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Pick up materials at sign in table. Pick up materials at sign in table. Please sit 4 to a table. Please sit 4 to a table. Begin Bell Work: See directions
Pick up materials at sign in table. Pick up materials at sign
in table. Please sit 4 to a table. Please sit 4 to a table. Begin
Bell Work: See directions on tables. Begin Bell Work: See
directions on tables. Instructional Excellence and Equity
Slide 2
COMPLETE the Classroom Management Practice survey. U sing the
sticky notes and markers at your table : LOOK at the puzzle piece
categories. USING information from the survey and your experiences,
think about your top 2 Classroom Management concerns/questions.
WRITE each concern/question on a separate sticky note. READ the
topics on the puzzle pieces posted in the room and place your
sticky note on the appropriate puzzle poster. Bell Work (Formative
Assessment) I#: 6, 8, 26, 27, 36 6 Minutes
Slide 3
Presenter Introductions Strategies/Activities: Safety and
Supervision Classroom Management Strategies Aligned with Positive
Behavior Support (PBS), Instructional Model Indicators, and SCPS
Code of Conduct Classroom Management Puzzle Chart for recording
strategies used during session Class Parking Lot for questions.
Welcome! I#: 6, 8, 12, 26, 27
Slide 4
A re Respectful of Others Opinions and Listen with an Open
Mind; Limit the Use of Electronics for Checking Emails for Breaks;
Focus on Instructional Model and not Evaluation Process C
ollaborate in Cooperative Learning T ake Responsibility for
Engaging in Learning and Continuous Growth Its Okay to have Fun!
Suffering is Optional. Group Norms I#: 4
Slide 5
Participants will be able to describe effective classroom
management strategies that cultivate a classroom environment in
which all students can LEARN. Learning Goal I#: 1
Slide 6
Instructional Excellence & Equity Accessing the Power Point
and other support materials from the Instructional Model and
Instruction website From the DEPARTMENTS Tab, Choose :
Instructional Model & Evaluation Menu Tabs
Slide 7
Teacher Resources Handout Evidence-Based Classroom Management:
Moving from Research to Practice Web Resources slide at end of
presentation (posted on webpage)
Slide 8
Fold both half sheets of paper hamburger style. Table short
edge of sheets together. Fold accordion style. Label the following
categories on your foldable to use to record important information
throughout this session. 1.Classroom Management Resources 2.Rules
and Procedures 3.Recognizing Adherence to Rules and Procedures
4.Organization for Learning 5.Effective Relationships with Students
6.Engaging Students 7.Notes 8.Questions Foldable I#: 12 5
Minutes
Slide 9
Jacob Kounins study showed that effective teachers handled
discipline problems no differently than ineffective teachers. What
made teachers effective was how they managed their classrooms
before the misbehavior occurred. Discipline and Group Management in
Classrooms
Slide 10
Introduce yourselves to your table group: Name Grade/Subject
Years experience Participant Introductions I#: 31 2-3 Minutes
Slide 11
Slide 12
Slide 13
Rules & Procedures Recognizing Adherence Organization for
Learning Effective Relationships w/Students Engaging Students The
Classroom Management Puzzle Consistency
Slide 14
Positive Behavior Support Teaches appropriate behavior
systematically to prevent inappropriate behavior Utilizes
collaborative, assessment-based approach to develop effective
interventions for problem behavior Emphasizes the use of
preventative and reinforcement- based strategies to achieve
meaningful and durable behavior and lifestyle outcomes I#: 6
Slide 15
If a child doesnt know how to read, we teach. If a child doesnt
know how to swim, we teach. If a child doesnt know how to multiply,
we teach. If a child doesnt know how to drive, we teach. If a child
doesnt know how to behave, we teach ? punish ? Why cant we finish
the last sentence as automatically as we do the others? (Herner,
1998) I#: 6
Slide 16
The Student Conduct and Discipline Code is published to
communicate the expectations of the School Board for students
behavior in grades K-12 and to summarize the policies of the
Seminole County Public Schools related to the management of student
conduct. Follow school and district procedures regarding behavior
offenses that require administrative and/or dean intervention. Each
teacher should be knowledgeable of the document on-line. Student
Conduct and Discipline Code
Slide 17
Indicators: #4. Establishing Classroom Routines #5. Organizing
the Physical Layout of the Classroom for Learning DQ6: Establishing
Rules & Procedures
Slide 18
#4: Establishing Classroom Routines Establishing rules and
procedures are essential for classroom management. Teacher reviews
expectations regarding rules and procedures. Teacher provides cues
or signals when a rule or procedure should be used. Students can
describe established rules or procedures. Students regulate their
own behavior.
Slide 19
3 = 33 Effective Classroom Management Begins on Day 1 Learning
Map Indicator(s): 6, 8 ButIts never too late to begin again! Weeks
of building strong procedures while teaching academic standards
Weeks of LEARNING content while using procedures consistently
Slide 20
Slide 21
Read and discuss the cards. Think about the expectations in
regard to barriers to student learning. Place each card under what
the groups feels is an appropriate column. Be able to defend your
response. Worth the BattleNOT Worth the Battle T-Chart 7 Minutes
Indicator # 30
Aligning Procedures with SW Expectations Entering Classroom Be
Safe Walk directly to your desk. Be Respectful Enter the classroom
quietly. Be Responsible Place homework on desk and fill out planner
and leave on desk. Place notes from home in the basket. Be
Productive Prepare materials for the day: pencil, paper, etc. Begin
Bell Work.
Slide 24
Break Time
Slide 25
Welcome Students at the Door. Bell Work Classroom Norms Timer
Active Participation Provide BOTH Verbal & Written Instructions
Note Taking Record Understanding Physical Movement Class Discussion
Small Group Collaboration Classroom Management Strategies
Slide 26
The teacher organizes the classroom to facilitate movement and
focus on learning. Physical layout has clear traffic patterns and
provides easy access to materials. Classroom is decorated to
enhance student learning: Bulletin boards relate to current content
and student work is displayed. #5: Organizing the Physical Layout
of the Classroom for Learning
Slide 27
33.Demonstrating Withitness 34.Applying Consequences for Lack
of Adherence to Rules and Procedures 35.Acknowledging Adherence to
Rules and Procedures DQ7: Recognizing Adherence to Rules and
Procedures
Slide 28
The teacher uses behaviors associated with withitness. Teacher
physically occupies all quadrants of the room. Teacher scans the
entire room making eye contact with all students. Teacher
recognizes potential sources of disruption and deals with them
immediately. Students recognize that the teacher is aware of their
behavior. #33: Demonstrating Withitness
Slide 29
The teacher consistently and fairly acknowledges adherence to
rules and procedures. Teacher provides nonverbal signals that rules
or procedure has been followed: smile, nod of head, high five, etc.
Teacher provides verbal signal that rule or procedure has been
followed: thanks students, describes behavior that adheres to rule
or procedure, notifies home Teacher uses tangible recognition:
certificate, token, reward Acknowledging Adherence to Rules and
Procedures
Slide 30
The teacher consistently and fairly acknowledges adherence to
rules and procedures. Students appear appreciative of teacher
acknowledging their positive behavior. The number of students
adhering to rules and procedures increases. Acknowledging Adherence
to Rules and Procedures
Slide 31
Regarding Effective Teachers: .they use management not to
control student behavior, but to influence and direct it in a
constructive manner to set the stage for instruction. - McLeod,
Fisher, and Hoover, 2003 Supporting Research for Classroom
Management
Slide 32
Defining Success & Understanding Counterwill Through Close
Reading As you read the articles, code and annotate the text as
follows: Confirms what you thought Contradicts what you thought
Raises a Question Strikes you as very important ! Is new,
interesting, or surprising Connects to your life, the world, or
other things youve read 20 Minutes
Slide 33
Once the entire group has finished reading, participant 1
should read and answer the first question, citing & marking
evidence from the text. Discuss response and add on, if necessary.
Rotate clockwise and repeat until all questions are answered.
1.What steps do teachers take to effectively implement procedures
for classroom management? 2.How does effective classroom management
promote quality instruction? 3.According to the article, what is
the underlying dynamic that is responsible for the power struggles
often experienced between teachers and students? 4.Based on the
information in the article, what are some strategies teachers can
use in the classroom to avoid the behavioral problems associated
with counterwill in students? 5.Distinguish between applying
consequences and imposing punishments. 20 Minutes
Slide 34
Effective teachers know that student behavior is not only about
rules and consequences (McLeod et al., 2003), they also know that a
larger component is the development of a classroom climate that
influences how students perceive their environment and behave.
Woolfolk-Hoy and Hoy, 2003 Developing the Classroom Climate
36. Acknowledging Students Interests and Backgrounds - The
teacher uses student interest and background to produce a climate
of acceptance and community 37. Exhibiting Rapport and
Understanding with Students - When appropriate, the teacher uses
verbal and nonverbal behavior that indicates caring for students.
38. Displaying Objectivity and Control - The teacher behaves in an
objective and controlled manner. DQ8: Establishing and Maintaining
Effective Relationships with Students
Parents as partners and motivators First communication prior to
school starting use Skyward Phone calls more positive than negative
Conferences Dividends Parents/Guardians
Slide 39
To teach is to engage students in learning. Christensen et al.,
1991 It is primarily the teachers responsibility to engage the
students, as opposed to the teacher expecting students to come to
class naturally and automatically engaged. Jones, 2008 Why Engage
Students?
Slide 40
Rules & Procedures Recognizing Adherence Organization for
Learning Effective Relationships w/Students Engaging Students The
Classroom Management Puzzle Consistency
Slide 41
Engaging Activities Text Coding Reading with a Purpose Text
Dependent Questioning Time Reminders Random Responders Student
Relationships Classroom Management Strategies
Slide 42
1. Complete the Classroom Management STOIC Checklist. 2. Select
three (3) nos and under Comments, list a strategy that you would
use for this no. This may relate to one or more of your puzzle
pieces that you had a concern or question about. 3. Star the one no
and strategy that you will work on FIRST in your classroom starting
tomorrow as a Classroom Management Practice. Self-Reflection
Slide 43
If you dont plan, the students will plan for you. The more you
plan the more effective the lesson and deliverythe less problems
with discipline. Classroom Manageme nt
Slide 44
http://www.florida-rti.org/ http://www.florida-rti.org/
http://www.pbisworld.com/ http://www.pbisworld.com/
http://www.pbis.org/ http://www.pbis.org/
http://www.challengingbehavior.org/do/resources/teac
hing_tools/ttyc.htm
http://www.challengingbehavior.org/do/resources/teac
hing_tools/ttyc.htm http://www.classdojo.com/
http://www.classdojo.com/ http://www.byrdseed.com/
http://www.byrdseed.com/ http://www.interventioncentral.org/
http://www.interventioncentral.org/ [Neither the School Board of
Seminole County, Florida nor any of its schools approves, endorses,
or sponsors the format and content of these sites.] Resources
Slide 45
Sign-In Sheet and Blank Sign-In Sheet Chart paper for recording
strategies used in session (optional) Learning Map (1 per
participant) Puzzle Piece Posters (1 set posted in room) Parking
Lot Poster Sticky Notes Bell work Directions - Slide #2 (1 per
table in page protector) Classroom Management Self-Assessment (1
per participant) Foldable Instructions Slide # 8 (1 per table in
page protector) Colored Paper for Foldable (2 half sheets per
participant) Tape for Foldable Worth the Battle T-Chart Placemat
and Cards (1 set per table) Defining Success & Understanding
Counterwill Articles (1 per participant) Close Read Questions -
Slide #33 (1 per table) Text-Coding Bookmark (1 per participant)
Classroom Management STOIC Checklist Participant Take-Away Handout
- Evidence-based Classroom Management: Moving from Research to
Practice (1 per participant) Hand out at end of the session.
Learning Log PD Materials List
