Transcript Classroom Management San Juan District

Teaching YOUR
Expectations
Annette Brinkman
Brinkman-Forlini-Williams, LLC
Student-engagement.net
Observertab.com
Group Norms
A ppreciate one another’s expertise
E ngage fully in all learning experiences
I nvest in your own learning
O pen your mind to new ways of thinking
U nite in purpose – improving student
learning
How is this like
being a
teacher?
Learning Task: Warm-Up
Think of a student from your past
who did everything you could have
ever hoped for during instruction…
• what specifically did this child do
independently, intrinsically?
• what behaviors did he/she exhibit
that you wished ALL of your
students exhibited – especially
______.
Partner Time!
• Find FOUR individuals who are NOT at
your table.
• Choose a space and EACH of you sign
your name on the other person’s sheet.
• Tell each person one behavior your
“wonder student” exhibited.
(Example: You walk over to someone you
do not know. You sign THEIR sheet on
the “birthday” space and they sign YOUR
sheet on the “birthday” space.)
Percentile Decrease in Disruptions
Robert Marzano
FACTOR
% DECREASE IN
DISRUPTIONS
Rules & Procedures
28%
Disciplinary Interventions
32%
Teacher/Student Relationships
31%
Mental Set
40%
What percentage do
you want to decrease
disruptions in your
class?
The BIG
8!
Brinkman-Forlini-Williams
Class Acts, 2010
The Quest:
Active
Engaged
Learners
Expectations that Support Active Engagement:
Long-term and Short-term
Identify
Expectations
Teach
Expectations
Support
Expectations
Define:
Procedures
Rules
Habits
Define:
Procedures
Functional
things that
have to be done
in a classroom
such as passing
in papers,
getting drinks,
& going to the
restroom.
Rules
Habits
Trouble Times
Trouble Time
Beginning and Ending the School Day
Transitions
●Leaving and returning to the room
●Use of the bathroom
●Use of the library and resource room
●Use of the cafeteria
●Use of the playground
●Fire and disaster drills
Use of Materials and Equipment
●Distributing and collecting materials
●Storage of common materials (yours,
mine, ours)
●Use of the drinking fountain, sink and
pencil sharpener.
Group Work
●Movement in and out of the group
●Expected behaviors of students in the
group
●Expected behaviors of students not in the
group
●Group communication with the teacher
Seatwork and Teacher-Led Activities
●Student attention during presentations
●Student participation
●Talking among students
●Obtaining help
●Out-of-seat behavior
●Behavior when work has been completed.
Procedures
In your group,
brainstorm
procedures you
use to manage
these Trouble
Times.
Be prepared to
share some of
your best ideas.
Define:
Procedures
Rules
Functional
things that have
to be done in a
classroom such
as passing in
papers, getting
drinks, & going
to the restroom.
The nonnegotiables you
are willing to
enforce –
usually involves
safety and
controlling the
masses.
Habits
• What are the rules in your
classroom?
• Write them down.
Define:
Procedures
Rules
Habits
Functional
things that have
to be done in a
classroom – such
as passing in
papers, getting
drinks, & going
to the restroom.
The nonnegotiables you
are willing to
enforce – usually
involves safety
and controlling
the masses.
Intrinsic
behaviors you
want students
to exhibit even
when you are
not there –
such as self
starting, using
a 12 inch
whisper, etc …
Possible Classroom Habits
• Be a Self-Starter
• Be on-task
– Direct Instruction
– Group Work (labs,
etc…)
• Be an Active Listener
• Link: Finish one thing
and start the next
Building The Foundation
1. Identify critical habits your students
need to support the learning you
wish to offer.
2. Invest time and effort to thoroughly
teach those habits.
3. Follow the 4 steps of letting them
know.
4. REFINE: Praise those who exhibit
the habits and reteach those who
don’t.
Four Steps to
Teaching A Habit
•
•
•
•
Explain: Looks Like/Sounds Like
Demonstrate: Wrong Way/Right Way
Practice: Right Way
Refine: Never Ending …
Procedure adapted from
the US Air Force
Step One:
Self-Starters
Looks Like:
Look at task
Put stuff away
Start reading or
writing
Keep reading or
writing
Sounds Like:
Pencils scratching
Quiet
Pages turning
Hall noise
Looks Like/
Sounds Like
An example from a 5th
grade classroom.
Note:
• Signed by the
students
• Laminated (once
completed)
Step OneKinder Chart
Attention
Looks Like:
Sounds Like:
Step Two:
• Demo:
– wrong way
– right way
• Debrief after each demo:
– what did ___ and ___ do
correctly?
– what do ___ and ___ need
to refine?
– prioritize 3 most important
things off chart
Step Three:
• EVERYONE practice
the correct way.
Steps One-Three:
• Why?
• What modifications do
you need:
– age of students?
– your personality?
Step Four:
REFINE
Refine
Refine
Refine
Refine
Level One: Proximity/Cues
Reinforce and Refine
Use the “Looks Like
Sounds Like” chart
to create social
cues for selfstarting
•Specific
•Descriptive – contain
the expectation
Purpose:
•
•
•
Reinforce
students who are
exhibiting that
habit
Clarify the specific
expectations of
that habit
Bring kids back
into the fold who
are blowing it!!!
Self-Starters
Looks Like:
All my “stuff” is
prepared – pencil,
notebook…
Looking at the starter – figuring
it out
Writing
Not talking to my neighbor
Solve problems without drawing
attention to myself
Sounds Like:
Pencils moving across the
paper
Silence
Level Two: Assessment
Self-Starters
Looks Like:
Sounds Like:
1. All my “stuff” is
prepared – pencil,
notebook…
2. Looking at the starter –
figuring it out
3. Writing
4. Not talking to my neighbor
5. Solve problems without
drawing attention to myself
6. Pencils moving across the
paper
6. Silence
Level Three:
What about individual students who
DON’T exhibit the habit?
Level III: Individual Conversation
Looks Like:
All my “stuff” is
prepared – pencil,
notebook…
As I enter, move towards my
desk
Looking at the starter – figuring
it out
Writing
Not talking to my neighbor
Solve problems without drawing
attention to myself
Sounds Like:
Pencils moving across the
paper
Silence
Third-Point Conversation
Moving Silently with Intent…
Sounds Like
• Pencils scratching
• Quiet
• Pages turning
• Hall noise
Looks Like
• Look at task
• Put stuff away
• Start reading or writing
• Keep reading or writing
Teacher
Student
What do you use to motivate
students?
• Free homework pass, extra
recess, get out of quiz free pass,
extra bathroom pass.
• Compile a free and low cost list
of options at your table.
What happens if you DON’T refine?
What about individual students who DON’T exhibit
the habit?
Improving Student Learning
• Know where they’re going
• Know where they are now
• Know how to close the gap
Stiggins, Arter, Chappuis & Chappuis (2004).
Classroom Assessment for Student Learning: Doing it
right/Doing it well.
Read and Ponder
• Read one teacher’s
journey with teaching
habits…
• What could you
transfer to your
students?
Transfer Chat
• What habit do you need/want to
teach next week?
• What will you do to refine your
habit?
• How will you find time to work with
individual students?
Geneva Elementary 2000
We are here
to teach
children the
behaviors
we want to
see.
Not to crucify them for the
behaviors they came with.
Supporting
your classroom
habits and
expectations!
Cementing the
Habits
Cueing
Cueing:
A positive cue given to assist students to
identify & internalize appropriate social
behavior.
Cueing
Attention
Expectations Prompt Proximity
Signals
Time
Limits
Voice
Tasking
Cueing
Use the “Looks Like
Sounds Like” chart
to create positive
cues for selfPurpose:
starting
• Reinforce students who are
•Specific
•Descriptive – contain
the expectation
exhibiting that habit
• Clarify the specific
expectations of that habit
• Bring kids back into the
fold who are blowing it!!!
Positive Cues:
8 vs. 80
Cueing
Attention
Expectations Prompt Proximity
Signals
Time
Limits
Voice
Tasking
Yelling across the room for Jimmy
to get in his seat
Quietly asking Johnny to get on
task
Berating Timothy for not raising his
hand for the umpteenth time
Card pull system
Percentage of Children Who Achieve
Success with Varying Levels of
Home and Classroom Support
High Home Support
Low Home Support
Highly Engaged
Class
100%
100%
Somewhat
Engaged Class
100%
25%
60%
0%
Low Classroom
Engagement
Snow, C. (1991). Unfulfilled Expectations. Harvard University Press