Transcript Classroom Management - Muscogee County School District

Classroom Management:
Creating an Environment for Learning
Objectives:
• Understand the teacher’s role in creating a
comfortable and safe learning environment
where students thrive
• Make relevant connections between
classroom management and the district’s
foci (RTI, Co-teaching, and SBC)
• Learn the importance of establishing and
teaching behavioral expectations,
procedures and routines
Ice Breaker…
“You never get a second chance
to make a first impression.”
~Source Unknown
Turn & Talk
What is Classroom
Management?
In The First Days of School,
Harry Wong states, “Classroom
management is the practices and
procedures that allow teachers to
teach and students to learn.”
wasn’t covered in any of my education
courses.
Classroom Management
Teacher’s
Role
RTI
Instructional
Strategies
Discipline
Co-Teaching
Procedures
& Routines
SBC
STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
Georgia Department of
Education
Offices of Curriculum
and Instruction and
Teacher/Student
Support
TIER 4
SPECIALLY DESIGNED
INSTRUCTION/LEARNING
Targeted students participate in:
-Specialized programs
-Adapted content, methodology,
or instructional delivery
-GPS access/extension
TIER 3: SST DRIVEN INSTRUCTION/LEARNING
Targeted students participate in:
-Individual assessment
-Tailored interventions to
respond to their needs
-Frequent formative assessments
-Consideration for specially designed instruction
only when data indicates a need (e.g. gifted or
special education services)
TIER 2:
NEEDS BASED INSTRUCTION/LEARNING:
STANDARD INTERVENTION PROTOCOLS
Targeted students participate in instruction that:
-Is different from Tier 1
-Uses established intervention protocols
-Provides enhanced opportunities for extended learning
-Uses flexible, small groups
-Includes more frequent progress monitoring
-Addresses needs in all developmental domains (academic,
communication/language, social etc.)
TIER 1
STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING
All students participate in instruction that is:
-In the general education classroom
-Standards-based
-Differentiated
- Evidenced-based
•Guided by progress monitoring & balanced assessment
-Planned to address all developmental domains (academic,
communication/language, social etc.)
Co-Teaching
• One teach, one
observe
• Parallel Teaching
• Alternative
(Differentiated) &
Supplemental
• One teach, one drift
• Station Teaching
• Team Teaching
Standards-Based
Classroom
• DO NOW – 10 minutes
• ESSENTIAL QUESTION – 5
minutes
• OPENING - 10-15
minutes
• WORK SESSION – 50
minutes
• CLOSING – 10 minutes
(Note: approximated times)
What is the teacher’s
role?
The Ideal Teacher:
• Enjoys students.
• Uses different teaching
techniques.
• Has a great sense of humor.
• Acts like an adult and not a
child (or high school
student).
• Keeps promises.
• Is organized.
• Knows the subject matter.
• Admits when he or she is
wrong.
• Uses a pleasant voice.
• Is enthusiastic about the
subject.
• Is willing to listen to both
sides of an issue.
• Has a reputation for giving
challenging work.
• Isn’t a pushover. Keeps
misbehaving students in
line.
• Keeps everyone busy.
• Does not have favorites.
• Is polite to everyone all of
the time.
• Is friendly and fair.
According to Julia G. Thompson, author of Discipline Survival
Kit for the Secondary Teacher
The Teacher-Student
Relationship
1.
2.
3.
4.
5.
You should show that you care about your students.
Attend sporting events, ask about their hobbies, make a
connection.
You should have a thorough knowledge of your subject
matter. Being prepared builds trust.
You should take command of the class. If you are not the
classroom leader, the students will gladly assume the
position.
You should act in a mature manner all of the time. Don’t
be sarcastic. Don’t tell lies. Don’t lose your temper.
You should maintain a certain emotional distance
between yourself and your students. Students have peers.
They need you to teach.
From First-Year Teacher’s Survival Kit, by Julia G. Thompson
Dressing Appropriately
• According to Harry
Wong, “We are
walking, talking
advertisements for
who we are.”
• Educators should
dress for respect,
credibility,
acceptance, and
authority.
Instructional Strategies
Effective Instruction
• A structured and instructionally
sound classroom will eliminate a
majority of misbehaviors.
• Two important key factors are:
Room arrangement
Time management
Movement is the key
• Be able to have quick access to any student
at any time.
• Be comfortable moving around your room
during instructional periods.
• Being in close proximity to a student is an
effective deterrent.
Effective Time Management
Curbs Discipline Problems
• The more engaged a student is
the better he behaves.
• Students tend to be more
distracted during these 3 phases
of instruction:
» The beginning of class
» Transitions
» The end of class
Instructional Strategies: What does it
look like in the classroom?
Strategies for Student-Centered Discussion:
Teaching Channel
Discipline
An Effective Discipline Plan
• The 3 most important
student behaviors to
teach on the first days of
school are:
– Discipline
– Procedures
– Routines
“If you do not have a plan, you are planning
to fail.”
From The First Days of School, by Harry
Wong
The Rules About Rules
• Wong writes, “The function of a rule is to
prevent or encourage behavior by clearly
stating student expectations.”
General Rules:
Specific Rules:
Respect others.
Be in class on time.
Be polite and helpful.
Keep your hands, feet,
and objects to yourself.
What are the advantages and
disadvantages to both?
Creating Your Class Rules
• Only have 3 to 5 rules
• State rules positively.
• Make the rules easy for you and your students to
remember.
• Be able to enforce the rules consistently.
• Remember:
– Rules deal with behavior, not procedures.
Enlist Parent Support
• Be sure to send a copy of
your discipline plan home
to parents the first day of
school.
• Make positive parent
contact before you need
their assistance with a
problem.
• Contact parents as soon as
you see a change in their
child’s behavior patterns.
• Parents can be one of your
biggest allies in managing
the student’s behavior.
Teacher Keys Effectiveness
System (TKES)
(Performance Standard 10:
Communication)
• The teacher communicates
effectively with students,
parents or guardians
district and school
personnel, and other
stakeholders in ways that
enhance student learning.
Rewards
• Harry Wong emphasizes, “The best reward is
the satisfaction of a job well done.”
Procedures & Routines
Procedures and Routines
• Harry Wong writes in The First Days of School,
“The number one problem in the classroom is not
discipline; it is the lack of procedures and
routines.”
• Wong also states, “A procedure is simply a method
or process for how things are to be done in a
classroom.”
• Procedures answer the question, “What do I do
when…?”
Classroom Procedures That
Must Become Routine:
1.
2.
3.
4.
5.
Beginning of a period. Do students know
what to do?
Quieting a class. Do students know how
you will quiet them down?
Students seeking help. Do students know
how to get your attention?
Movement of students and papers. Do
students know how to move about the
room and pass papers in?
End of period. Do students know who or
what will dismiss them at the end of the
period?
From The First Days of School, by Harry Wong
Procedures to Consider
• Entering the classroom
• Getting to work
immediately
• End of class dismissal
• Participating in class
discussions
• Changing groups
• Turning in papers
• When you finish early
• Asking a question
• Responding to fire,
severe weather, and
tornado drills
• Leaving the classroom
• When visitors arrive
• Keeping a notebook
• Interruptions
• Getting classroom
materials
From The First Days of School, by Harry Wong
Ideas for the Beginning of
Class
• It is ESSENTIAL that
the students have an
activity to complete as
soon as the bell rings.
• Take roll while the
students are working
on the assignment.
• Have your students:
– Create a test question.
– Illustrate important
information.
– Scan the day’s reading
assignment.
– Take a mini-quiz.
– Draw a cartoon.
– Summarize the previous
day’s topic.
According to Julia G. Thompson, author of
Discipline Survival Kit for the Secondary Teacher
Managing Transitions
• Julia G. Thompson suggests the following techniques:
Time students between transitions.
Provide students with a checklist of the
day’s activities.
Give students activities to “sponge” any
dead time.
• List ten words associated with the
lesson today.
• Defend your position on…
• Make flashcards for this unit.
• Circle the key words from yesterday’s
notes.
Ending Class Without Chaos
• The end of class
should be as structured
as the beginning.
• Closing exercises will
provide a constructive
review of the day’s
• Some more ideas to try
lesson.
from Julia G. Thompson:
– Chain Games
• Be sure that you
– Rapid-fire drills
dismiss the students
– Predict the next lesson
and not the bell.
– Review homework
directions
– Show a relevant cartoon
– Play a game for bonus
points
You Must Teach Procedures!
EXPLAIN
REHEARSE
REINFORCE
Routines & Procedures: What does it
look like in the classroom?
Setting and Achieving High
Expectations: Teaching Channel
Points to Remember:
• Maintain a professional relationship with
students and fellow colleagues.
• Be fair and consistent with students
regardless of who they are.
• Use class time wisely to avoid
misbehaviors.
• Take an interest in students’ extracurricular
activities.
Reflections
[email protected]
[email protected]
References
Breaux, A.L. (2003). 101 “Answers” for new teachers and their
mentors: Effective tips for daily classroom use. Larchmont, NY: Eye
on Education.
Marzano, R.J. & Pickering D.J. (2011). The Highly Engaged Classroom.
Marzano Research Laboratory.
Nelson, K. & Lindley, K. (2004). Starting strong: Surviving and thriving
as a new teacher. Glenview, IL: Pearson Education, Inc.
Wong, H.K. & Wong, R.T. (2009). The first days of school: How to be
an effective teacher. Mountain View, CA: Harry K. Wong Publications,
Inc.
•
Adapted from: Kimberly Dyan Hoy, Pendleton High School