1. Being genuine, authentic, and real

1.2.9. Maintaining lesson structure

1.2.9.1. Organizing and using time, space and materials effectively

1.2.10. Multicultural competence, sensitivity, and awareness

1.2.10.1. Teaching in a culturally responsive manner

1.2.11. Knowing and utilizing classroom behavior management

1.2.11.1. Understanding the goals of students' misbehavior

1.2.12. Creating classroom rules

1.2.12.1. Ability to set boundaries and limits

1.3. Essential classroom management skills for school counselors requires proficiency in:

1.3.1. Designing curriculum

1.3.2. Developing lesson plans

1.3.3. Structuring the physical classroom

1.3.4. Establishing classroom rules, schedules and procedures

1.3.5. Managing transitions

1.3.6. Maintaining student motivation

2. Differentiated Instruction

2.1. Appropriate differentiation...

2.1.1. takes time!

2.1.2. requires collaboration with teachers.

2.1.3. requires prior classroom observations.

2.2. Differentiation means...

2.2.1. students receive the same content in various ways that is appropriate for their developmental readiness.

2.3. In order to appropriately differentiate, counselors must pay attention to:

2.3.1. Readiness

2.3.2. Interest

2.3.3. Learning Profile

2.4. Based on readiness, interest and learning profiles, counselors can differentiate the:

2.4.1. Content

2.4.1.1. Readiness: reteach to students having difficulty

2.4.1.2. Interest: provide interest centers to encourage exploration of related topics

2.4.1.3. Learning Profile: present in various modalities

2.4.2. Process

2.4.2.1. Readiness: vary the pacing of student work

2.4.2.2. Interest: form interest-based work groups or discussion groups

2.4.2.3. Learning Profile: allow students to choose whether to work alone or with a partner

2.4.3. Product

2.4.3.1. Readiness: provide differentiated rubric

2.4.3.2. Interest: provide opportunities for internships and mentorships

2.4.3.3. Learning Profile: provide multiple formats for products

2.5. Use different strategies to adjust content, process, and product based on readiness, interest, and learning profile

2.5.1. Sample Strategies (pg. 460)

3. Trauma Informed

3.1. Trauma has lasting adverse effects on an individual's:

3.1.1. Functioning

3.1.2. Mental well-being

3.1.3. Physical well-being

3.1.4. Social well-being

3.1.5. Emotional well-being

3.1.6. Spiritual well-being

3.2. Trauma is the result of an event or series of events that are:

3.2.1. Physically harmful

3.2.2. Emotionally harmful

3.2.3. Life threatening

3.3. Key Assumptions in a Trauma Informed Approach- The four R's:

3.3.1. Realization

3.3.1.1. People at various levels of an organization have a basic understanding of how trauma can affect individuals, families, groups or communities.

3.3.2. Recognize

3.3.2.1. Individual systems such as schools should be able to recognize signs of trauma.

3.3.3. Respond

3.3.3.1. Systems such as school should apply principals of trauma-informed approaches.

3.3.4. Resist Re-traumatization

3.3.4.1. People should avoid the creation of stressful or toxic environments that can re-traumatize individuals.

3.4. Learning Brain vs. Survival Brain

3.4.1. Learning Brain

3.4.1.1. Open to learning

3.4.1.2. Calm, peaceful, curious, excited, aren't afraid of making mistakes, confidence

3.4.1.3. Already feel safe enough to learn

3.4.1.3.1. Has "protective elephants" around them in order to dance and play

3.4.2. Survival Brain

3.4.2.1. Hyperfocused on threat

3.4.2.2. Panicky, obsessive, afraid of making mistakes, want to get things over with

3.4.2.3. Need to feel safe in order to learn

3.4.2.3.1. Needs to find "protective elephants" around them in order to dance and play

3.5. Understanding Child Trauma

3.5.1. Infographic

3.6. Adverse Childhood Experiences (ACEs) are potentially traumatic events that occur in childhood. ACEs influence:

3.6.1. Brain Development

3.6.2. Body's Response to Stress

3.6.3. Chronic Health Problems

3.6.4. Mental Illness

3.6.5. Substance Misuse

4. Culturally Responsive

4.1. School counselors foster culturally diverse:

4.1.1. Awareness

4.1.2. Understanding

4.1.3. Appreciation

4.2. Culture is a powerful and pervasive influence the attitudes and behaviors of:

4.2.1. Students

4.2.2. Stakeholders

4.2.3. School Counselors

4.3. It is the school counselors job to advocate for equity and access for students.

4.4. A few ways school counselors can be culturally responsive is by:

4.4.1. Exploring their own personal beliefs, attitudes, and knowledge about working with diverse students

4.4.2. Addressing the impact of poverty and social class on school achievement

4.4.3. Enhancing their cultural competence as well as providing opportunities for other school personnel to grow in their cultural awareness as well

4.5. Cultural Competence in Practice

4.5.1. Skills

4.5.1.1. Generate culturally sensitive verbal and nonverbal responses

4.5.1.2. Communicate accurately and appropriately

4.5.1.3. Anticipate impact and limitations to service delivery when working with diverse clients

4.5.1.4. Communicate in understandable language that is linguistically and culturally appropriate

4.5.2. Awareness

4.5.2.1. Move from culturally unaware to aware and be respectful and sensitive of differences

4.5.2.2. Aware of personal values and biases that impact work with diverse clients

4.5.2.3. Sensitive of circumstances that may encourage referrals to other providers

4.5.2.4. Aware of our own racist, sexist, heterosexist, or other detrimental attitudes, beliefs, and feelings

4.5.3. Knowledge

4.5.3.1. Knowledgable and aware of cultural groups you work with

4.5.3.2. Aware of social and political factors that influence various cultural groups

4.5.3.3. Knowledgable about institutional barriers that prevent diverse clients from accessing social services, privileges and advantages.