New Teacher Staff Development 2014-2015

ALDINE ISD

      C – Conversation: Share your experiences, discuss with neighbor, take calls outside H – Help: Take care of needs, ask your neighbor, take a break A – Activity: Mostly presentation, some reflection with neighbor M – Movement: Get up and move around as needed P – Participate: Discuss with neighbor, discuss with group S – Success: Take away one new idea or point

The research is clear: “…the teacher is probably the single most important factor affecting student achievement….”

Robert J. Marzano

100 90 80 70 60 50 40 30 20 10 0 96 63 50 Percentile 37 3 LES/LET MES/LET MES/MET LES/MET AVG/AVG Classroom Management that Works

Robert Marzano

Data Analysis Of Previous Year Discipline Data

Categories Of Behavior Consequences Dispositions Effectiveness Frequency Location

Positive Behavior Supports

Expectations Developing Relationships Teaching Of Desired Skills Interventions

Staff Development

Campus Wide Small Group Individual

Parent Involvement

Communication Conferences Training

Data Analysis Progress Monitoring

Who are the members?

How often do we meet?

What are we looking at?

How is this information shared?

Complete the planning questionnaire (elementary – middle 3.1, 4.1; 9 th - high school 4.1, 4.2) and discuss at your table –  What level of structure do you and your students “need”?

 What are the implications for your classroom?

      -

Domain 2: Classroom Environment

2a. Creating an environment of respect and rapport  teacher interaction with students student interactions with one another 2b. Establishing a culture for learning    importance of the content expectations for learning and achievement student pride in work 2c. Managing classroom procedures      management of instructional groups management of transitions management of materials and supplies performance of non-instructional duties supervision of volunteers and paraprofessionals 2d. Managing student behavior    expectations monitoring of student behavior responses to student misbehavior 2e. Organizing physical space   safety and accessibility arrangement of furniture and use of physical resources

    Clear Expectations/Rules and Procedures Developing Positive Relationships with Students Disciplinary and Academic Interventions Emotional Readiness

Procedures and Routines

Visit with a neighbor and describe what an organized classroom would look like.

     Beginning and ending the class period   30 sec to begin Jumpstart activity Wrap up or summary exit activity Transitions  Students move faster when being timed or competition is involved Materials and equipment Group work/class discussions  Rubrics for group work participation grades  Method for calling on students (popsicle sticks, personal data cards) Individual work and teacher-directed instruction.

 Keep the lecturing to a bare minimum

Brainstorm with each other and determine other times during the school day when procedures and routines would be appropriate.

  You must teach, practice and reinforce the routines and procedures you want your students to follow.

This could and should be a daily activity.

 Impressions

 Visit with a neighbor and discuss the impact of impressions on your classroom environment.

 Research tells us:     Children are more likely to be respectful when important adults in their lives respect them. (Kohn) Positive relationships between students and teachers are important at every level. (Elementary, MS and HS)(Marzano) The most powerful strategy to foster a positive learning environment is developing positive relationships with students. (Canter and Canter) Students who like their teachers outperform those who do not by 30%. (Jenson)



Develop Classroom Pride

 Greet each student at the door       Call on each student by name Display student work Acknowledge individual accomplishments Acknowledge classroom accomplishments in the building Give specific encouragement to students Use rituals



Develop an Understanding of the Culture and Community

 Understanding student backgrounds  Campus demographics  student populations, economically disadvantaged How do students get to school?

Take a moment and think about how you were received today… in the parking lot… in the building… in the classroom.

     Establish clear learning goals (the learning threshold).

Provide flexible learning goals.

Take personal interest in your students.

Develop an understanding of differences in students.

Utilize equitable, specific feedback.

Teaching with Poverty in Mind Eric Jensen A Framework for Understanding Poverty Dr. Ruby Payne Teaching with Love and Logic Dr. Jim Fey

Teaching Behavior Expectations

 Students expect you to be in control.

 There should be a balance between control and cooperation.

A key way to address classroom disruptions is by utilizing:

Proximity Control Or Working the Crowd Eye Contact and Body Language Tone of Voice

Our ability to move around the room and navigate from desk to desk enhances our ability to manage the classroom.

 Fred Jones refers to three zones:

Red Zone Yellow Zone Green Zone

Student Student Student Student Student St ud ent Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student St u dent Student Student Student Student Student Student Student Student Student Student Teacher

Share with a neighbor other possible ways to organize your classroom to enable good movement and increased mobility.

What criterion on your smart card would this address?

    The teacher is the MOST important figure in maintaining good student behavior.

All students seek

acceptance and success.

All students can exhibit acceptable behavior.

Structure facilitates success.

   Discipline depends on consistency, persistence, and follow-through.

Consequences are more effective than punishment.

Encouragement and reinforcement provide motivation for appropriate student behavior.

     Students behave in different ways.

Student behave according to what motivates them. Students use learned patterns of behavior to control their environment.

Inappropriate behavior can be modified.

Different interventions work with different children.

Providing positive support and proactive interventions are more important than having a reactive discipline plan.

 How would we define effective student management?

 Clear Expectations      Time on Task Opportunities to Respond Positive Interactions (3:1) Correction with Fluency Re-teaching Expectations

   Model behavior you want to see.

Use real examples to make the point.

Reinforce appropriate behaviors!

3:1 ratio

  

Do not take disrespectful behavior personally. Responding based on calm and control.

Utilize wait time before responding.

 Power struggles are not an effective way to change behavior.

 Your actions as an educator make an impact on the behavior of children.

CALM is STRENGTH Upset is weakness

  List ways you can diffuse a situation with a student.

Share with a neighbor.

 Complete your own Classroom Management and Discipline Plan (blank handout) utilizing the sample Classroom Management Discipline Plan (bulleted suggestions) for a successful school year

“I’ve come to a frightening c o nclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de escalated and a child humanized or dehumanized.” ― Haim G. Ginott

     Classroom Management that Works Robert J. Marzano Teaching with Poverty in Mind Eric Jensen CHAMPS: A Proactive and Positive Approach to Classroom Management Randy Sprick Love and Logic Jim Fay and Charles Fay Tools for Teaching Fred Jones