EXCELLENCE. COMMUNITY. TRADITION. CLASSROOM MANAGEMENT Y THE “Y” MENTALITY.
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Transcript of EXCELLENCE. COMMUNITY. TRADITION. CLASSROOM MANAGEMENT Y THE “Y” MENTALITY.
EXCELLENCE.COMMUNITY.TRADITION.
CLASSROOM MANAGEMENT
YTHE “Y” MENTALITY
DO NOW
On an index card, tell us what you consider to be your biggest concern in the classroom.
(i.e routines, managing a particular student behavior, organization,
transitions)
Be as specific as possible.Put your name on it if you wish.Place at the end of your table when
complete.
Where did we go last week?
Looked at why we needed this development. Brainstormed ideas as to why we think students
misbehave. Learned what the research says about teacher-student
relationships. Defined the values we felt should be in place in the
classroom. Saw a good and a bad example of a hallway conversation. Used Quizdom (a new tool to engage students). Discussed what a well-managed classroom should look
like. Outlined school expectations for student behavior. Had rich discussion about expectations. Began developing Classroom Management Plan (CMP).
Where are we going today?
Outline expectations for your classroom and add to your CMP.
Practical Interventions: What to do once the problems begin.
Define classroom procedures and routines.Complete your Classroom Management Plan.
Looking for rich discussion and collaboration.
EXPECTATIONS CONTINUED
School Wide Expectations
1. Don’t argue!
2. Sarcasm is culturally based.
3. Yelling is unprofessional.
4. The teacher dismisses the class.
5. Greet students at the door.
6. Engaging instruction – tool #1!
School Wide Expectations
7. The teacher sets the tone and the climate.
8. Help rather than hassle.
9. Save electronic devices for after-school.
10.Foul language is not tolerated.
11.Respect yourself and others.
The expectations we have of others
are the expectations we
have of ourselves.
COUNTRY ACTIVITY
With your countrymen, do the following:
1. Discuss whether you think this list is comprehensive enough for us as a school.
2. What should be deleted or added or amended?
8 minutes
ADD YOUR CLASSROOM EXPECTATIONS TO YOUR CLASSROOM
MANAGEMENT PLAN.
10 minutes
STUDENT MISBEHAVIOR
WHAT TO DO??
What should you do when a student misbehaves?
1. Do not ignore the behavior.2. Intervene early (don’t wait too long to respond).3. How you handle the problem sets the tone for the
classroom (goal is to protect instruction).4. Start on the first day of school (lay out the
expectations and then hold them accountable).5. Have a plan in place.6. Consider a wide variety of options (Pyramid of
Interventions).7. REMAIN PROFESSIONAL.
Pyramid of Interventions
Discipline referral
Parent/Teacher/Conference, Administrator/Teacher/Guidance
Conference, Teacher Detention, IEP Process (SPED), Written Contract
Private conference with student, Time-out in another teacher’s room, Talk with coaches, Parent phone call
(positive or negative), Time after class, Time during lunch, Student reflection journal, Move the student’s seat
Use nonverbal actions (proximity, “the LOOK”), Appropriate use of Humor, Use redirection, Ignore the behavior, Delay taking action, Give a gentle reprimand
SOME TOOLS FOR YOUR TOOLBOX
Ignore the behavior. Delay taking action. Use Nonverbal Actions (proximity, the “look”). Praise the entire class for its good behavior. Give a gentle reprimand. Use appropriate humor. Redirect the student.
SOME TOOLS FOR YOUR TOOLBOX Confer briefly with the student. Hold a longer conference with the student. Move the student’s seat. Arrange for a time-out room with another teacher. Talk with an administrator, peer, coach, case manager,
or counselor about the behavior to get suggestions. Contact the parent by phone or email. Detain the student after class (or have them come and
see you at lunch). Student reflection journal.
SOME TOOLS FOR YOUR TOOLBOX
Parent/Student/Teacher Conference Parent/Student/Teacher/Administrator/Guidance
Counselor Conference Teacher detention IEP Process Behavior Contract (written agreement) Referral to administrator
SOME TOOLS FOR YOUR TOOLBOX
Remove from classroom (call administrator) Referral to Administrator
TAKE A BREAK
10 minutes
WHAT DO WE DO WITH THESE
INTERVENTIONS?
Practical Case Studies
CASE STUDY BUDDIES
Case Study 1: Germany, Nepal
Case Study 2: Brazil and China
Case Study 3: Switzerland and Japan
Case Study 4: Italy and Madagascar
Case Study 5: Costa Rica and Turkey
Case Study 6: India and AustraliaCase Study 7: Greece (no buddy)
Case Study Process
STEP 1 – Read the case study and discuss within your
own country.What went well? What went wrong?What practical interventions would you use?What advice would you give this teacher?
Case Study Process
STEP 2– Meet with your Case Study Buddy
and discuss.Assign a leader to make sure the
discussion moves along.Assign a reporter who will
represent both groups in Step 3.
– Review the questions from Step 1.
Case Study Process
STEP 3– Reporter will give quick
scenario and report out to larger group.
– Share your practical solutions.– Less than five minutes per
group.
Case Study Presentations
TAKE A BREAK
10 minutes
PROCEDURES AND ROUTINES
Clear procedures and routines decrease the amount of negative behavior and increase productivity.
Makes students feel more comfortable.Provides consistency.Must be taught and practiced.Start on DAY ONE!!!
Examples
Beginning of classEnd of classPassing out papersVisitors to the classDismissalMake-up workSchedulesGrade updates
FIVE ACTIVITIES
Instructions posted.Each activity is timed.Record information onto your CMP.Be respectful of other groups.Honor the discussion.Stay on task.Don’t talk over each other.
The Beginning of the Period
1. Student entrance
2. Attendance
3. Homework
4. Student questions
5. Tardy Students
6. DO NOW!
Count off 1 -6 in your country.
Your job is to go to the table indicated by your number.
Take notes and bring info back to your country.
Regroup with your country and share ideas.
Round 1
Classroom Disruptions
1. Guest or visitor to room
2. Restroom
3. Locker/Parking Lot/Clinic
4. Called to office
5. Announcements
Remain in your country.
Round robin – each person quickly shares their procedure for these events.
Allow for clarifying questions.
Round 2
Sharing Information
1. Absent student
2. Make-up work
3. After-school help
4. Grade updates
Count off starting with 1 to 4 in your country. Repeat if needed.
Four Corners – go to the corner with your number.
Discuss the procedures for the topic and report information back to your group.
Round 3
Management of Work
1. Homework
2. Returning papers
3. Collecting work
Round 4
Count off 1-3. Your job is to go to
the table indicated by your number.
Take notes and bring info back to your group.
Regroup with your country and share ideas.
End of the Period
1. What to do the last few minutes of class.
2. Exiting the classroom,
3. Exit cards, etc.
Round 5
Pair up with your case study buddy.
Discuss items. Recorder and
manager (keep everyone on task)
Don’t talk over each other.
Classroom Management Plans
Positive Ways to
Work with
Students
Place a copy of your CMP in your plan book (we would like to see it when we come by).
Copy to your department chair by Friday, 9/4.Imbed elements from it into your syllabus,
webpage, and Back-To-School night information.
Post to the wiki when possible.Ask questions, peer observe, and revise plan.Reflect on your practice.
“A gem is not polished without rubbing, nor a man perfected without trials.”
Chinese Proverb
SURVEY
Please take a moment to complete the survey posted on the wiki by Friday, Sept. 4.
TO SUM IT UPOn the index card on your
table– share with us the one new
thing you have learned;– What additional information
do you want to know or explore more.
Thank you for your time and effort.
Let us know how we can help!
A short video
Effective Use of Consequences
http://www.pd360.com
CONSEQUENCES
If we need to help a student learn that their actions are
inappropriate, what can we do reinforce more positive behavior
next time?
Resources
http://drwilliampmartin.tripod.com/classm.html
What can you as the teacher do to prevent problems in your classroom?
Engaging instruction Move about the room Know your students (learn their names) Don’t let students push your buttons You are in charge of the room (control the tone
and the tempo)
Additional Information to ReadReview the handoutsThey offer additional practical
suggestionsWhat from these suggestions can you
integrate into your CMP?
Handouts from: Discipline Survival Kit for the Secondary Teacher by Julia Thompson
What is your classroom management profile?
http://www.quibblo.com/quiz/42j99n/Your-Classroom-Management-Profile