Do nowThink of a recent incident when a student did not follow your expectations and write answers to the following:

What was the behavior?What was your response?Was your response effective? Why or why not?

TLAC: Threshold #41, Do Now #29, Everybody Writes #26

Making Hope Happen

Developing a Positive Classroom Culture Effective Procedures and Routines Techniques from Teach Like A Champion

http://goo.gl/PHz4lz

Learning goal…

Teachers will identify strategies they can implement to build a strong classroom management system.

TLAC: Post It #29, 4 M’s #7 TAPPLE

Checking for Understanding

What is today’s learning goal?#1 Begins

“Today’s learning goal is…”

TLAC: CFU #18, Circulate #15, Cold Call #22

It’s fundamental…

There is NO substitute for a well planned, consistently implemented behavior management system that is regularly rehearsed and reinforced.

Explicit Direct Instruction

Starting with Relationships

Effective classroom management begins with positive relationships

Positive relationships value the individual

Positive relationships are authentic Threshold (TLAC)

TAPPLE

Supports for building positive relationships

Positive presupposition Student spotlight Precise praise (TLAC) Student Interest Inventories Competition

TAPPLE

Write, Pair, Share What is one idea you could implement

tomorrow to build more positive relationships with your students?

Share your idea with an elbow partner. Be prepared to share out whole group.

TAPPLE

Positive Relationships "Good behavior management always has

relationship building as its primary objective. You want teachers to relate to children positively, and you want children to succeed in school so they will be self-confident. Behavior management is simply a means to that end."

(Fred Jones Tools for Teaching)

Starting with Routines

Making tasks routine, or automatic, frees time for instruction

Explain, Rehearse, and Reinforce Entry routine (TLAC) Tight Transitions (TLAC)

TAPPLE

Hallmarks of Good Routines

Quick Low narration Well planned Without interruptions Shared ownership

TLAC Field Guide p.257

Think, Pair, Share

What is one characteristic of a good routine?

Share your idea with an elbow partner, explain why you believe that characteristic is important.

Be prepared to share out whole group.

TAPPLE

Starting with Planning

Planning time for both content instruction and teaching/reinforcing routines Begin with the End (TLAC) Double Plan (TLAC)

Write, Pair, Share How might you adjust your planning to

better communicate and support. learning objectives to your students?

Share your idea with an elbow partner. Be prepared to share out whole group.

TAPPLE

Jigsaw Read

A’s read: Technique #28 Entry Routine

B’s read: Technique #29 Do Now

C’s read: Technique #30 Tight Transitions

D’s read: Technique #32 SLANT

Expert Group/Home Group

Gather with your like reading assignment (Expert group).

Each participant will have one minute to summarize one key idea from their reading.

Record key ideas and perspectives shared by others.

Expert Group/Home Group

Stand up and Share

Everyone stands. Consider one idea or TLAC technique

you will implement. At the signal a volunteer shares their

idea. Everyone who had that idea sits down. Procedure continues until everyone is

seated.*suggested modification for participation

Revisit Reflect on the incident you recorded at the start of this session. If your response was not successful, how might the TLAC strategies shared in this session improve your effectiveness with similar situations in the future? Share your thoughts with a table mate.

Give-One-Get-One Activity Using the Give-One-Get-One handout

identify 3 specific strategies, procedures, or programs your school suggests to support positive classroom management. Record specific PBiS strategies

Record these in 3 different boxes on your handout.

Circulate throughout the room sharing your ideas and recording the ideas others share with you.

handout

Closure

Thank you for your participation!