Planning Executing Mgmt

8/9/2019 Planning Executing Mgmt

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Planning and Executing Effective

Classroom Management Systems


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Session Objectives

CMWBAT...

ID the characteristics of good management systems

Explain how to execute management systems

effectively

Explain how to go about teaching rules andconsequences


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Norms

Share your good ideas

Ask questions if youre unclear

Make the most of our time together


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Building on your foundation


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What stands out to you about the dynamic in

this high school classroom?


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Theres joy in structure

Enthusiasm for

learning

Uninhibitedness

Active participation

Student-directed


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Recipe for good

management

Ingredient #1: Clear

expectations

Ingredient #2: Positive

consequences

Ingredient #3:Negative

Consequences


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Ingredient #1: Set Clear Expectations

Establish few rules that...

-are clear

-linked to observable behavior

-always enforceable

Example: Follow directions

Non-Example: Raise your handand wait to be called on


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Turn-and-Talk: Example

orNon-Example?Rule 1: Raise your hand and wait to be called

on before you speak

Rule 2: Use appropriate school language: no

put-downs, teasing, or bad language

Rule 3: Do not leave the classroom without

permission

Rule 4: Be respectful

Rule 5: Complete all homework assignments


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What rules would you draft for your

classroom? Jot a few down now


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Tried and True Rules for

Secondary Classrooms

Follow directions

Keep hands to yourself

No swearing, teasing, or put-downs

Be in your seat when the bell rings


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Positive Consequences

R ffle tic ets, esos, or cl ss one

tr cre it

Ho e or sses

Certific tes of c ieve ent

Positive one c ll o e

e oo s/c n

ovie s

Pizz rties


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Negative consequences

Warning

Deduction of incentives (class bucks, pesos,

daily participation points)

Phone call home

Meeting with teacher and/or administrator

Removal from class


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Systems for administering

consequences


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Individual vs. Classwide

Individual

Consequences (+/-)Classwide (+/-)

Reward/ redirect small

# of students

Prevent misbehaviorsfrom spreading

Redirect several off-task students

Reinforce positive

class-wide behavior

Facilitate transitions


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Positive Consequences = Bribery?

Bribe: positive

incentive given inanticipation of

behavior

Reward: positive

incentive given as areward for positive

behavior


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How systems are like

training wheels...


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Characteristics of Strong

Individual Consequence Systems

Visible (at least to the student)

Gradual increase of immediate consequences

Multiple opportunities for success

Linked to meaningful consequences

Element of competition


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Individual: Behavior/

Participation Chart

How it works:-Students start each day with 5 out of 5

points for behavior and 4 out of 5 for

participation

-Positive consequences: teacher adds

additional points in dry erase marker

(writes in a 5 or 6)

-Negative consequences: cross out

numbers to subtract points. Students who

reach 0 for either behavior/participation

receive a phone call home

-Points count toward daily

participation/behavior grade (out of 10

points)


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When does she use it?Segment of

lessonStudent behavior Consequence

Do Now Arrives lateDeducts 1

participation point

INM/GP Answering CFUs

Adds 1

participation

point(s)

Any segment

Misbehavior,

request to use

bathroom, &

refusal to

participate

Deduct point(s)

AdministerAdminister

duringduring

naturalnatural

pausepause


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Behavior/Participation

Chart in Action


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Characteristics of

Strong Individual Systems

Consequences visible

(to the student)?

Gradual increase ofimmediate

consequences?

Multiple opportunities

for success?

Tied to incentive that

invests them?

Element of competition?


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Betsy Demo #1

Live Demo

Q-and-A


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Individual Consequence

System 2: ClipboardFirst Check = warning

Second check = loss of

participation point(s)

Third check = Phone

call home

Fourth check =Removal from

classroom, meeting

with administrator,

detention, behavior

reflection?


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Indiv Conseq System 3:

Kats Self-Eval Sheet


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Refusal to Work Form


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Group or Class-wide #1: Viaje al Exito

How it works: Each class has a symbol When a class exhibits goodbehavior = move symbol from left-to-

right to bottom-to-top

When class reaches end country,

receive reward

Example rewards

Top row: movie day, baked goods,homework passes

Mid row: extra credit, oreos, etc.

Bottom row: small candy

How long should it take to get

reward?

2 weeks


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Does it Pass the Test?

Visible?

Gradual increase of

immediate consequences?

Multiple opportunities for

success?

Tied to incentive that invests

them?

Element of competition?


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Group or class-wide #2:

Country TeamsHow it works

Positive consequence = Trace over lettering to spell out E-X-I-T-O!!!!!

Every group member of each team that spells out E-X-I-T-O willreceive a peso

Team that earns most points (# of letters, !s) will get 3 pesos

each

Negative consequence = Erase letters and !s

Pesos can be exchanged for incentives in the class store (food, extracredit, homework passes, etc.)

Facilitation tip: team-building activities to foster identity, mutual

accountability

Cost for each good/product


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Betsy Demo #2

Live demo

Q-and-A


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Clearly Explain the System

ProvideProviderationale andrationale and

explainexplain

systemsystem Check forCheck for

understandinunderstandin

gg

ModelModel

example/nonexample/non--

exampleexample

Use guided notes toUse guided notes to

ensure theyensure theyinternali e it!internali e it!


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Tenets of Strong ExecutionTenet 1: Be private when you can, and public when you

must

Tenet 2: Give 1 private warning, then administerconsequences swiftly and consistently

Tenet 3: Do not engage or talk over

Tenet 4: Leverage the system thats most appropriate (big

fires = classwide/group, little fires = individual)

Tenet 5: Administer consequences with a poker face

Tenet 6: Narrate positive behaviors


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Which tenets do you see

being applied here?

uic i e and adeco pressor

are needed to see this picture


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Which tenets do you see

being applied here?

uic i e and adeco pressor

are needed to see this picture.


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Qui i

i i ure.

W i enet( ) re

being applied here?


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Knowing When to Leverage

Class-wide = during transitions, when a good

number of students are talking/off task

Individual = when a handful of students are off

task; start early with challenging students


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Least Invasive Intervention


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Type of Intervention

Non-verbal

Positive Group Correction

Anonymous individual correction

Private individual correction

Lightning-quick public correction

Consequence

Severity of

infraction


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Be private when you can,

public when you must


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In pairs...

Discuss how you

might respond to eachof the following

student misbehaviors

(5 minutes)

Share-out (5-10minutes)


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Precise Praise

Narrate the world you wish to see, not the world

as it is...

Trait 1: Praise must be genuine (distinguish

acknowledgement from praise)

Trait 2: Praise replicable actions, not traits

Trait 3: Praise loud, fix soft


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Qui i eandadecompressor

areneeded tosee thispicture.

Question: In what way does this teachers

behaviornarrationadd toourunderstanding of

precisepraise?


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What did she do well?

Praises behaviors, not traits

Acknowledges someonefrom each group so that

students have role model

they follow

Differentiates between praise

and acknowledgement

Recogni es actions that will

lead to mastery of content


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Question: In what way does this teachers

behavior narration add to our understanding of

precise praise?


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What did he do well?

Praising loud, fixing

soft

Acknowledging

student role models at

different points of the

room

Praising replicable

actions


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Example statement Reframe

Everyone followed my directions.

Good

Everybody jumped to it the first

time and started working.

Jamal, youve turned yourself

around since this morningJamal, youre showing a lot of

perseverance. Keep it up!

Can you please pick up yourpencil that you dropped?

Excellent!

Thank you for picking up yourpencil.

I appreciate that you guys came in

so orderly

I appreciate that you all entered

class without talking and

immediately got started on your do

now.


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Demo

Volunteer rehearses lesson for 5

min

Assigned misbehaviors


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Build Relationships

with Your Students

Systems/consequences will

work with 90-95% of students

For that especially spunky 5-10%, the most powerful

management strategy is building

a good relationship


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Work time...

For the next segment,

work on

crafting/revising/editin

g your management

plan

Planning Executing Mgmt

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