Classroom Management:Rules and Procedures

Please:1.Sign in2.Fill out a Name tag3.Complete Bell Work:

What is your biggest management challenge in your classroom?

Ground Rules Take responsibility for your own learning.Participate.Ask questions.Listen to learn.Respect participants

and presenter.Honor time limits.Silence cell phones (including texting)

Parking LotParking Lot

LEARNING GOALS ◦To understand the importance of: Rules and Procedures Discipline and Consequences in effective classroom

management

◦ To develop skills/strategies in: Rules and Procedures Discipline and Consequences for effective classroom

management

Cross WalkCross WalkMarzano

Classroom Management That Works

MarzanoObservation and

Feedback

Related District Initiatives

(PBiS, Cultural Comp., CEI,etc.)

Iowa Teaching Standards and Criteria

Section 1: Rules & ProceduresGeneral Classroom BehaviorBeginning and Ending the Period or the DayTransitions and InterruptionsUse of Materials and EquipmentGroup WorkSeat Work and Teacher-Led Activities

Question 6: What will I do to establish or maintain classroom rules & procedures?Establishing Classroom RoutinesOrganizing Physical Layout of the Classroom for Learning

PBIS ( See At A Glance )•Structure Your Classroom• Post, Teach, Review, Monitor, and Reinforce a SMALL Number of POSITIVELY Stated Expectations

Standard 3-Planning and Prepb) Sets and communicates high expectations for social, behavioral, and academic success for allStandard 6-Competence in classroom managementb) Establishes, communicates, models, and maintains standards of responsible student behavior. c) Develops and implements classroom procedures and routines that support high expectations for student learning. e) Creates a safe and purposeful learning environment.

MarzanoClassroom Management

That Works7 Elements of Effective

Classroom Management

MarzanoObservation and

Feedback Protocol9 Design Questions w/

Key Strategies

Related District Initiatives

(PBiS, Cultural Comp., CEI,etc.)

Iowa Teaching Standards and Criteria

Section 2: Discipline & ConsequencesTeacher ReactionTangible RewardsDirect CostGroup ContingencyHome Contingency

Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules & procedures?Demonstrating “Withitness”Applying ConsequencesAcknowledging Adherence to Rules and Procedures

PBIS – See At A Glance – Enforce Meaningful Consequences for Violations, Establish Strategies to Acknowledge Appropriate Behavior and to Respond to Inappropriate Behavior

Standard 6 Demonstrates competence in classroom management. b) Establishes, communicates, models, and maintains standards of responsible student behavior. e) Creates a safe and purposeful learning environment.

What is the biggest management challenge in

your classroom?

Parallel PartnersParallel Partners

Major functions of a teacher:Major functions of a teacher:

1. Choosing Instructional Strategies

2. Classroom Curriculum Design

3. Classroom Management

Classroom ManagementClassroom Management

All the things a teacher does toorganize students, space, time, and materials so studentlearning can take place.

Whose Job Is It?Whose Job Is It?4-2-1

• Read the brief individually and record 4 key points

• Meet with “shoe” partner to determine 2 key ideas

• Join another pair (4 people) to come up with 1 summary

• Individually reflect on actions you will take

A well managed classroom does not appear out of nowhere.

It takes a good deal of effort to create- and the person who is most responsible for creating it is the teacher.

Born or Made?

Procedures Routines

Rules Discipline/Consequences

What do these terms mean?

Effective teachers manage their classrooms.

Ineffective teachers discipline their classrooms.

In Well Managed Classrooms:In Well Managed Classrooms: Expectations and Procedures go along with a set of

consequences and rewards.

Strategies reinforce appropriate behavior and deal with inappropriate or disruptive behavior.

Students know what is expected from them and are generally successful.

The climate of the classroom is work-oriented but relaxed and pleasant.

There is relatively little wasted time, confusion, or disruption.

ConsistencyConsistencyStudents deserve a safe, predictable,

and nurturing environment.

Students do not deserve surprises or disorganization.

Work smarter, not harder.

Each child is living the only life he has – the only one he will ever have.

The least we can do is not diminish it.

Bill Page

Positive Expectations for Student Positive Expectations for Student SuccessSuccess

Knowing that you can or cannot achieve is called EXPECTATION

How are you conveying positive expectations for student behavior?

Positive Expectations for Student Positive Expectations for Student SuccessSuccess

NamePleaseThank YouSmileLove (care and warmth)

The best teachers teach from both the head and the heart.

How are rules andprocedures alike and how are they different?

Procedures and RoutinesProcedures and Routines

Procedure•What the teacher wants done.

oExplainoRehearseoReinforce

Routine• What the students do automatically.

What procedures should What procedures should be in place for your be in place for your students?students?

Repetition is the KeyRepetition is the KeyFor a child to learn something new, you need

to repeat it an average of eight times.For a child to unlearn an old behavior and

replace it with a new behavior, you need to repeat the new behavior an average of 28 times.

Twenty of those times are used to eliminate the old behavior, and eight of the times are used to learn the new behavior.Madeline Hunter

Procedures vs. DisciplineProcedures vs. DisciplineHow things are done

No penalties or rewards

Part of classroom management

How students behave

Has penalties and rewards

Based on rules or expectations

Rules/ExpectationsRules/ExpectationsWhat are some rules that you set for

your classroom?

Are students involved in establishing classroom rules?

What consequences are in place if a student violates a rule?

iObservationiObservation PBiSPBiS Establishing

Classroom Routines

Organizing Physical Layout of the Classroom for Learning

Structure Your Classroom

Post, Teach, Review, Monitor, & Reinforce a SMALL Number of POSITIVELY Stated Expectations

Effective Classroom Management

1. General Classroom Behavior

2. Beginning & ending of periods3. Transitions/ Interruptions

4. Materials and Equipment

5. Group Work6. Seat Work and Teacher Led Activities

Expectations- Marzano

Marzano-- 5 Components of Marzano-- 5 Components of Discipline and ConsequencesDiscipline and Consequences

1. Teacher Reaction

2. Tangible Rewards

3. Direct Cost

4. Group Contingency

5. Home Contingency

Teacher Reaction- Teacher Reaction- verbal and nonverbalverbal and nonverbal

Address inappropriate behavior

Short verbal cues or questions

The pregnant pauseMovingEye contactSubtle gesturesHeading students off

Reinforce appropriate behavior

Short verbal affirmations

Smiles, winks and other signals

Catching students being good

Be “With-It”Be “With-It”Be proactiveOccupying the entire room either physically

or mentallyNoticing potential problemsUsing a series of graduated actions• Looking at suspected students• Moving in the directions of students• Stopping the class and confronting the behavior

If you do not have a plan, then you are planning to fail.

Reactive Teacher• reacts to every problem with yelling,

punishment, threats, etc.• goes home angry, tired, stressed out

Proactive Teacher Knows that the #1 problem in the

classroom is not discipline; it is the lack of procedures and routines – the lack of a plan that organizes a classroom for academic success

Knows how to prevent problems

Can go home happy knowing students have learned.

Tangible RewardsDifference between elementary and

secondary

Students understand the rationale

Not coercion but healthy motivation

Direct Cost

Negative consequencesExplicit and directUsually applied immediatelyMild punishments after other options have

not worked

Direct CostAge appropriateProperly appliedClearly communicatedConsistent

Strategies vary between grade levels

Group ContingencyTechniques applied to more than one student

1. Interdependent Strategies◦ Group gets a reward when all students meet

expectation

2. Dependent Strategies◦ Groups’ reward depends on one student or a small

group

Interdependent StrategiesInterdependent Strategies◦Elementary Interdependent Techniques Marks or Tallies Foster healthy competition and positive peer

pressure Visual Measures - ie. Marbles in a jar

◦Secondary Interdependent Techniques Grading for individual work and group

collaboration

Home ContingencyHome Contingency

Making parents aware of behavior

System of consequences to be administered at home

Discipline & ConsequencesDiscipline & Consequences

iObservation PBISQuestion 7: What will I do to

recognize and acknowledge adherence and lack of adherence to classroom rules & procedures?

Demonstrating “Withitness”

Applying Consequences Acknowledging Adherence

to Rules and Procedures

Enforce Meaningful Consequences for Violations,

Establish Strategies to Acknowledge Appropriate Behavior and to Respond to Inappropriate Behavior

ConsequencesConsequences

Every action results in a consequence. (Positive or Negative)

Consequences are not punishments.

Consequences are the result of a person’s chosen action.

Reflect on ConsequencesReflect on ConsequencesWhat consequences do I currently

have in place?

What consequences could I try?

Situations I am still unsure about consequences for?

Checklist for Managing BehaviorChecklist for Managing BehaviorHow did I handle the situation?

What caused the behavior?

How will I respond to the behavior the next time?

Applying Your

Learning

Scenarios

REVISIT LEARNING GOALSREVISIT LEARNING GOALS◦To understand the importance of: Rules and Procedures Discipline and Consequences in effective classroom

management

◦ To develop skills/strategies in: Rules and Procedures Discipline and Consequences for effective classroom

management

Classroom Classroom ManagementManagement

Complete-

3-2-1

Thank You!!!