| The
Star Classroom Management Protocol
The Haberman Educational Foundation is pleased to announce
the availability of a new assessment tool for school districts,
universities and researchers to answer the most frequently
asked question in teaching, “Will this individual
be able to manage a classroom?” Veteran teachers as
well as beginners will also be able to assess themselves
in complete confidence and privacy in order to learn whether
or not they have what it takes. If veteran teachers, novice
teachers and teachers-to-be can manage the classroom then
they have a chance of sharing their knowledge with children
and youth. If they can’t relate to the students and
keep them on-task then what they know will never be received
or learned.
This assessment is in the form of an interactive computer
game. The teacher is presented with a screen depicting 24
students who must be kept on task. Using a random, timed
sequence students begin to move off-task. If the teacher
does not intervene in a manner appropriate to the particular
student behavior, they begin to disturb their neighbors.
The teacher’s responses are timed as well as assessed
for their appropriateness to the particular students’
needs. The score for each episode reflects the total number
of seconds the teacher is able to keep the students on-task.
The game is based on Rudolph Dreikurs’ theory of logical
consequences. The students
in the computer classroom misbehave because of their particular
need for attention, power,
revenge, or avoidance of failure. The best responses are
those selected by star teachers.
Dr. Haberman developed this interactive system to give teachers
practice at the critical behaviors they must demonstrate
to be effective classroom managers. As a result of practicing
with this interactive system the teachers will improve in
the following:
1. “With-it-ness”—a
heightened awareness of everything all the children in the
classroom are doing at any moment in time.
2. “Multi-tasking”—an
increased ability to think about resolving several children’s
problems simultaneously.
3. Responding to individual
needs—tailoring responses to particular student needs.
4. Increasing their repertoire
of responses—practicing 50 positive teacher responses.
5. Avoid escalating problems—extinguishing
automatic teacher responses that feed
into and make situations worse.
6. Professionalizing teacher
behavior—learning to act in response to children’s
needs
rather than responding to teacher needs.
7. Acting decisively—learning
to act quickly and staying in control of the situation.
In order to access the Star Classroom Management you will
need to log on to the Haberman Foundation website @ http://www.habermanfoundation.org
The game was developed by Dr.Martin Haberman, Distinguished
Professor,UWM.
Ryan Cameron , NorthEast Magic, Halifax Nova Scotia, Canada,
provided the technology.
Gary Cowan, Randall Systems, manages the technology division
for HEF.
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