Classroom Management Resource Site California State University, Los Angeles Department of Curriculum and Instruction Charter College of Education	Presentations and Workshops Classroom Management Workshops by John Shindler After School Program Workshop School Climate Assessment and Support Services
ASSC PLSI Learning Styles Teaching Resources School Climate Classroom Climate Inventory Dr. John Shindler Dr. Albert Jones CM Courses at CSULA EDSE 415 EDCI 402 EDCI 590 · EDCI 537 Transformative Classroom Management: Promoting a Climate of Community and Responsibility Table of Contents Coming August 2009 from Wiley Press Contact us	Resource Materials Transformative Classroom Management 10 reasons to incorporate Transformative Classroom Management TCM Why Assessing School Climate is the Key to Reducing the Achievement Gap - New TYS school-wide behavioral improvement program from ASSC - New Classifying Management Practices and Styles (full ch.2) – New Positive Alternative to Names on the Board and/or Colored card system - New Creating Clear Classroom Expectations (full ch.4.) - 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 (ch.7) – 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 ch 20 - New Negative Identity Cycle Succeeding With Challenging Students and Negative ID (ch.14) - New Socially Constructed Reality Forms of Teacher Power Negotiating a Power Struggle - New Managing the Behavioral Contract/Covenant Teaching Choices and Classroom Management Social Learning Model Self- Theories (Dweck 1999) Cooperative Learning Management ch12 - New 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 Chapter 10 – implementing a consequences and Promoting Responsibility Example Classroom Management Plans (CMPs) Example Action Research – Classroom Climate Projects (EDCI 590)	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, 9 = 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 study 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) TYS – Transform Your School School-wide Behavioral System from ASSC · 10 Reasons to Incorporate the Paragon Learning Style Inventory PLSI

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