More than 30 years of research confirm that classroom management is critical to teacher effectiveness. Classroom management is defined as the provisions and procedures necessary to create and maintain a classroom environment in which teaching and learning can occur. This definition suggests classroom management extends far beyond discipline or the enforcing of rules, to the quality of student-teacher relationships. Teachers who build high-quality relationships with their students experience fewer discipline problems, rule violations and related problems, resulting in improved student engagement and student learning. It is essential that beginning teachers create a well-managed classroom that centers on respectful, collaborative relationships. The workshop session is designed to help the teacher create a learning environment that encourages student motivation, positive behavior and collaborative social interaction.
According to the Association of Supervision and Curriculum Development, students who are engaged in their work are energized by four goals—success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom? What strategies really work to involve students in their own learning? This workshop session will focus on three research-based instructional strategies that beginning teachers need to design instruction that is intellectually demanding, actively engaging and embedded with academic standards that promote college and career readiness. Teachers will develop an understanding of high-quality instruction that actively engages students in challenging learning experiences and create intellectually challenging learning experiences that require students to use higher-order thinking skills.