Module 2d: Facilitation Guide  

Overview  The  goal  of  the  presentation  is  to  help  teachers  understand  the  Framework  for  Teaching, specifically  2d:   Managing  Student  Behavior.    As  an  observer,  you  will  become  intimately familiar with Charlotte Danielson’s Framework  for Teaching and  the nuances of each of  the components; however, your teaching staff will have little to no understanding of how evidence is observed, collected, and leveled.  This module presentation serves to bridge this knowledge gap in your school   Use this Facilitation Guide to lead an engaging and effective presentation for teachers.  

Training Materials  

Module 2d: Facilitation Guide 

Module 2d: Presentation (PowerPoint) 

A Printed Copy of the EXIT CARD slide for each Teacher to complete 

Framework at a Glance: Domains 2 and 3 (for each staff member) from previous session 

Framework for Teaching from previous session 

Back Up of Video Clips                

 

SLIDE 1:  Introduction     Opening Talking Points: 

Learning cannot occur in an environment where student behavior is out of control. 

When students are engaged deeply with content, they are  less  likely to pick fights, defy a teacher, or run around a classroom. 

  

The Framework for Teaching by Charlotte Danielson

             

  

SLIDE 2:  Why is this an important component of effective teaching?   Opening Talking Points: 

A  key  to efficient and  respectful management of  student behavior  lies  in agreed‐upon  standards of conduct and clear consequences for overstepping the bounds. 

Experienced  teachers  successfully  enlist  students  in  both  setting  an  d  maintaining  standards  of conduct. 

Awareness  of  one’s  behavior‐and  being  able  to  change  it‐requires metacognitive  skills  that  some students may still be developing.  Teaching students to engage in such reflection is an important aspect of teachers’ responsibilities. 

  

In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do, and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.

      

  

SLIDE 3:  The Elements     Opening Talking Points:  

This component may be broken down into three distinct and important elements. 1. Expectations. 2. Monitoring of student behavior. 3. Response to student behavior. 

 

This component may be broken down into three distinct and important elements. As you review these elements, think about what they might look like in practice in the classroom.

ExpectationsIt is clear, either from what the teacher says or by inference from student actions, that expectations for student conduct have been established and that they are being implemented.

Monitoring of student behaviorExperienced teachers seem to have eyes in the backs of their heads; they are attuned to what’s happening in the classroom and can move subtly to help students, when necessary, re-engage with the content being addressed in the lesson. At a high level, such monitoring is preventive and subtle, which may make it challenging to observe.

Response to student misbehaviorEven experienced teachers find that their students occasionally violate one or another of the agreed-upon standards of conduct; how the teacher responds to such infractions is an important mark of the teacher’s skill and provides students with an indication of how seriously the teacher takes the behavior standards. Accomplished teachers try to understand why students are conducting themselves in such a manner (are they unsure of the content? are they trying to impress their friends?) and respond in a way that respects the dignity of the student. The best responses are those that address misbehavior early in an episode, although this is not always possible

      

 SLIDE 4: Indicators   

  Opening Talking Points:  

Determining a level of performance must be grounded in evidence found during an observation. 

Standards  of  conduct  must  frequently  be  inferred,  because  in  a  smoothly  running  classroom  an observer may not witness explicit attention to those standards. 

Student behavior  indicates that a teacher has established standards at the beginning of the year and has maintained them consistently. 

 (Discuss bullet points on slide)    

Clear standards of conduct, possibly posted, and possibly referred to during a lesson

Absence of acrimony between teacher and students concerning behavior

Teacher awareness of student conduct Preventive action when needed by the teacher Fairness Absence of misbehavior

      

 SLIDE 5:  Activity: Relevant because…    

Activity Directions:  

1. Having reviewed the indicators for Managing Student Behavior on the previous slide, select whether each piece of evidence is “relevant” or “not relevant” for the component. 

 (click to show evidence)  2. Have the teachers read the evidence, and assess using a showing of hands if they think that the

evidence is relevant or not.  3. Then click on the slide to get the explanation as to why this is relevant (note that all of these examples

are relevant for this exercise)  (read explanation and repeat)  4. Allow for brief discussion. 

  

Classroom rules are posted, but neither teacher nor students refer to them.

This evidence indicates that the teacher has attempted to set expectations for the classroom—an element for this component—but does little to actually enforce or uphold them

The teacher asks to speak to a student privately about misbehavior.

This is evidence of a teacher’s response to student behavior, an element for Managing Student Behavior.

The teacher moves to every section of the classroom, keeping a close eye on student behavior.

This observation shows that the teacher is monitoring student conduct and also taking action to prevent misbehavior; these are both indicators for Managing Student Behavior.

  

 

SLIDE 6‐11:  Activity: Level of Performance     

Opening Talking Points:  

•  The  Framework  for  Teaching  is  a  tool  that  provides  clear  expectations  and  standards  to  both  the observer and the teacher. 

• The rubrics provide a common set of criteria, a common language of professional practice.  

Activity Directions:  

1. Have teachers read The Framework for Teaching handout, pages 10‐12 relating to Domain 2d. 2. Review the directions on slide 6 for this activity. 3. Display  and Read  aloud  the descriptions on  slides 6‐10,  giving 4‐5 minutes on each  for  teachers  to 

utilize their Framework to determine the performance levels of each. 4. Display  the  slide 11.    Inquire by  showing of hands what  level  the  teachers would have placed each 

description.    Click  on  the  presentation  after  each  discussing  each  of  the  4  scenarios  to  reveal  the answers. 

   

You will read four classroom observation descriptions. They are numbered so that we can reference them and in no way reflect their performance level. After each of the four description, jot down what performance level you would assign it and why.

       

1. Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct.

     

2. Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. The teacher’s response to student misbehavior is consistent, appropriate and respectful to students, and effective.

     

3. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. The teacher's monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects student dignity.

     

4. There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to student misbehavior is repressive, or disrespectful of student dignity.

   

Any surprises?

1. Partially Effective (Rubric Level 2)2. Effective (Rubric Level 3)3. Highly Effective (Rubric Level 4)4. Ineffective (Rubric Level 1)

   (Discuss Results) 

                    

SLIDE 12‐13: Level 3 Critical Attributes, Evidence, and Sample Video     

Opening Talking Points:  

The  levels of performance described  in the rubric correspond to developing expertise with respect to Managing Student Behavior. 

We will first examine level of performance 3 in detail.    Allow for brief discussion.   

Standards of conduct have been established. Student behavior is generally appropriate. The teacher frequently monitors student behavior. The teacher's response to student misbehavior is effective. The teacher acknowledges good behavior.

Level 3: Evidence Upon a nonverbal signal from the teacher, students correct

their behavior. The teacher moves to every section of the classroom,

keeping a close eye on student behavior. The teacher gives a student a hard look, and the student

stops talking to her neighbor.

           

 

SLIDE 14‐15: Level 2 Critical Attributes, Evidence, and Sample Video    

Opening Talking Points:  

The  levels of performance described  in the rubric correspond to developing expertise with respect to Managing Student Behavior. 

We will first examine level of performance 2 in detail.    Allow for brief discussion.   

The teacher attempts to maintain order in the classroom but with uneven success; standards of conduct, if they exist, are not evident.

The teacher attempts to keep track of student behavior, but with no apparent system.

The teacher’s response to student misbehavior is inconsistent: sometimes very harsh, other times lenient.

Level 2: Evidence Classroom rules are posted, but neither teacher nor students

refer to them. The teacher repeatedly asks students to take their seats; some

ignore him or her. To one student: “Where’s your late pass? Go to the office.” To

another: “You don’t have a late pass? Come in and take your seat; you’ve missed enough already.”

           

 

 SLIDE 16‐17: Level 1 Critical Attributes, Evidence, and Sample Video     

Opening Talking Points:  

The  levels of performance described  in the rubric correspond to developing expertise with respect to Managing Student Behavior. 

We will first examine level of performance 1 in detail.    Allow for brief discussion.   

The classroom environment is chaotic, with no apparent standards of conduct.

The teacher does not monitor student behavior. Some students violate classroom rules, without apparent

teacher awareness. When the teacher notices student misbehavior, she/he

appears helpless to do anything about it.

Level 1: Evidence Students are talking among themselves, with no attempt by the

teacher to silence them. An object flies through the air without the teacher appearing to

notice. Students are running around the room, resulting in chaos. Students are using their phones and other electronics; the teacher

doesn’t do anything.

       

 

 SLIDE 18‐19: Level 4 Critical Attributes, Evidence, and Sample Video    

Opening Talking Points:  

The  levels of performance described  in the rubric correspond to developing expertise with respect to Managing Student Behavior. 

We will first examine level of performance 4 in detail.    Allow for brief discussion.   

In addition to the characteristics of a level of performance 3, Student behavior is entirely appropriate; there is no evidence of student

misbehavior. The teacher monitors student behavior without speaking, just moving about

the classroom. Students respectfully intervene with classmates as appropriate to ensure

compliance with standards of conduct

Level 4: Evidence A student suggests a revision to one of the classroom rules. The teacher notices that some students are talking among

themselves and, without a word, moves nearer to them; the talking stops.

The teacher asks to speak to a student privately about misbehavior. A student reminds his classmates of the class rule about chewing

gum.

        

  

SLIDE 20: Discussion     

Opening Talking Points:  

Teachscape is a resource in which teachers can log into to see more videos at each level under Module 2d:  Levels of Performance, should they desire on their own.  

Expectations are clear to everyone and may be posted in the classroom…and they are consistently applied‐no favoritism. 

Standards of behavior are appropriate to the developmental levels of the students and are consistent with the cultural norms of the students in the class. 

Teachers are aware of what is going on; they have “eyes on the back of their heads”. 

Any chastisement of conduct focuses on a student’s behavior, not on a student and the student’s dignity is maintained. 

Teachers encourage students to monitor their own behavior.    

After reviewing the Performance Levels for Domain 2d: Managing Student Behavior, do you think you could distinguish between them?

Did the sample videos of each of the performance levels in this component help to provide clarity in what each of the performance levels looks like?

Reflect on your classroom practices…. What would the performance level of your classroom on a typical day be as it relates to this component?

  

 

SLIDE 21: Our performance goal is to LIVE in 3… and vacation in 4.    

Opening Talking Points:  It  is  important that as we move through the modules that teachers understand that the expectations 

for our staff is that we are all effective practitioners (Level 3).   

Highly effective practices truly reflect students taking much of the responsibility and initiative. 

Effective  practitioners  strive  to  be  highly  effective  in  their  practices  but  due  to  external  and necessary  factors  and  duties  of  the  profession,  this  cannot  always  be  achieved.    (ex.  test  giving, direct  instruction mini‐lessons,  flexibility  in meeting  student needs  lead  to a more  teacher‐centric lesson) 

   

Our performance goal is to LIVE in 3… and vacation in 4.

        

 

SLIDE 22:  Session Reflection & Exit Card   

Opening Talking Points:  

A lot of new information was just disseminated and it will take time to digest it all.     

Activity Directions:  Have teachers complete the EXIT CARD as a reflection of session and submit to the facilitator to collect impressions and feedback. 

  

An insight I had as a result of today’s session is…

Concepts from this session that are most applicable to my teaching practice are…

A question I have related to today’s session is…