Organization and Management of Learning Environment

Southeast Alabama Regional Inservice Center, Troy University*Organization and Management of Learning Environment

Southeast Alabama Regional Inservice CenterTroy University

Southeast Alabama Regional Inservice Center, Troy University

Southeast Alabama Regional Inservice Center, Troy University*Alabama Quality Teaching Standards Page 1 of handoutStandard 2: Teaching and Learning (Organization and Management of Learning Environment)


Southeast Alabama Regional Inservice Center, Troy University*Indicators2.1 Designs a classroom organization and management system built upon age-appropriate expectations and research-based strategies2.2 Creates a climate that promotes fairness and respect2.3 Creates a safe, orderly, and stimulating learning environment that nurtures motivation and engagement of learners


Southeast Alabama Regional Inservice Center, Troy University*HandoutsProvided on a CD Easily modified for personal use


Southeast Alabama Regional Inservice Center, Troy University*ReferencesElizabeth Breaux Lee CanterGeoff Colvin Robert J. MarzanoRuby K. PayneArthur L. RobinJulia G. ThompsonSharon K. WeissTodd WhitakerHarry Wong


Southeast Alabama Regional Inservice Center, Troy University*Just a Few RemindersState law requires local boards of education to have a student discipline policy. Teachers must be familiar with and follow school board policy on student discipline.Teachers must review the school student code of conduct.Board policy supersedes school policy.Whenever possible, administer discipline in private, out of the view and hearing of others.If you are not following board policy, the board will not be able to support your actions.


Southeast Alabama Regional Inservice Center, Troy University*Unresolved Classroom Management IssueFind a partner.Share the issue.Listen to a possible solution.Reverse roles. Please, do not begin yet; wait for the procedures on the next slide.


Southeast Alabama Regional Inservice Center, Troy University*Procedure for Selecting a PartnerThirty (30) seconds to select and decide who will share first Earliest birthday of the year will share first Example: The person with an April birthday will share before the person with an October birthday Same birthday month? Use the day Same month and day, flip a coin Unable to find a partner, join another groupWait for the signal to begin selecting your partner (on next slide)


Southeast Alabama Regional Inservice Center, Troy University*Find a PartnerTurn to page 4 of your handout packet, and follow the directions for Select a Partner Thirty seconds Find a partnerDecide who will share firstIn the first blank, write your partners nameIn the second blank, write who will share first Wait for next slide. Do not begin your discussion yet.


Southeast Alabama Regional Inservice Center, Troy University*Share First person has one minute to share a classroom management issueSecond person has one minute to offer a suggestionInitial at the bottom of page 4 when finishedBegin now


Southeast Alabama Regional Inservice Center, Troy University*Second Partner One minute to shareOne minute for partner to offer suggestionsBegin now


Southeast Alabama Regional Inservice Center, Troy University*Who Will Share?Share the classroom management issueShare the solution


Southeast Alabama Regional Inservice Center, Troy University*Index Card

Briefly write the unsolved issueNo complete sentencesTwo minutes


Southeast Alabama Regional Inservice Center, Troy University*Mental Trip Back in TimeBack to the beginning of a school yearBack to the week before school beginsBack to the time you are in your classroom preparing for the new school year


Southeast Alabama Regional Inservice Center, Troy University*Tell MeWhat are you doing?What are you thinking?


Southeast Alabama Regional Inservice Center, Troy University*Fast ForwardProfessional development daysTwo days before the students arrive


Southeast Alabama Regional Inservice Center, Troy University*Tell MeWhat are you doing?What are you thinking?


Southeast Alabama Regional Inservice Center, Troy University*Your Actions Send a MessageDuring the first two weeks of school, students receive unspoken messages from their teacher.

These messages are based on the decisions you make and the actions you take.

Which message are you sending? I am overwhelmed with a list of skills to cover and document.

I will not allow any one student or group of students to interfere with the instruction of others.


Southeast Alabama Regional Inservice Center, Troy University*I Hope Students receive the second unspoken messageProactive, assertive, and in control


Southeast Alabama Regional Inservice Center, Troy University*But How?Expectations and consequencesNo need to be harsh Follow through with consequences Phone calls to parents Caring, fair, and have self-control


Southeast Alabama Regional Inservice Center, Troy University*Marzano (2003)Virtually all of this research points to the beginning of the school year as the linchpin for effective classroom management. Even if the research were not so clear, common sense dictates that devoting the first few days of the year, the semester, or the quarter to classroom management has the potential to ward off many future problems. (p. 93)


Southeast Alabama Regional Inservice Center, Troy University*Your FocusFirst two weeksPrimary student goals should be classroom management skills Secondary student goals should be academic skills


Southeast Alabama Regional Inservice Center, Troy University*Just to ClarifyTeachers Continue withPreparation of lessonsAssessment of studentsInstruction of academic skills

Note: Lesson plans should include specific activities for teaching classroom management procedures.


Southeast Alabama Regional Inservice Center, Troy University*For Two WeeksClassroom management will take priority Academic goals should be secondary


Southeast Alabama Regional Inservice Center, Troy University*Two ChoicesTake care of the majority of management issues at the beginning of the year.

Allow management issues to interrupt instruction throughout the year.


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touchTimerEveryone works togetherNegative consequencesTeacher/Student relationships

Page 6 of Handout


Southeast Alabama Regional Inservice Center, Troy University*Consistent Why is consistency important in a classroom?


Southeast Alabama Regional Inservice Center, Troy University*Predictable EnvironmentThompson (1998)Consistent classroom management allows a teacher to create a predictable environment where students know what to expect and thus can make choices based on established rules, boundaries, and consequences. (p. 323)


Southeast Alabama Regional Inservice Center, Troy University*What is Insanity?

Insanity: doing the same thing over and over again and expecting different results.-Albert Einstein


Southeast Alabama Regional Inservice Center, Troy University*Hard to Do?Why is consistency the hardest skill for most teachers to implement?


Southeast Alabama Regional Inservice Center, Troy University*Not in Control of

last minute requests from administrators.events that happen with students at home.unexpected situations in our personal lives.


Southeast Alabama Regional Inservice Center, Troy University*We Are in Control ofOur responseOur choicesOur behavior


Southeast Alabama Regional Inservice Center, Troy University*We May Choose toWhineTake our frustrations out on the students

Manage with class


Southeast Alabama Regional Inservice Center, Troy University*Stay ConsistentConsistentOrganize procedures


Southeast Alabama Regional Inservice Center, Troy University*Organize Procedures Why is it important for teachers to have procedures for how to and when to?


Southeast Alabama Regional Inservice Center, Troy University*Opening Activity Asked to share a classroom management issueProcedures?Procedures easy to follow?Predict problems that might arise and provide a solution?


Southeast Alabama Regional Inservice Center, Troy University*Emmer, Evertson, and Worsham (2003) It is just not possible for a teacher to conduct instruction or for students to work productively if they have no guidelines for how to behave or when to move about the room, or if they frequently interrupt the teacher and one another. Furthermore, inefficient procedures and the absence of routines for common aspects of classroom life, such as taking and reporting attendance, participating in discussions, turning in materials, or checking work, can waste large amounts of time and cause students attention and interest to wane. (Marzano p.17)


Southeast Alabama Regional Inservice Center, Troy University*Marzano (2003)38% decrease in disruptions with the implementation of rules and procedures.


Southeast Alabama Regional Inservice Center, Troy University*Good Line MannersKeep your hands down beside you.Look straight ahead.Stay behind the person in front of you.Stay quiet.Walk.


Southeast Alabama Regional Inservice Center, Troy University*Sharpen PencilsOne person at a timeWhen the timer is on.Before the 8 oclock bell.During snack.During seat work.


Southeast Alabama Regional Inservice Center, Troy University*Wash Hands and Get WaterOne person at a timeWhen the timer is on.Before the 8 oclock bell.During snack.During seat work.


Southeast Alabama Regional Inservice Center, Troy University*Bully ReportMy Name ______________________

Date ___________________________

Person who bothered me ____________________

This is what happened _______________________________________________________________

Witness _____________________________

1-866-444-6996


Southeast Alabama Regional Inservice Center, Troy University*Student JobsPut trash cans in the hallEmpty the pencil sharpenersErase the boardGirls bathroom monitorBoys bathroom monitorGirls soapBoys soapGirls paper towelsBoys paper towelsTurn computer onAdvance the power point


Southeast Alabama Regional Inservice Center, Troy University*Student Jobs ContinuedSnack drinks from lunchroomTurn of lights and close door/ lunchChange the dateBoys test monitorGirls test monitorBoys reading logGirls reading log Bird seedPass out papers/homework/assignments


Southeast Alabama Regional Inservice Center, Troy University*Student Jobs ContinuedTimer in the morningsNote about paper towelsMake sure all the chairs are upPut paper in the printerPut marbles in the jarChange marble number on the boardPick up paper in the afternoonCheck board work in the morning


Southeast Alabama Regional Inservice Center, Troy University*Student Jobs ContinuedApples off the treePut clothespins back in the morningStraighten book bags in the morningLock the door at 8:00 AMNurseCollect papers/homework/assignmentReading log sheetsTake notes to the officeTake assignments to ISS


Southeast Alabama Regional Inservice Center, Troy University*Procedures for Entering the Classroom

Walk to your assigned seat.Complete the warm-up.Remain quiet, with no communication.Wait for instructions.


Southeast Alabama Regional Inservice Center, Troy University*Procedures for Changing Classes

Walk to the next class.Line up against the wall.Stay in single file.Enter the room when directed.


Southeast Alabama Regional Inservice Center, Troy University*Beginning of ClassEveryday, the directions for the day will be on the upper right hand corner of the board.The steps are numbered in the order they should be completed.Ask questions as I go over the directions.Begin with number one after the review..


Southeast Alabama Regional Inservice Center, Troy University*Procedures before Standardized Testing:Use the restroom; you will not be allowed to leave the room during testing.Blow your nose.Have a tissue on your desk.Take off your shoes, if you like.Enjoy a peppermint, if you like.


Southeast Alabama Regional Inservice Center, Troy University*Procedures during Standardized TestingWork only on the section assigned by your teacher.General questions will be answered, but your teacher may not answer questions about specific items on the test.Stay at your desk during testing. However, if you need to vomit, get to a trash can quickly.If your pencil point breaks, raise your hand. Your teacher will bring you another one.If another tissue is needed, raise your hand. Your teacher will bring one.If additional scratch paper is needed, raise your hand. Your teacher will bring one.


Southeast Alabama Regional Inservice Center, Troy University*Procedures during a Standardized Test, ContinuedRead very carefully. Make sure you understand what the item is asking you to do.There are answers on the test designed to trick people who work in a hurry. Take your time.If you do not know the answer, skip that item and come back to it later. When skipping an item in your test booklet, make sure to skip it on the answer document also. Making yourself a note on the scratch paper may help you remember.From time to time, double check to make sure the question and the space on your answer document are the same.


Southeast Alabama Regional Inservice Center, Troy University*Procedures after Completing a Standardized Test: Sit quietly so that you do not disturb your classmates.Check over your work.Make sure your answer circles are filled in completely.Erase any marks hanging out of the bubble circles.Erase all stray marks.Do not look at any other part of the test.Place your answer document inside the front cover of your test booklet.You may lay your head down, or you may draw on your scratch paper. After this session, scratch paper will be collected and shredded.


Southeast Alabama Regional Inservice Center, Troy University*Students Leaving the RoomSign the folder with your name and the time you are leaving. Ask the time keeper to initial next to the time.Complete a hall pass.Look at the amount of time allowed for your leaving the room.Restroom: four minutesOffice: five minutesLocker: three minutesMark the time when you return. Ask the time keeper to initial next to the time.


Southeast Alabama Regional Inservice Center, Troy University*


Southeast Alabama Regional Inservice Center, Troy University*Student Passes Gas?Its better to let it out and be ashamedthan to hold it in and be in pain.


Southeast Alabama Regional Inservice Center, Troy University*Your TurnThink about a situation that needs a procedure.Look at handout page 7.Prepare a set of procedures for that activity.Five minutes


Southeast Alabama Regional Inservice Center, Troy University*New Academic SkillIntroducePracticeIndependent workAssessment


Southeast Alabama Regional Inservice Center, Troy University*New Procedures Elizabeth Breaux (2007) Teach, Practice, and ImplementTeach: The teacher must literally teach the students exactly how a particular procedure is to be done.Practice: the teacher must allow the students to try the procedure themselves.Implementation: The teacher begins the consistent implementation of what has been taught and practiced. (p.24)


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a reward


Southeast Alabama Regional Inservice Center, Troy University*Need a RewardWhy do teachers need to provide rewards?


Southeast Alabama Regional Inservice Center, Troy University*RewardsIndividuals Small groupsThe whole class


Southeast Alabama Regional Inservice Center, Troy University*Disciplinary InterventionsMarzano (2003)To illustrate, a meta-analysis by Scott Stage and David Qurioz (1997) included 99 studies, 200 experimental comparisons, and more than 5,000 students. Their overall finding was that, in general, disciplinary interventions resulted in a decrease in disruptive behavior among almost 80 percent of the subjects in the studies they analyzed. (p. 28)


Southeast Alabama Regional Inservice Center, Troy University*Positive ReinforcementsAccording to meta-analysis by Marzano(2003)When using positive reinforcements as a disciplinary interventionThirty-one percent decrease in disruptions (p.29)


Southeast Alabama Regional Inservice Center, Troy University*Find Positive Rewards Handout pages 8 and 9, Rewards That Dont Cost Much MoneyCircle at least ten (10) rewards you might useList rewards and requirements on page 10 of the handout packetFive minutes


Southeast Alabama Regional Inservice Center, Troy University*Will You Share?Share other positive reinforcement ideas.Write on the clipboard using just a few words.Ideas will be shared before the close of the workshop.


Southeast Alabama Regional Inservice Center, Troy University*Just to ClarifyThere are times when punishment is warranted and must be applied, especially for repeat offenders, defiance, or disregard for safety.However, once a reward is earned, do not take it away as punishment. Find something else for punishment.


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contract


Southeast Alabama Regional Inservice Center, Troy University*Sign a ContractWhy/When is it helpful to use a contract?


Southeast Alabama Regional Inservice Center, Troy University*Basic Parts of a ContractPersons involvedPositive behaviors expected (Lee Canter suggests that educators focus on no more than five behaviors at a time)ConsequencesSignatures


Southeast Alabama Regional Inservice Center, Troy University*Keep in MindIt has taken many years for the behaviors to be learned. Your efforts may not show up immediately.Celebrate any small change.


Southeast Alabama Regional Inservice Center, Troy University*Behavior Plan for Student

These are the behaviors that Student needs to have. These are the rewards Student will receive.These are the consequences for Student.




Childs Plan

What we expect:

Assignment sheet will be filled out neatly and completely.

Assignment sheet will be brought home every school night.

Assignment sheet will be signed on Monday night then put in your Five Star.

School related work will be done for one hour on school nights.

Stay on task at school. (No offense)

Consequences:

Lose phone privileges for one week from the day of the offence and bedtime is 8:45.

Above consequence and lose electronic privileges for one week from the day of the offense.

Above consequences and lose fun privileges for the following weekend (spend the night, company over, parties, dances, trips).

Additional offenses at school will result in all of the above consequences.

Responsibility with Braces:

Take care of braces or lose $5.00 per visit to the dentist.

Defiance and Disrespect:

When you are disrespectful and/or defiant towards an adult, all of the above consequences will be enforced. In addition to the consequences above, you will have an additional household chore such as: vacuum the carpet or blow the driveway and street. This extra chore will need to be done before the week is over or consequences remain until the chore is done.

Debbie Jones [email protected]

Southeast Alabama Regional Inservice Center, Troy University*This is what I can do to be more successful:This is my plan for making more of an effort to be more successful:This is what might keep me from making my plan a success:This is what I can do to stay away for those things that keep me from being successful:These are other people at school who can help me be successful:These are fair consequences that I should face if my plan does not work:Contract for Increasing Commitment


Southeast Alabama Regional Inservice Center, Troy University*Simple ContractIdentify behavior.Provide the student with three (more or less) numbered craft sticks.Collect one stick each time the behavior is exhibited.Provide a negative consequence if behavior is exhibited again that day (that period or that week).


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transition


Southeast Alabama Regional Inservice Center, Troy University*In TransitionWhy do behavior problems often happen during transitions?


Southeast Alabama Regional Inservice Center, Troy University*Solve Transition ProblemsGroup workPartner with a person sitting beside youThirty secondsOffer suggestions


Southeast Alabama Regional Inservice Center, Troy University*Solution?1. A teacher is walking with her students to lunch. She is a smart teacher and knows to walk at the end of the line to keep all of the students in view. However, when the front of the line turns the corner, the first two students in line engage in a fist fight.


Southeast Alabama Regional Inservice Center, Troy University*Solution?2. A teacher is conducting beginning of the class duties of taking roll and collecting homework assignments. He knows to have a bell ringer activity on the board for students to complete as soon as they enter the classroom. The teacher notices that very few students are completing the assigned work, and the majority of students are both talking and walking around the room.


Southeast Alabama Regional Inservice Center, Troy University*Solution?3. During dismissal, the teacher suddenly remembers a few important steps that should have been included in the homework assignment. Since this teacher wants her students to be successful, she tells them about these steps. The next day, only four of the students in the class have that information included in that assignment.


Southeast Alabama Regional Inservice Center, Troy University*Solution?4. When the teacher begins class, there are constant interruptions because students need supplies such as: pencil, paper, sharpened pencil, completed homework assignment, a text book, or a dictionary. This teacher had already allowed time for students to prepare for the class while he was speaking briefly with the teacher next door.


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touch


Southeast Alabama Regional Inservice Center, Troy University*ParentsWhy is it important to stay in touch with parents?


Southeast Alabama Regional Inservice Center, Troy University*Working with ParentsTake the first step Have a specific request in mindContact the parent after a little time has passed (avoid a tone of anger)Allow parents to present their point of view (everyone deserves the right to be heard)Ask for parents thoughts (help you see their perspective)Return parent calls promptlySend a (delivery confirmation) letter in the mailDocument, document, document


Southeast Alabama Regional Inservice Center, Troy University*Meeting with ParentsFirst, state the facts (out of the first 20 days of school, Student has not had math homework on 10 different days)Next, let the parent know that this is not typical of a student this age or at this grade levelFinally, present the request (In order for Student to be successful, he/she will need to


Southeast Alabama Regional Inservice Center, Troy University*Parents Need to Feel Successful If you make a point of helping parents feel successful about their children, you will find them more willing to work successfully with you.Thompson (1998) (p 105)


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touchTimer


Southeast Alabama Regional Inservice Center, Troy University*TimerHow could a timer help a teacher stay consistent?How has it been used today?Name specific activities when you might use a timer.


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touchTimerEveryone works together


Southeast Alabama Regional Inservice Center, Troy University*Everyone Works TogetherWhy is it important for everyone in the class to work together?Together Everyone Accomplishes More. (Team)


Southeast Alabama Regional Inservice Center, Troy University*Conflict ResolutionProvide procedures so students may solve problems instead of the teacher solving the problems.Assign a student mediator.Find a time for solving the problem, but do not let it interrupt instruction.


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touchTimerEveryone works togetherNegative consequences


Southeast Alabama Regional Inservice Center, Troy University*Negative ConsequencesWhy are negative consequences necessary?


Southeast Alabama Regional Inservice Center, Troy University*Just Some ThoughtsNatural consequencesFeel uncomfortable or inconveniencedLoss of privileges, time-out, conduct cuts, restitution, or after-school detentionManagement without making a break in the lessonTime-out (co-worker)Ask others for help


Southeast Alabama Regional Inservice Center, Troy University*Marzano (2003)To illustrate, a meta-analysis by Scott Stage and David Qurioz (1997) included 99 studies, 200 experimental comparisons, and more than 5,000 students. Their overall finding was that, in general, disciplinary interventions resulted in a decrease in disruptive behavior among almost 80 percent of the subjects in the studies they analyzed. (p. 28)


Southeast Alabama Regional Inservice Center, Troy University*Decrease in DisruptionsTwenty-eight percent when punishment is usedThirty-three percent when both a reward and punishment are used

Marzano (p. 29)


Southeast Alabama Regional Inservice Center, Troy University*Suggested Negative ConsequencesTake away break time for the same amount of time that the class is talking Have parent spend a couple of hours in the classroomSilent lunch/sit near the teacherLose free play on FridayDetain student in the classroom for one minute after other students leave (no excuse for tardiness in another class)No treasure chest or ice cream on FridayRemove the students from the room if disruptive child will not leaveExclusion from a fun learning activity (time in another teachers room)Isolation during lunchCommunity service-clean up in the classroom


Southeast Alabama Regional Inservice Center, Troy University*Negative Consequences Continued

Communicate with other faculty and staff members, especially if the student is involved in a club, extracurricular activities, or a sportTake away time from the students favorite activityDetention (break, before school. after school)Community service (Clean up classroom or other area of the school)Apology to offended partyIsolation during classCharacter educationDisciplinary essay about the negative behavior (requires student and parent signature)Loss of computer privilegesThink sheet (on slide ahead)



Each Friday, you will complete this sheet with information learned during the week. Students who do not get a second warning are exempt from this assignment and may sit beside a friend and talk quietly. Re-write the information below as a paragraph. This is a graded assignment.

One fact I learned this week is ________________________________________________________________________A second fact I learned this week is ____________________ _________________________________________________A third fact I learned this week is ______________________ ________________________________________________

Name _________________________ Date _______Friday Information Sheet



What I Did Wrong_________________________________________________________ _________________________________________________________

What I Should Have Done_________________________________________________________ ________________________________________________________

I Need Help With_________________________________________________________ _________________________________________________________

Name _________________ Date _________________ Additional Negative Consequence: Think Sheet


Southeast Alabama Regional Inservice Center, Troy University*Will You Share?Share other negative consequencesWrite on the clipboardJust a few wordsRead before the close of the workshop


Southeast Alabama Regional Inservice Center, Troy University*How?ConsistentOrganize proceduresNeed a rewardSign a contractIn transitionStay in touchTimerEveryone works togetherNegative consequencesTeacher/Student relationships


Southeast Alabama Regional Inservice Center, Troy University*Teacher/Student RelationshipWhy is the relationship between a teacher and a student important?


Southeast Alabama Regional Inservice Center, Troy University*Marzano (2003)

Public school teachers must deal with all of Americas children with the exception of incarcerated teens and children and teens in mental hospitals. These students enter the classroom with a staggering array of serious issues in their lives. (p. 45)


Southeast Alabama Regional Inservice Center, Troy University*Homelessness 12 million people are homeless annuallyDepression 5% of youth between 9 and 17 years old are depressed, and only a minority are treatedSuicide Among youth 15 to 19 years old, suicide is responsible for more deaths than any disease. Suicide is the 4th leading cause of death for 10 14 year olds.Violence A majority of violent and aggressive students who have been suspended or expelled have identifiable substance abuse or mental health disorders. More than 56 percent of youth who are victims of violence, report the emotional and physical assault occurred in school. Twenty percent of all children have diagnosable developmental, behavioral, and/or emotional problems that increase their risk of becoming victims and/or perpetrators of violence.Issues Facing StudentsMarzano (p. 45)


Southeast Alabama Regional Inservice Center, Troy University*Eating disorders Fifteen to 18 percent of high school students manifest bulimic symptoms.Alcoholism Twenty percent of children in the United States grow up in alcoholic families.Attention Deficit and Hyperactivity Disorder Three to seven percent of school-age children experience ADHD disorder. Approximately 50 percent of the 1.6 million elementary school-aged children with ADHD also have learning disorders. Sexual orientation Six percent of students describe themselves as homosexual or bisexual, and 13 percent are uncertain about their sexual orientation. Homosexual and bisexual students have higher than average rates of mental health problems and eating disorders They are also concerned about sexual victimization.Issues Facing Students, Continued


Southeast Alabama Regional Inservice Center, Troy University*Issues Facing Students, ContinuedIncarcerated parents Ten million young people have had a mother a father or both behind bars at some point in their lives.Poverty Approximately 15.7 million children live in households with incomes below the poverty line. Almost 50 percent of all children in mother-only families are impoverished.Sexual and physical abuse In 1993, 1.55 million children were reported as maltreated, and another 1.22 million were in imminent danger.


Southeast Alabama Regional Inservice Center, Troy University*ClassThis is where there is an emphasis on class as opposed to room management.Students deserve to be treated with respect and dignity.We need to teach students the social skills that they are not getting at home.


Southeast Alabama Regional Inservice Center, Troy University*AvoidArguing with a studentUsing sarcasm to control behaviorAdministering punishment in front of the classPunishing the whole class due to the behavior of a few students


Southeast Alabama Regional Inservice Center, Troy University*Power Struggle: Student and Teacher LoseUse nonverbal cues: eye contact, proximity, or hand gestures.Avoid raising your voice.Do not negotiate.Be consistent.Deal privately with situations.Take a little time. You know I am pretty upset right now. I think it is best if we deal with this later.


Southeast Alabama Regional Inservice Center, Troy University*Review of Managing a Room with ClassCreate routines and procedures for the day-to-day operation of class and enforce them.Post your class rules and teach them to students.Enforce class rules for all students every day.Dont threaten students. When you tell them something, mean what you say.Be prepared and organized so that you will find it easier to make those tough quick decisions each day.


Southeast Alabama Regional Inservice Center, Troy University*ContinuedPrevent discipline problems from starting or getting out of hand.Hold everyone accountable for the same high standards for behavior and academic performance. See page 12 for suggested accommodations of academic work, if needed.Listen carefully to your students, but dont be a pushover for too many excuses. Thompson (1998 p. 324)Intervene early when students are having problems.Use class time well. Keep all students engaged in meaningful work from the start of class until the end of class.


Southeast Alabama Regional Inservice Center, Troy University*Special SituationsMarzano (2003) School may be the only place where the needs of many of these children facing extreme challenges are addressed. In studies by Jere Brophy (Brophy, 1996 and Brophy & McCaslin, 1994) teachers who were most effective classroom managers tended to employ different strategies with different types of students. (p. 48)


Southeast Alabama Regional Inservice Center, Troy University*Special Thanks

Kathy D. Robinson, MS, LAPCAuburn University


Southeast Alabama Regional Inservice Center, Troy University*Teachers Should Request HelpNon-ComplianceDisruptive Behavior DisordersBullying


Southeast Alabama Regional Inservice Center, Troy University*Non-complianceResisting directionsNot mindingOppositional behaviorDefiance


Southeast Alabama Regional Inservice Center, Troy University*Managing Non-ComplianceShort (20 minutes) video presentationGeoff Colvin


Southeast Alabama Regional Inservice Center, Troy University*Why do students choose non-compliance?get their own way and get to do what they want to do.get out of doing something they do not wish to do.become engaged in a power struggle with the teacher.

They


Southeast Alabama Regional Inservice Center, Troy University*Establishing Compliance and Correcting Non-ComplianceList of the Basic StepsMaintain the flow of instruction.Present request.Offer consequence for non-compliance.Allow time for processing.


Southeast Alabama Regional Inservice Center, Troy University*Maintain the Flow of InstructionThe actions by the teacher communicate that non-compliance receives as little attention as possible.Instruction is the primary focus for both the teacher and the students.


Southeast Alabama Regional Inservice Center, Troy University*Present RequestSecure the attention of the non-compliant student.Present the request in clear and easy to understand language.Allow sufficient time for the student to process what is required.


Southeast Alabama Regional Inservice Center, Troy University*A Choice Has Been MadeThe student now is held accountable.Compliance will earn a brief acknowledgement while instruction continues.Non-compliance will result in a negative consequence while instruction continues.


Southeast Alabama Regional Inservice Center, Troy University*Correcting Non-ComplianceAcknowledge the choice briefly.Continue with instruction.Deliver the consequence.Use a calm and matter of fact manner.


Southeast Alabama Regional Inservice Center, Troy University*Review of Strategies for Maintaining Cooperation and Correcting Non-Compliance Maintain the flow of instruction for the class.Secure attention before making a request in a respectful manner.Clearly specify the request.Allow time for the student to process the request.If the request is fulfilled, provide reinforcement immediately.If the request is not fulfilled, present the choices of fulfilling the original request or facing a small negative consequence.Allow time for the student to process the choices.Follow through based on the students choice.Maintain the flow of instruction for the class.


Southeast Alabama Regional Inservice Center, Troy University*Disruptive Behavior Disorders

Oppositional Defiant DisorderConduct DisorderADHDBullying


Southeast Alabama Regional Inservice Center, Troy University*Oppositional Defiance Disorder:There is a pattern of negativistic, hostile, and defiant behavior lasting for six (6) months or more with at least four (4) of the following:Looses temperArgues with adultsActively defiesRefuses to comply or accept punishmentAngry and resentfulBlames others for his/her mistakesVindictive or spitefulAppears unaffected by what the teacher does or says


Southeast Alabama Regional Inservice Center, Troy University*How to Handle an ODD Student If possible, ignore behavior.Follow up with consequences.Keep routines and consistency.Provide choices. Agree with the child and move on. Present the behavior in a positive form. Avoid lectures, reasons, and explanations.


Southeast Alabama Regional Inservice Center, Troy University*Conduct DisorderRepetitive and persistent pattern of behavior that violates the basic rights of others. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way.


Southeast Alabama Regional Inservice Center, Troy University*Diagnostic Criteria for Conduct DisorderPhysical harm to people and animalsDestruction of propertyDeceitfulness or theftSerious violations of rules


Southeast Alabama Regional Inservice Center, Troy University*Conduct Disorder and the FamilyParents of children with conduct disorder are often blamed as poor disciplinarians or bad parents. As a result, these parents may be reluctant to engage with schools or other authorities. There is a strong correlation between children diagnosed with conduct disorder and a significant level of family dysfunction, poor parenting practices, an overemphasis on coercion and hostile communication patterns, verbal and physical aggression and a history of maltreatment.

Encyclopedia of Mental Disorders


Southeast Alabama Regional Inservice Center, Troy University*Attention Deficit Hyperactivity Disorder (ADHD)The essential feature is a persistent pattern of inattention, hyperactivity, or impulsivity that is more frequently displayed and more severe than is typically observed in individuals at the same level of development.


Southeast Alabama Regional Inservice Center, Troy University*InattentionHas a hard time keeping their mind on one thingMay get bored with a task after only a few minutesMay give effortless automatic attention to activities and things they enjoyHas difficulty focusing attention on organizing and completing a task


Southeast Alabama Regional Inservice Center, Troy University*HyperactivityPeople who are hyperactive always seem to be in motion. They cant sit still.These children squirm in their seat or roam around the room. They might wiggle their feet, touch everything, or noisily tap their pencil.Hyperactive teens and adults may feel intensely restless.


Southeast Alabama Regional Inservice Center, Troy University*ImpulsivityUnable to think before actingHard to wait for things Hard to wait for turn in a gameMay grab a toy or hit others when angry


Southeast Alabama Regional Inservice Center, Troy University*Bullying Bullying involves negative and repetitive actions, either physical or verbal, that have hostile intent by the bully.Olweus, 1973,1993


Southeast Alabama Regional Inservice Center, Troy University*Distinct Features of BullyingHarassment of the victim occurs over time (Repetitive)Intent behind the harassment is either mentally or physically harmful to the victim (Intentional)Imbalance of power is evident (Power)R. I. P.

Flynt & Collins, 2008


Southeast Alabama Regional Inservice Center, Troy University*Types of BullyingVerbal bullying including derogatory comments and bad namesBullying through social exclusion or isolationPhysical bullying such as hitting, kicking, shoving and spittingBullying through lies and false rumors


Southeast Alabama Regional Inservice Center, Troy University*Types of Bullying ContinuedHaving money or other things taken or damaged by students who bullyBeing threatened or being forced to do things by students who bullyRacial bullyingSexual bullyingCyber bullying (via cell phone or internet)


Southeast Alabama Regional Inservice Center, Troy University*Students BullyStrong need for power and (negative) dominanceFind satisfaction in causing injury and suffering to other studentsAre often rewarded in some way for their behavior with material or psychological rewards


Southeast Alabama Regional Inservice Center, Troy University*Gender Differences in BullyingMost studies find that boys bully more than girls.Boys report being bullied by boys; girls report being bullied by boys and girls.Boys are more likely than girls to be physically bullied by their peers.Girls are more likely to be bullied through rumor-spreading, sexual comments, social exclusion.


Southeast Alabama Regional Inservice Center, Troy University*Statistics on BullyingApproximately 3 in 10 children are affected as a bully, a victim or both. (National Institute of Child Health and Human Development, 2001)It is estimated that 30 percent of teens in the U.S. were involved in bullying in some form or fashion. (The National Youth Violence Prevention Resource, 2006)As many as 1 in 7 students has reported being the victim of bullying. (Substance Abuse and Mental Health Services Administration, 2006)Approximately 25% of elementary and high school students report being bullied at least once per week. (National Center for Education Statistics, 2003)A nationwide survey highlighted by the Centers for Disease Control and Prevention (CDC) found that 6.6 percent of students in grades 9-12 had missed at least one day of school during the 30 days preceding the survey because they felt unsafe at school or on their way to or from school. (2001)


Southeast Alabama Regional Inservice Center, Troy University*Effects of BullyingVictimDepressionLow self-esteemHealth problemsPoor gradesSuicidal thoughtsHomicidal thoughtsBullyGet into frequent fightsSteal and vandalize propertyDrink alcohol and smokeReport poor gradesPerceive a negative climate at schoolCarry a weapon


Southeast Alabama Regional Inservice Center, Troy University*Effects of BullyingObserverFearfulPowerless to actGuilty for not actingTempted to participateThe SchoolDevelops an environment of fear and disrespectStudents have difficulty learningStudents feel insecureStudents dislike schoolStudents perceive that teachers and staff have little control


Southeast Alabama Regional Inservice Center, Troy University*How Do You Spot a Victim of Bullying? Primary SignsRepeatedly teased, name calling, threatenedMade fun ofPicked on, pushed, hitInvolved in fights in which they are defenselessBooks/money taken or damagedPhysical signsSecondary SignsAlone and excluded from peer groupsChosen last for team gamesMay stay close to teacherDifficultly speaking in classAppears distressedSchool work deteriorates



PreventionArnette, J. L., & Walsleben, M. C. (1998). Combating fear and restoring safety in schools. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice.

Rules against bullying that are publicized, posted school-wide, and accompanied by consistent sanctions Student and adult mentors who assist victims to build self-esteem and to foster mutual understanding of and appreciation for differences in others A "buddy system" that pairs students with a particular friend or an older student who is aware of the buddy's class schedule and is available if help is needed An on-campus parents' center to recruit parents to participate in the educational process, volunteer, and assist in school projects and activities


Southeast Alabama Regional Inservice Center, Troy University*PreventionArnette, J. L., & Walsleben, M. C. (1998). Combating fear and restoring safety in schools. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. Parenting and anger management classes for adults Behavior contracts signed by students and parents, and written behavior codes for students, teachers, and staff members Discipline policies that emphasize positive behaviors rather than punishments for wrong behaviors Training for all adult supervisors in cafeterias, playgrounds, or other "hot spots" where bullying is known to occur Classroom and school-wide activities designed to build self-esteem (for those who are bullied) by spotlighting special talents, hobbies, interests, and abilities of all students


Southeast Alabama Regional Inservice Center, Troy University*InterventionsThe Olweus Bullying Prevention Program core elements for school-level interventions in this program include:Assessing school needs and goals by using an anonymous questionnaire to poll the student body on the nature and extent of bullying problems Forming a bullying prevention coordinating committee Providing in-service days for teachers to review findings of the questionnaire, discuss the problem, and plan the prevention efforts Holding school-wide events to launch the program and incorporating anti-bullying themes and activities into the curriculum


Southeast Alabama Regional Inservice Center, Troy University*Interventions(The Olweus Bullying Prevention Program, continued)Increasing supervision in areas that are known "hotspots" for bullying, including the cafeteria and playground Developing school-wide rules and consistent consequences for violations against bullying Developing a system to reinforce positive behaviors Holding staff discussion groups to enhance understanding and motivation Involving parents in school activitiesEnsuring that both parents and schools are aware of available resources in the communityMake sure bystanders know they have more power than the bully


Southeast Alabama Regional Inservice Center, Troy University*http://www.stopbullyingnow.hrsa.gov/kids/


Southeast Alabama Regional Inservice Center, Troy University*ResourcesStop Bullying Now! Information, Prevention, Tips, and Games.It's My Life . Friends . Bullies | PBS Kids GO!SafeYouth.org - Violence Prevention Topics Bullyinghttp://www.clemson.edu/olweus/Pathways Courses - The ABCs of Bullying


Southeast Alabama Regional Inservice Center, Troy University*Whos Watching Alabama?On-line safetyhttp://whoswatchingalabama.org Will come to your school and present a program for your studentsTroy University


Southeast Alabama Regional Inservice Center, Troy University*Review of Special SituationsDifferent behavior disorders require different strategiesKnow when to ask for helpConsistency will help with behavior modificationCelebrate any small changes in behaviorWhenever possible, maintain the flow of instructionKnow ahead of time how you will manage the behavior when it happens


Southeast Alabama Regional Inservice Center, Troy University*One More Area That Affects Student BehaviorSociety is divided into three economic classes:PovertyMiddle ClassWealthy


Southeast Alabama Regional Inservice Center, Troy University*Students Living in PovertyRuby K. Payne, Ph. D. (2003)Individuals bring with them the hidden rules of the class in which he/she was raised. Schools and businesses operate from middle-class norms and use the hidden rules of the middle class.Students living in poverty do not have the skills to self-regulate their behavior.We can neither excuse students nor scold them for not knowing: as educators we must teach them and provide support, insistence, and expectations.


Southeast Alabama Regional Inservice Center, Troy University*The Wealthy Class Values ConnectionsPoliticalFinancialSocial


Southeast Alabama Regional Inservice Center, Troy University*The Middle Class ValuesWorkAchievementMaterial Security


Southeast Alabama Regional Inservice Center, Troy University*Families in Generational Poverty ValueRelationshipsEntertainmentSurvival

Earlier we discussed the importance of student/teacher and parent/teacher relationships. If a relationship is established first, it is more likely that discipline (when needed) will be accepted.


Southeast Alabama Regional Inservice Center, Troy University*Behaviors Related to PovertyPayne (2003)Laughs when disciplined. Argues loudly with the teacher. Angry response. Inappropriate or vulgar comments.Physically fights. Hands always on someone else.Cannot follow directions.Extremely disorganized.Only completed part of a task.Disrespectful to the teacher. Cheats or steals. Constantly talks. (pp. 103-104)


Southeast Alabama Regional Inservice Center, Troy University*Laughs When Disciplined A way to save face in a matriarchal poverty. Intervention: Understand the reason for the behavior. Tell the student three or four other behaviors that would be more appropriate.


Southeast Alabama Regional Inservice Center, Troy University*Argues Loudly with the Teacher Poverty is participatory, and the culture has a distrust of authority.Sees the system as inherently dishonest and unfair.Intervention:Dont argue with the student.Have them complete a set of questions that identify the behavior, give a reason for the behavior, list at least four other actions that could have been used, and tell what he/she will do next time.


Southeast Alabama Regional Inservice Center, Troy University*Angry Response Anger is based on fear (loss of face).Intervention: Respond in the adult voice. When the student cools down, discuss other responses that could be used.


Southeast Alabama Regional Inservice Center, Troy University*Inappropriate or Vulgar Comments They rely on casual register (language of a type that is appropriate to a social situation or used for communicating with a particular set of people), may not know formal register.Intervention: Make students generate or teach students other phases that could be used to say the same thing.


Southeast Alabama Regional Inservice Center, Troy University*Physically Fights Necessary to survive in poverty. Only know the language of survival. Does not have language or belief system to use conflict resolution.Sees himself as less than a man if he does not fight.Intervention: Stress that fighting is unacceptable in school.Examine other options the student could live with at school.


Southeast Alabama Regional Inservice Center, Troy University*Hands Always on Someone Else Poverty has a heavy reliance on nonverbal data and touch. Intervention: Allow them to draw or doodle. Have them hold their hands behind their backs when in line or standing. Give them as much to do with their hands as is possible in a constructive way.


Southeast Alabama Regional Inservice Center, Troy University*Cannot Follow Directions Little procedural memory used in poverty. Sequence is not used or valued. Intervention: Write steps on the board.Have them practice procedural self-talk.Have them write at the top of the paper the steps needed to finish the task.


Southeast Alabama Regional Inservice Center, Troy University*Extremely DisorganizedLack of planning, scheduling or prioritizing skills. Not taught in poverty. Also, probably does not have a place to put things at home so they can be found.Intervention:Teach a simple color-coded method of organization in the classroom. Use the five-finger method for memory at the end of the day. Make students give a plan for their own organization.


Southeast Alabama Regional Inservice Center, Troy University*Only Completed Part of a Task No procedural self-talk. Does not see the whole task.Intervention:Write on the board all the parts of the task. Make student check off each part when finished.


Southeast Alabama Regional Inservice Center, Troy University*Disrespectful to the Teacher Has lack of respect for authority and the system. May not know any adults worthy of respect. Intervention: Tell students that approach is not a choice. Have students either generate other options.Give students alternative verbal phrases.


Southeast Alabama Regional Inservice Center, Troy University*Cheats or StealsIndicative of weak support system, weak role models/emotional resources. May indicate extreme financial need.May indicate no instruction/guidance during formative years. Intervention:Use metaphor story to find the reason or need the cheating met. Address the reason or need. Stress that the behavior is illegal and not a choice at school.


Southeast Alabama Regional Inservice Center, Troy University*Constantly Talks Poverty is very participatory.Intervention: Make students write all questions and responses on a note card two days a week. Tell students they get five comments a day. Build participatory activities into the lesson.


Southeast Alabama Regional Inservice Center, Troy University*To ReviewSchools operate using the hidden rules of the middle class.We may need to teach the hidden rules to students who are living in generational poverty.Education provides an opportunity for students to move out of poverty.Behaviors are learned over a period of time, so it will take time to change behaviors.Students need to learn there are behavior expectations at home and behavior expectations that may be different at school.


Southeast Alabama Regional Inservice Center, Troy University*Workshop ReviewStay consistentFirm but fairStay consistentHave procedures preparedStay consistentHave a plan for disruptive behaviorStay consistent


Southeast Alabama Regional Inservice Center, Troy University*SharingRewardsConsequencesSituations from index cards


Southeast Alabama Regional Inservice Center, Troy University*References Breaux, Elizabeth. (2007) How to Reach & Teach all Students. Larchmont: Eye on Education.Canter, Lee. (1976) Assertive Discipline: A Take Charge Approach for Todays Educator. Los Angeles: Lee Canter and Associates.Canter, Lee and Marlene Canter. (1991) Parents on Your Side. Santa Monica: Lee Canter and Associates.Charney, Ruth Sidney. (1998) Teaching Children to Care, Management in the Responsive Classroom. Greenfield: Northeast Foundation for Children.


Southeast Alabama Regional Inservice Center, Troy University*References ContinuedColvin, Geoff. (2004) Managing Non-Compliance. Video. Eugene: Iris Media Inc. Levy, Ray. Reinforcing Small Changes in Behavior. SchwabLearning.org A Parents Guide to Helping Kids with Learning Difficulties.Marzano, Robert J. (2003) Classroom Management that Works. Alexandra: Association for Supervision and Curriculum Development.Payne, Ruby K. (2003) A Framework for Understanding Poverty. Highlands: aha! Process, Inc. Robin, Arthur L. and Sharon K. Weiss. (1997) Managing Oppositional Youth. Video. Plantation: Specialty Press.Thompson, Julia G. (1998) Discipline Survival Kit for the Secondary Teacher. San Francisco: Jossey-Bass.Wong, Harry K. and Rosemary T. Wong. (2001) The First Days of School. Mountain View: Harry K. Wong Publications.


Southeast Alabama Regional Inservice Center, Troy University*Research:

Brophy, J. E., (1996) Teaching problem students. New York: Guilford.Brophy, J. E., & McCaslin, N. (1992) Teachers reports of how they perceive and cope with problem students. Elementary School Journal, 93, 3-68.Emmer, El T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.) Boston: Allyn & Bacon.Stage, S. A. & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333 368


**This workshop provides practical strategies and tips for improving classroom management by addressing indicators 2.1, 2.2, and 2.3 of the Alabama Quality Teaching Standards. Standard 2: Teaching and LearningOrganization and Management of Learning Environment*A complete list of the indicators along with the rubrics may be found on pages 1-3 of your handout packet.2.1 Designs a classroom organization and management system built upon age-appropriate expectations and research-based strategies2.2 Creates a climate that promotes fairness and respect2.3 Creates a safe, orderly, and stimulating learning environment that nurtures motivation and engagement of learners

*The majority of handouts for this workshop are provided on a CD so you may easily modify the documents to meet your needs.

*This workshop is based on strategies, techniques, and research presented by: Elizabeth Breaux (pronounced, bro with a long o) Lee Canter, Geoff Colvin, Robert J. Marzano, Ruby K. Payne, Arthur L. Robin, Julia G. Thompson, Sharon K. Weiss, Todd Whitaker, and Harry Wong. *I want to share a few reminders.State law requires local boards of education to have a student discipline policy. Teachers must be familiar with and follow school board policy on student discipline.Teachers must review the school student code of conduct.Board policy supersedes school policy.Whenever possible, administer discipline in private, out of the view and hearing of others.If you are not following board policy, the board will not be able to support your actions.*I need your help with our first activity. I want to take time to discuss an unresolved classroom management issue you had in the past and see if someone else can help with a solution. To begin, we will find a partner.Next, we will share our issue.Then, we will listen to the solution our partner offers. To finish this activity, the other partner will share and receive your advice.

However, before you begin,we have procedures for this activity on the next slide.

Note to presenter: These are just the steps in the process. Do not expect participants to begin until the next slide.

*During the next 30 seconds, you will partner with someone sitting beside you, and the two of you will decide who will share first. The decision to share first will be based on the month of your birthday. The person who has the earliest birthday of the year will share first. For example, a person with an April birthday will share before the person with an October birthday. If both of you have the same birthday month, use the day to determine who will share first. If you both share the same month and day, flip a coin. If you can not find a partner, ask a group if you may join them. However, one person will not be able to share if there is a group of three.

Note to presenter: Go to the next slide before telling the audience to begin.

*Turn to page 4 in your handout packet. You will have thirty seconds to find a partner and decide who will share first.begin now.

Note to presenter: Set the timer for 30 seconds. Walk around the audience looking for individuals who are not part of a group. Assist with their finding a partner or a group. Occasionally call out the number of seconds remaining. At the end of the 30 seconds, let the timer continue to sound until the audience stops talking and looks at you. It is very important at this moment that you sincerely compliment the audience on listening to the directions, following directions, stopping when the timer sounded, and looking at you prepared to listen for the next set of directions.*Now, you have one minute to share with your partner and one minute for your partner to offer advice. The timer will sound after the first minute as a signal to stop sharing and then listen to advice from your partneryou may begin.

Note to presenter: Set the timer for one minute. At the end of the one minute, make an announcement that it is now time to stop sharing and listen for advice from your partner. Reset the timer for one more minute. Occasionally call out the number of seconds remaining. Again, at the end of the advice time, it is very important to sincerely compliment the audience on listening to the directions, following the directions, stopping when the timer sounded, and looking at you prepared to listen to the next set of directions.*Now we will take time to allow the other partner to share. We will follow the same procedures. Begin now.

Note to presenter: After the second session, ask for volunteers to share one of the problems and solutions with the group. Remember to hand out a prize if someone shares.*Ask volunteers to share one of the problems and solutions with the group. Remember to hand out a prize if someone shares.*If your partner could not come up with a solution, write the problem on an index card; and we will discuss your issue at the end of the workshop. It is not necessary to write in complete sentences; just jot down the main problem: Student will not stay in desk. Do not include your name.

Note to presenter: Allow two minutes for the audience to write a problem on an index card. Then ask for a volunteer to collect the cards. Dont forget to provide a prize for collecting the cards. *Lets continue today by taking a mental trip back in time. Think back to the beginning of school. Lets say (pause) back to the week before your students arrive. (Pause) *Tell me a little about what you are doing in preparation for the arrival of your new students.

Possible answers:Changing things that did not work well last yearPreparing lessonsDecorating the classroom

Note to presenter: Reinforce activities that create a positive, Im going to make a difference mood.Share your feelings during this week before school begins.Possible answers:excitement anticipationIm not going to make that same mistake again this year.

Note to presenter: Reinforce feelings that create a positive mood.*Now, lets fast forward to the professional development days before school begins. Tell me a little about what you are doing in preparation for the arrival of your new students.Possible answers:Trainings WorkshopsHearing a list of everything students must accomplish to improve performance on DIBELS, SAT-10, ARMT, AHGE Note to presenter: Reinforce activities that create a mood that teachers are overwhelmed with lists of numerous tasks and expectations.*Have your feelings changed since the week before? (Pause) Do you suddenly feel overwhelmed? (Pause) Did your focus suddenly change to student performance on assessments?Note to presenter: Pause and allow time for processing and sharing. *Based on the decisions you make along with your actions during the first two weeks of school, students will receive one of two messages. First, they may receive the message that you are overwhelmed and have a list of skills to both cover and document. Or, they may receive the message that their teacher will not allow any one student or group of students to interfere with the instruction of others. *I hope your students will receive the second unspoken message that you are proactive, assertive, and in control.

*How are you going to do this?Make sure students realize that you have expectations and consequences. There is no need to be harsh; just follow through with consequences and phone calls to parents. When presenting this image of a proactive teacher, remember to demonstrate that you are caring, fair, and have self-control.*Virtually all of this research points to the beginning of the school year as the linchpin (presenters note: essential element) for effective classroom management.

He adds

Even if the research were not so clear, common sense dictates that devoting the first few days of the year, the semester, or the quarter to classroom management has the potential to ward off many future problems.*During the first two weeks of school, focus on classroom management instead of lessons, assessments, or other academic skills. Now I know what you are thinking. My students have to be ready for, DIBELS, SAT-10, ARMT, AHGE, and the ADAW. And on top of this, my lesson plans have to include one of those assessment instruments listed beside each objective. Andsomeone will come into my classroom twice a month to make sure I am teaching the skills for the month. Andthis class is even weaker than the one I had last year. If I focus on management, valuable teaching time will be lost. In order to prepare my students, I must get started teaching on the very first day of school, and I am not sure that will be enough time!*Just to clarify, continue preparing lessons assessing studentsteaching academic skills

Note: Lesson plans should include specific activities for teaching classroom management procedures.

*The teachers focus should be on classroom management. All other objectives or goals should be secondary during the first two weeks.*You have two choices. Either take care of the majority of management issues at the beginning of the year or allow management issues to interrupt instruction throughout the year.*Now, lets look at the best ways to gain control of a class during those first two weeks.

Note to presenter: Ask the audience to turn to page 6 in the handout packet.*Why is consistency important in a classroom?Possible answers: Provides the child with a feeling of security that most children do not have at home Students know the boundariesFosters feelings of respect for the teacherCreates a feeling of fairnessStudents begin to trust the teacherProvides an emotionally safe learning environment where students are willing to take risksStudents come in prepared to learn instead of worried what the teacher is going to be like todayNote to presenter: Offer prompts to get the audience to mention any of the above points that were left out.*Someone mentioned a predictable environment. Look at what Thompson says about a predictable environment.

Note to presenter: Allow the audience time to read the slide.*What is insanity?

Note to presenter: Allow the audience time to read the slide.*Consistency is one small change that will make a big difference in your classroom management plan. Without consistency, there will be no behavior change.However, why is consistency the hardest skill for most teachers to implement? Possible answers:Things change in a classroom: announcements, unexpected safety drills, required paper work, and changes in weather.The teacher is different each day: up all night with a sick child at home, had to rush Aunt Mary to the emergency room after school yesterday, did not have all the materials prepared for the lesson, child came home from college, had to present a program at the ladies club yesterday, arrived home at 1:00 after the out of town game last night.Students are different each day: child watched their pet die after being hit by a car, a teenager has been kicked-out of their home, child sat in the waiting room from 4:00 to 10:00 while mom was with Aunt Mary, there was not enough money for the child to eat supper last night, a student was bullied on the way to school, a breakup with a boy/girlfriend.Note to presenter: Allow time for the audience to process.*We are not in control oflast minute requests from administrators.events that happen with students at home.unexpected situations in our personal lives.

*However, we are in control of our response, our choices and our behavior. *We may choose to whine, take out our frustrations on the students, or manage with class.

*Lets look at some tips that will help with consistency and management with class.First of all, organize procedures.*Why is it important for teachers to have procedures for how to and when to?Possible answers:Helps the teacher stay consistentThe teacher doesnt have to think about what a student should or should not do. The expectations are clearThe teacher doesnt have to think up a consequence in the middle of addressing a problemThe consequences are clearIf procedures are posted, teachers do not have to answer the same question over and over*Think back to the opening activity when you were asked to share one classroom management issue that had not been resolved. Were procedures used for this activity?What made the procedures easy to follow?Possible answers:Directions were clear and easy to understandThe directions addressed someone who could not find a partnerLimited the number of wordsUsed positive statementsVisual reminder was providedSpecific time limitTimer reminded the facilitator that time was upComplete directions were given first, then they were broken down into sections to be performed one step at a timeHandout held participants accountable; initials when task was completed *Look at the research by Emmer, Evertson, and Worsham.*Based on meta-analysis by Robert J. Marzano (2003) there is a 38% decrease in disruptions with the implementation of rules and procedures.*Lets look at some procedures that are on the CD. Note to presenter: Share procedures on next few slides quickly.**************Follow State guidelines*This might help with narrowing down if vandalism in bathroom.*These are not really a procedure for students, but they are helpful when addressing situations without interrupting class.Simply drop a ticket on the students desk while continuing the instruction. The student gets the attention, but it doesnt stop the flow of instruction.

*I know this has probably never happened to youa student passes gas. All the boys near by begin laughing uncontrollably and instruction stops. Each time you try to return to the lesson, someone else begins to laugh.

I like to state my policy, get the attention off the person who passed gas, and direct the attention back on me.*Now it is your turn to write a procedure that will actually be used in your room. Think about an activity that causes a disruption in your class, an activity requiring students to show more control, or an activity that interrupts your instruction. Turn to page 7 of the handout packet. You will have five minutes to prepare procedures for that activity.

Note to presenter: Allow the audience about 5 minutes to write a procedure. *Before moving on, there is one more thing to address concerning procedures. (Pause) Just as you would address a new academic skill, a new procedure must be introduced and practiced before students are expected to work independently.*According to Elizabeth Breaux (2007)Teach, Practice, and ImplementTeach: The teacher must literally teach the students exactly how a particular procedure is to be done.Practice: the teacher must allow the students to try the procedure themselves.Implementation: The teacher begins the consistent implementation of what has been taught and practiced.*Besides staying consistent and organizing procedures, how else may we maintain control?*Why do teachers need to provide rewards?Possible responses:Students work for rewards.Positive reinforcements seem to work better than negative consequences.Makes you feel warm and fuzzy inside

Think back to the beginning of this workshop and to the first question that was asked.I asked everyone to share what you were doing the week before school begins. (Pause)What happened when the audience realized prizes would be awarded? (More volunteers were ready to share.) Was the reward something important for the intended audience? Did I get the behavior I wanted?*Rewards may be offered for individuals, small groups, or the whole class.*The use of disciplinary interventions, such as providing rewards, decreases disruptive behavior. *Marzano (2003) reports that there is a 31 percent decrease in disruptions when positive reinforcements are used for disciplinary intervention.*Now, lets look at ways to offer positive reinforcement and encourage the behavior we expect. Look at the Rewards That Dont Cost Much Money sheet on pages 8 and 9 in handout packet. Circle at least ten of the rewards you might offer. During the next five minutes, write down at least five rewards you plan to use, along with your requirements for the individuals, group, or classes to earn them. *

Some of you have other rewards that have worked in your classroom. I am sending a clipboard around and encourage you to share your ideas with us. Do not feel like you have to write complete sentences; just give us an idea of your special reward. These ideas will be shared at the end of the workshop.

*Just to clarifythere are times when punishment is warranted and must be applied, especially for repeat offenders, defiance, or disregard for safety. However, once a reward is earned, do not take it away as punishment. Find something else for punishment.*Besides staying consistent, organizing procedures, and providing a reward, how else may we maintain control?*Why/When is it helpful to have a contract?Possible answers:Use a contract for students who are not functioning in the classroom using the classroom expectations and consequences.Encourage positive behavior.Discourage negative behaviorExpectations and consequences are made clear to the student, the parents, and the teacher. *The basic parts of a contract: identify the persons involved, positive behaviors expected, the consequences that will occur, and signatures.Lee Canter suggests that teachers focus on no more than five behaviors at a time, so choose wisely. *According to a childs age, it has taken many years to learn the behaviors. Your efforts may not show up immediately but celebrate any small changes observed.

Lets look at two sample contracts. One contract is created by a teacher, and the second contract is created by a parent.**The teacher contract uses six behavior expectations instead of five because each expectation is worth ten minutes of TV. If all expectations are earned in a day, Student earns one hour of TV after school.Not only were the behaviors listed, but the teacher also explained each of the behaviors so there would not be any questions about expectations.*This is a sample record sheet for the teacher to use.*This is a sample of a parent made contract.*This is a simple contract.

Identify the behavior you want to discourage (asking too many questions, tapping pencil on desk, no work has begun within two minutes after instructions).Provide the student with three numbered craft sticks for them to keep inside their desk. If departmentalized, use one stick and have students collect the sticks from the table when entering the room. Collect one stick each time the behavior is exhibited.Provide a negative consequence if behavior is exhibited after all sticks have been collected.*Besides staying consistent, organizing procedures, providing a reward, and using contracts, h

Organization and Management of Learning Environment

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