Transcript Effective Substitute Teacher Training Wednesday June 13, 2007

Effective Substitute Teacher Training
June 13, 2007
Classroom Management
Presented by Amy Hopps
Classroom Management Profile
1- Read each statement carefully.
2- Write your response, from the scale, on a sheet of paper.
3- Respond to each statement based upon either actual or
imagined classroom experience.
4- Then, follow the scoring instructions.
How to Score your Quiz
Add your responses to statements 1, 3, and 9.
This is your score for the
authoritarian style.
Statements 4, 8 and 11 refer to the authoritative style.
Statements 6, 10, and 12 refer to the laissez-faire style.
Statements 2, 5, and 7 refer to the indifferent style.
Authoritarian
Authoritative
Laissez-faire
Indifferent
What is Classroom Management?
Effective discipline
Being prepared for class
Motivating your students
Providing a safe, comfortable learning
environment
And…
It’s different for everyone
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WHY?
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Teaching styles
Personality styles
Attitudes
Student population
Try different strategies to see what
works for you.
Why is Classroom Management
Important?
 Satisfaction and enjoyment as a
substitute teacher are dependent
upon leading students to cooperate
 Classroom management issues are of
highest concern for those new to the
classroom.
Disciplinary Tips:
Being Proactive
Deal with disruptive behaviors but also
manage to minimize off-task, nondisruptive behaviors
 Discipline as privately as possible.
 Model calmness. Don’t be a “screamer.”
 Walk and circulate around the room as
much as possible
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Disciplinary Tips:
Being Proactive
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If the teacher has not provided a seating chart
with names, get students started on a warm up
activity then go around the room to each child
and write down their names. Discipline is more
effective when you can call on the students by
name.
If a student says that their regular teacher “lets
us,” assume the opposite. This is a popular
phrase used by students looking to take
advantage of subs.
Remember that the office is available to help as
well as neighboring teachers.
• Have a positive attitude.
• Choose your battles.
• Do not argue with a student. “It is like mud
wrestling with a pig. You will both get dirty
but the pig will enjoy it.” (Based on Positive Connections,
Dr. Neila Connors)
Did You Know? …
All students have computers in their brains
dedicated to answering the question,
Is the coast clear?
Zones of Proximity
Red Zone
Circular area around the teacher roughly 8
feet in radius.
Student brain says:
“Cool it! Goofing off now would be really
stupid. You could get caught.”
Yellow Zone
Outside of the red zone, extending another
six feet in every direction.
Student brain says:
“Be careful, but if teacher becomes
distracted, the coast is clear! Let’s goof
off.”
Green Zone
Located just outside of the yellow zone…
Student brain says:
“Why not go?!”
(Imagine if the teacher/sub spends all of his or her
time in the front of the classroom.)
3 Rules of Teacher Movement
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Constantly change the zones of proximity so
that no one is in the green zone for long
periods of time.
Stimulate the brain to attend by constantly
changing everyone’s visual field
Use movement as a camouflage for dealing
with the disruptive student. (Disrupt the
disruption)
Giving Effective Commands
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Make sure you mean it! Never issue a
command you do not intend to see followed
through to its completion.
Present the command as a question or
favor. State it simply, directly, and in a
businesslike voice.
Use a quiet voice, do not yell. Getting you
upset may be reinforcing to them. Maintain
your composure and watch your body
language.
Giving Effective Commands
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Do not nag. Issue a command only twice,
then follow through with the preplanned
consequence.
Do not give too many commands at once.
Give only 1 or 2 depending on the age of the
student.
Make sure you have eye contact with the
student and that the student is paying
attention to you.
Giving Effective Commands
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Describe the behavior that you want. Give
specific commands that are not open to
interpretation.
Make more START requests than STOP
requests. Dos vs. Don’ts
Verbally reinforce compliance.
Techniques for Better
Classroom Control
• Focus your attention on the entire class
• Don’t talk over student chatter
• Direct your instruction so that students
know what is going to happen.
• Monitor students when they are in groups
• Give non-verbal cues
• Show confidence
Strategies to Maintain
Students’ Attention
Quick Polls.
When posing general questions to the whole class,
ask students to use the “thumbs up or thumbs down”
to indicate whether they understand the question.
Count Downs and Call Outs.
“5, 4, 3, 2, 1” cue for quiet.
“If you can hear my voice, clap once…”
“I see that Steven, Amber, Robyn and Sherry are
ready…and Brad and Jade…thank you…okay now
Nick and Jennifer.”
Random Drawings.
Select readers and information presenters during
group dicussions with a variation on drawing
straws. Use color coded Popsicle sticks: one for
readers one for information presenters.
Student Assistants.
Ask students to come up and point to correct
answers on the overhead or board. Students
are usually eager to do this so it allows you to
conduct a discussion from some other place
than the front of the room.
From “Classroom Management that Works” by Robert Marzano
Other Tips for Substitute Teachers
Arrive Early
Location of school?
Parking?
Room?
Attendance/Roll Sheets?
Lesson Plan?
School Procedures?
Dress Well
Dress professionally.
Know Subjects as Well as Possible
Get to know the assignments,
vocabulary, ideas, etc. Make every
attempt to understand the lessons.
Get help from another teacher.
Always follow the classroom teacher’s
lesson plans.
Leave Detailed Note
 Leave a note(s) for the classroom
teacher at the end of the day. Let
them know how the day went.
Include positives as well as negatives.
 Also, make sure that the room is in
order before leaving.
Bag of Tricks
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Index Cards. Buy some time at
the beginning of class to look
over lesson plans, find
resources, etc. by asking
students to write their name on
the card and additional
information about themselves.
Younger children might draw a
picture of themselves or one of
their favorite things.
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Notebook paper and
sharpened pencils. (Having
these will ward off potential
problems)
Folders. Students may put
assignments in the folders or
you may use them to separate
work from each of the classes
or subjects.
A book for a potential readaloud. (maybe a few to cover a
few grade spans)
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Stickers (for younger
students)
Warmup Activity.
Games
Brainteasers
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
READ
 Three Poems
 A Chapter in a Book
 A Story in a Magazine
 An Encyclopedia Page
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
DRAW
 A Picture of Yourself
 A Scene from a Dream
 A Machine of the Future
 Definitions of Four Words
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
MAKE
 A Map of Your School
 A Bookmark for a Friend
 A Book Jacket for a Book
 A Diagram of Your Classroom
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
DESIGN
 A Word Hunt Puzzle
 A Mobile About a Story
 The Perfect Reading Place
 An Award for a Classmate
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
WRITE
 A Letter to Someone
 A Poem About a Friend
 Five Math Word Problems
 A Story About Your School
Things for Students to Do When
They Have Completed Their Task
or Work
From “Classroom Management that Works” by Robert Marzano
LIST
 Outdoor Sounds You Hear
 Classroom Sounds You Hear
 Smells on Your Way to School
 Things You’d Like to Do Today
Great Resource for Subs
http://users.erols.com/interlac/subtch.htm
Special Thanks
• Becky Pearson, from McDowell County.