Classroom Management Resource Site California State University, Los Angeles (CSULA) Alliance for the Study of School Climate (ASSC) Charter College of Education (CCOE)	**Transformative Connected School System Conference** Feb 15-17^th, Marina Del Ray, CA http://transformativeconnectedschoolsystem.com/
Transformative Classroom Management (TCM) Table of Contents http://www.transformativeclassroom.com Dr. John Shindler (CM Workshops) Dr. Albert Jones Learning Styles Teaching Resources Assessment Resources CM Courses at CSULA EDSE 415 EDCI 402 EDCI 590 · EDCI 537 · EDSE 511 Contact us	Resource Materials 10 reasons to incorporate Transformative Classroom Management TCM Better than “Best Practice” – the Management – Achievement Connection - New Why Assessing School Climate is Key to Reducing the Achievement Gap - New TYS school-wide behavioral improvement program from ASSC - New Positive Alternative to Names on the Board and/or Colored card system - New Creating Clear Classroom Expectations - New 10 biggest classroom management mistakes teachers make Exploring the Use of Competition in the Classroom – New What happens when we use Extrinsic Rewards – New Making your Thinking your Ally not your enemy – ch 16 - New Moving from 4-style (dominator) to 2-style (conductor) practice - New Moving from 2-style to 1-style (facilitator) practice Teaching that Promotes a Success Psychology – New Self Esteem: A Definition Teaching for Self Esteem Basic Needs Teaching Style Continuum Teaching Style Classifications Technical Management – Cues, Directions, etc. Individual Situational Leadership Model Consequences and punishments Excuse Psychology Use of Reality Therapy Assessing Process/Participation - New Negative Identity Cycle Succeeding With Challenging Students and Negative ID Socially Constructed Reality Forms of Teacher Power Negotiating a Power Struggle Managing the Behavioral Contract/Covenant Teaching Choices and Classroom Management Social Learning Model Self- Theories (Dweck 1999) Cooperative Learning Management Success Psychology: A definition Building Classroom Expectations and Community Collaborative Assessment (AERA Paper 2002) Effects of Teacher Language use exercise After school program leadership development materials packet Examining the term the “Real World” in schools - New Teaching Across Type – 5 Principles – New Example Classroom Management Plans (CMPs) Example Action Research – Classroom Climate Projects (EDCI 590) Example Assessment Plans (ASPs) from EDSE 511	Study Results: Transformative Classroom Management Practices vs Traditional Practices TCM classroom management practices were shows to reflect higher levels of student achievement when compared to other methods. Achievement test scores from 21 Urban schools are graphed in the figure below. The vertical axis of the graph represents the quality of the classroom management practices at each school as measured by the ASSC School Climate and Function Instrument. What the scatter plot graph clearly indicates is that the closer the practices at the school were to “TCM/transformative practices” (1 = low quality, 5 = transformative/high quality) the higher the achievement at that school (as measured by the CA API, 200-1000). The study found a +0.8 correlation between classroom management practices and student achievement. See full studies (2011 version) (2009 version) ASSC School Climate (Alternate Location) · Social Justice, Classroom Management and the Achievement Gap: Why School Climate Assessment is the Key to Reducing Student Achievement Differences Change from the Inside – Examining K-12 School-wide Improvement using the ASSC SCAI ASSC SCAI (School Climate Assessment Instrument) · 10 Reasons to Incorporate the Paragon Learning Style Inventory PLSI

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