Transcript Beginning Teacher September Forum #1 Classroom Management

Beginning Teacher
September Forum #1
Classroom Management
CIC:
H I S D Becoming #GreatAllOver
Connecting
Forum Structure Part A
H I S D Becoming #GreatAllOver
Agenda
 Introductions
 Classroom Management Absolutes
- Clearly Defined and Posted
Expectation
- Assertive Intervention
- Rapport with Students
 Announcements
 Closing
H I S D Becoming #GreatAllOver
Outcomes
 Classroom management training will
be reinforced.
 Appropriate interventions to behavior
problems will be practiced.
 Rapport building with students to
maximize academic success and
minimize behavior problems will be
emphasized.
H I S D Becoming #GreatAllOver
Norms
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Active Listening
Appropriate use of electronics
Equity of voice
Respect for all perspectives
Confidentiality
H I S D Becoming #GreatAllOver
Introductions
Going around the room, state:
 Your name
 What you teach
 Something that will make us
all smile
H I S D Becoming #GreatAllOver
Learning
Forum Structure Part B
H I S D Becoming #GreatAllOver
Classroom Management
What does it look like?
Expectations (I-9)
H I S D Becoming #GreatAllOver
Expectations for Behavior
All Expectations Must:
 Be clearly defined and posted
 Be monitored constantly and consistently
 Have consequences when not followed
Rules:
 Should address 3 – 6 of the most frequently
occurring and/or the most unacceptable behavior
 Must be specific and observable
Activity/Transition Procedures:
 Must be taught, modeled, and practiced until they
are performed automatically
 Must, must, must include an attention signal
H I S D Becoming #GreatAllOver
Consequences
 Can be specific to the offense
- Chewing gum: Scrape gum in detention
- Broke in line: Last in line for one week
 Can be generic and graduated
- First Offense: Warning
- Second Offense: Call home
- Third Offense: Teacher detention
- Fourth Offense: Office Referral
 Can be in response to how serious the
offense is
- Minor
- Moderate
H I S D Becoming #GreatAllOver
- Severe
Assertive Approach to
Intervention
Be sure your message is clear
 Use proximity
 Stay calm and lower your voice
 Keep the focus of your message on the
behavior
 Be direct and specific
 Be firm and matter of fact
 Specify any consequences
Follow through with accountability
 Be consistent
H I S D Becoming #GreatAllOver
 Be fair
Effective Intervention Practice
 Form groups of three and assign roles:
- Student - Teacher - Observer
 Student chooses a scenario from the stack of
five and reads it aloud
 Teacher role-plays a response directed to
student
 Observer gives positive feedback to teacher
 Teacher incorporates feedback from observer
and responds to the same scenario
 Teacher asks observer for specific advice and
gives a polished response to the scenario
 Repeat the above activity 2 more times until
each participant has playedH I Sall
3 roles
D Becoming
#GreatAllOver
Building Rapport with
Students
Why is this so important?
Relationships (I-10)
H I S D Becoming #GreatAllOver
Building Rapport
The single most important thing
teachers can do to improve the
overall behavior of students in their
classroom and to increase their
chances of academic success is to . .
. . increase the number of positive
interactions they have with each
student.
H I S D Becoming #GreatAllOver
Ratio Formula
+ 3 1
An effort should be made to interact
with each student 3 times more in
response to positive behavior than in
response to negative behavior.
H I S D Becoming #GreatAllOver
Positive Academic Attention
Purpose:
 To increase a student’s motivation and
improve academic performance
 To give specific and useful information
about academic work
Examples:
 Giving Positive Feedback
- A subtle nod or smile of approval
- A brief (less than 15 seconds) words of
praise in private
H I S D Becoming #GreatAllOver
Positive Nonacademic Attention
Purpose
 Increase ratio of positive interactions to
corrections that is not dependent on
academic performance
Examples
 Attending an extracurricular activity such
as athletic events, concerts, and plays in
which students are participating
 Standing at the door greeting students
respectfully and graciously
H I S D Becoming #GreatAllOver
Essential Classroom
Management Skills
 Focus more time, attention, and
energy on acknowledging
responsible behavior than on
responding to misbehavior.
 Preplan responses to misbehavior
to ensure that responses are in a
brief, calm, immediate, and
consistent manner.
H I S D Becoming #GreatAllOver
Important Considerations
 Don’t take misbehavior personally, even
if remarks are directed to you.
 Just as you have to learn how to
intervene effectively to misbehavior,
your students have to learn how to
change their behavior. Be patient.
Everyone is on a learning curve.
 Approach every intervention with
intentions to deescalate the situation
and minimize the disruptive effects on
the rest of the class.
H I S D Becoming #GreatAllOver
Managing
Forum Structure Part C
H I S D Becoming #GreatAllOver
Announcements
 IPDPs are due October 31, or, for
late hires, within 15 working days
from the start date of the beginning
teacher.
 Other announcements pertinent
to your campus BTs
H I S D Becoming #GreatAllOver
Closing
Forum Structure Part D
H I S D Becoming #GreatAllOver
Reflecting on the Learning
Complete the CAL Survey:
 What’s working? (What is going well so far
this year?)
 What are your challenges/concerns? (Have
there been any challenges or concerns that
have been difficult to resolve?)
 What might be your next steps? (What might
you do to address any pending concerns?
Can you use anything that has been
addressed in this learning?)
 What can I do for you? (What kind of support
would you like from your mentor and what kind
of training would you like from your CIC?)
H I S D Becoming #GreatAllOver
Mentoring Activities Survey
 Which activities have you completed
with your mentor?
 Check the boxes on the CAL Survey for
the specific activities that you and your
mentor completed together.
 Be sure to verify the completion in
MAS.
H I S D Becoming #GreatAllOver