Transcript I Can Do It - hisparks.com
I Can Do It
Phyllis Hartfiel Barnsdall Public Schools Heather Sparks Oklahoma City Public Schools
Session 1: Training Goals
Let’s Get Started
KWL Chart
W k n h o a w tt y o u w : :: K now tt W o h k a n tt o y w o :: u w a n tt ll W e h a rr a n tt e y d o : L u earned
Training Goals
Participants will:
1.
Learn about the elements necessary for 2.
3.
successful classroom management.
Discover communication styles and how they relate to student/teacher/parent communication.
Learn about interventions for selected difficult behaviors 4.
5.
6.
encountered in the classroom.
Have opportunities to find out about hints that help create the smoothly flowing classroom.
Acquire information that will help build successful parent/teacher relationships. Have the opportunity to link with a support partner at or near one's grade and/or content level.
Agenda
9:00-10:15 Sessions 1-3 10:15 Break 10:25-12:00 Sessions 4-6 12:00-1:00 Lunch 1:00-3:00 Sessions 7-9
Objectives of Classroom Management • Ensure the safety of staff and students.
• Create an engaging learning environment.
Session 2: Getting to Know Your Students
Creating Classroom Communities
Personal Responsibility Community Bonding Safety Survival
Come To The Edge
Come to the edge .
It’s too tall.
Come to the edge .
I’ll fall.
Come to the edge .
And they came.
And you pushed them.
And they flew.
Creating Acceptance
•Make eye contact with each student •Call all students by their first or preferred name •Move toward and stay close to the learners •“With-it-ness”
Enhancing Acceptance
COMFORT
1. Room Temperature 2. Furniture Arrangement 3. Physical Activity 4. Breaks 5. Bulletin Boards/Walls 6. Climate (Humor and Tone) 1. Routines 2. Guidelines 3. Perception of Safety
Order
CLASSROOM CLIMATE
• What I will do to help students: _____ feel accepted by the teacher and their peers _____ perceive the classroom as a comfortable and orderly place
Responding the Right Way
T hese are power behaviors that influence a student’s sense of acceptance and thereby enhance his or her creativity and engagement with the lesson.
Provide Wait Time
Pausing to allow a student more time to answer instead of moving on to another student when you don’t’ get an immediate response
Dignify Responses
Giving credit for the correct aspects of an incorrect response
Restate the Question
Ask the question again using the same words
Rephrase the Question
Use different words that might increase the probability of a correct response
Provide Guidance
Giving enough hints and clues so that the student will eventually determine the correct answer
WAIT TIME
WAIT . . . THREE SECONDS AFTER ASKING A QUESTION BEFORE CALLING ON A STUDENT WAIT . . . THREE SECONDS AFTER CALLING ON A STUDENT FOR THE RESPONSE WAIT . . . FIVE SECONDS AFTER A STUDENT’S RESPONSE BEFORE ASKING ANOTHER QUESTION OR CONTINUING THE LESSON
Session 3: Rules and Routines
How Do I Get Started?
The chief source of the “problem of discipline” in schools is that…a premium is put on physical quietude; on silence, on rigid uniformity of posture and movement; upon a machine-like simulation of the attitudes of intelligent interest. The teacher’s business is to hold the pupils up to these requirements and to punish the inevitable deviations which occur.
John Dewey Democracy and Education
SCHOOL/CLASSROOM CHARACTERISTICS ASSOCIATED WITH DISCIPLINE PROBLEMS Rules are unclear or seen as unfairly or inconsistently enforced.
Students did not believe in the rules.
Teachers & administrators did not know the rules.
Teachers & administrators disagreed on responses to student misconduct.
Teacher & administrator cooperation was poor.
Administration was inactive.
Teachers had punitive attitudes.
Misconduct was ignored.
Schools were too large.
Schools lacked adequate resources for teaching.
John Hopkins University Researchers, Gottfredsons CARS Newsletter, April/May 1995
Formula for Success
Voice
+
Choice
=
Loyalty
Tomorrow is the most important thing in life Comes in to us at midnight very clean. It’s perfect when it arrives and it puts itself in our hands and hopes we’ve learnt something from yesterday John Wayne, Actor
(1907-1979)
Make it a rule of life never to look back. Regret is an appalling waste of energy; you can’t build it; it’s only good for wallowing in. Katherine Mansfield, Writer
(1888-1923)
The number one problem is not discipline; it is the lack of procedures & routines!
Independent Activities
Students Should Know:
• Where to get materials • What to do if they have a question • Where to work • Where to put finished work • What the classroom rules are • How to focus on the task • What the limitations are • If and why the teacher is unavailable
How to Establish Rules
• Involve the class in making rules.
• Keep the rules short and easy to understand.
• Phrase rules in a positive way.
• Remind the class of the rules at times other than when someone has misbehaved.
• Make different rules for different kinds of activities.
• Key children in to when different rules apply.
• Post the rules and review them every so often.
• If a rule isn’t working change it.
How Do You Think He Did?
– Made a plan – Used his resources – Changed what he was doing when things weren’t working – Hung in when the going got tough – Trusted his own ideas and abilities
Session 4: Reinforcements
Rewards and Praise
If you punish a child for being naughty, and reward him for being good, he will do right merely for the sake of the reward, and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who thinks about how he may get on in the world, and does right or wrong according as he finds of advantage to himself.
Immanuel Kant
Education
Selecting Appropriate
R
einforcers
1. Ask the child.
2. Observe the child’s preferences.
3. Use what worked elsewhere.
4. Give the student choices.
5. Reinforcers lose value over time.
Instructions for
Give-One-Get-One
1. Jot down three (3) of your own ideas
.
2. Get up and find someone from another table. Share your lists.
3. Give one new idea from your list to your partner. Get one new idea from your partner's list.
4. Move on to a new partner and repeat Steps 2 and 3.
5. If your list and your partner's list are identical and you have no new ideas to exchange, you must remain together and brainstorm something that can be added to each of your lists.
**Note: Exchange no more than one idea with any given partner.
Session 5: Polishing Your Technique
Tips and Hints
Session 6: Smoothly Flowing Classrooms
Signals, Transitions and Sponges
SIGNALS
Use a classroom signal for attention
Whatever signal you use -- be consistent!!!
GIVING DIRECTIONS
Plan your directions ahead of time
Use 3 step directions
Give directions immediately before the activity
Get the attention of every student
Get feed back from students
Tell them and show them
Keep your voice low
Use signals for whole class response Fist Thumbs up = yes Thumbs down = no = question or I don't know
1.
2.
3.
4.
5.
6.
7.
8.
Smoothly Flowing Classrooms Transition Problems A few students always seem to be slow during transitions delaying the rest of the class.
Students frequently find reasons to wander during transitions.
The teacher delays the beginning of activities to look for materials, finish attendance reporting, returning or collecting papers, or chat with individual students while other students wait.
Students talk loudly at the beginning of the period. The teacher is interrupted while checking attendance, and the start of content activities is delayed.
Students socialize too much during transitions, especially after an assignment has been given, but before they have begun working on it. Many students do not start their assignments for several minutes.
Students stop working well before the end-of-period bell. They then engage in excessive talking and inappropriate behavior.
Whenever the teacher attempts to move the students from one activity to another, a number of students don’t make the transition but continue working on the preceding activity. This delays the start of the new activity or results in confusion.
While the teacher gives directions during a transition, many students do not pay attention. They continue to put their materials away or get new materials.
Session 8: Home/School Communication
Two-way communication
Instructional Program Home & School Communication Individual Students Engaging Families
PAGE 67 HOME AND SCHOOL COMMUNICATION INTRODUCTION LETTER WEEKLY PROGRESS REPORTS PAGE 68-69 LETTER HOME – Have a tear-off that the parent/guardian signs and returns so you have a record (Keep a paper trail).
PAGE 70 HINTS LETTER REGARDING DISCIPLINE PAGE 71-72 STRATEGIES FOR DEALING WITH HOSTILE PARENTS *****KEEP A LOG OF PARENTAL CONTACTS *****KEEP YOUR PRINCIPAL INFORMED – GIVE HIM/HER COPIES OF YOUR HOME COMMUNICATIONS ******SAVE E-MAIL COMMUNICATIONS IN FOLDER ******WEB SITES – BLOGGING (USE CAUTION)
Session #9: Dealing with Difficult Behaviors
Carousel Brainstorming
GOALS WHEN DEALING WITH DIFFICULT BEHAVIOR Attention Avoidance Power
1.
2.
3.
To eliminate or minimize the behavior.
To maintain student’s self esteem.
To maintain the lesson.
Discussing Inappropriate Behaviors
Do It:
Quietly Calmly Privately Every Time You Can!
Whenever you are dealing with unacceptable behavior always question whether the behavior in question is an isolated event or a recurring symptom of a greater problem.
Don’t major in minor problems!
KWL Chart
W k n h o a w tt y o u w : :: K now tt W o h k a n tt o y w o :: u w a n tt ll W e h a rr a n tt e y d o : L u earned
Phases of First Year Teacher’s Attitudes Towards Teaching Anticipation Survival Reflection Anticipation Rejuvenation
Aug Sept Oct Nov
Disillusionment
Dec Jan Feb Mar Apr May Source: Trainer’s Manual, Support Provider Training, Revised May 1996 June July
Books I Love (Phyllis Hartfiel) • Ayers, William.
To Teach: The Journey of a Teacher.
New York: Teacher’s College, 2001.
• Barber, Linda Clary and Geddes, Betsy.
Students Speak: Effective Discipline for Today’s Schools; Building a Sense of Community.
Portland, OR: Brandon, 1997.
• Clark, Ron.
The Essential 55
. New York: Hyperion, 2003.
• Codell, Esme Raji
Educating Esme: Diary of a Teacher’s First Year
. North Carolina: Algonquin, 1999.
• Dimock, Elna.
Before You Step into That Classroom: A Survival Guide for Teachers
. Clovis, CA: Educational Development, 1988 • Done, Phillip.
32 Third graders and 1 Class Bunny
. New York: Simon & Schuster, 2005.
• Eaker, Robert, Richard DuFour and Rebecca DuFour.
Getting Started: Restructuring Schools to Become Professional Learning Communities
. Bloomington, IN: Nat’l. Ed. Service, 2002.
• Jackson, Anthony W. and Davis, Gayle A.
Turning Points 2000: Educating Adolescents in the 21st Century
. New York: Teachers College, 2000.
• Knowles, Trudy and Brown, Dave F.
What Every Middle School Teacher Should Know.
Portsmouth, NH: Heinemann, 2000.
Heather’s Favorite Four: Lavoie, Richard. The Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child. ISBN 978-0-7432-8960-3.
MacKenzie, Robert J. Ed.D. Setting Limits in the Classroom. ISBN 0-7615-1675-1.
Pohlman, Craig. Revealing Minds: Assessing to Understand and Support Struggling Learners. ISBN: 978-0-7879-8790-9.
Whitaker, Todd. What Great Teachers Do Differently: 14 Things That Matter Most. ISBN 1-930556-69-1.
More titles
• • • • • • • • • Martin, Jane Roland.
The School Home: Rethinking Schools for Changing Families
. Cambridge: Harvard U Press, 1992.
McLaughlin, Milbrey W. and Talbert, Joan E.
Professional Communities and the Work of High School Teaching
. Chicago: U of Chicago, 2001.
Nelson, Jane.
Positive Discipline
. New York: Ballantine Books, 1987.
O’Hanian, Susan.
Caught in the Middle
. Portsmouth, NH: Heinemann, 2001.
Palmer, Parker.
The Courage to Teach.
New York: Jossey-Bass, 1998.
Power, Brenda Miller and Hubbard, Ruth Shagoury, (eds).
Learn When Our Teaching Fails.
Oops, What We
New York: Stenhouse, 1996.
Ramsey, Robert D.
501 Tips for Teachers
. Chicago, IL: Contemporary Books, 1997.
Silva, Peggy and Robert A. Mackin.
Standards of Mind and Heart: Creating the Good High School
. NY: Teacher’s College Press, 2002.
Toch, Thomas.
High Schools on a Human Scale.
Boston: Beacon Press, 2003.
Helpful Websites: www.disciplinehelp.com
www.responsiveclassroom.org
www.teachers.net
www.theteachersguide.com
www.theteacherscorner.com