Beginning Teacher September Forum #1 Classroom Management
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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
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