Upload
joaquin
View
219
Download
0
Embed Size (px)
Citation preview
8/9/2019 Planning Executing Mgmt
1/51
Planning and Executing Effective
Classroom Management Systems
8/9/2019 Planning Executing Mgmt
2/51
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
8/9/2019 Planning Executing Mgmt
3/51
Norms
Share your good ideas
Ask questions if youre unclear
Make the most of our time together
8/9/2019 Planning Executing Mgmt
4/51
Building on your foundation
8/9/2019 Planning Executing Mgmt
5/51
What stands out to you about the dynamic in
this high school classroom?
8/9/2019 Planning Executing Mgmt
6/51
Theres joy in structure
Enthusiasm for
learning
Uninhibitedness
Active participation
Student-directed
8/9/2019 Planning Executing Mgmt
7/51
Recipe for good
management
Ingredient #1: Clear
expectations
Ingredient #2: Positive
consequences
Ingredient #3:Negative
Consequences
8/9/2019 Planning Executing Mgmt
8/51
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
8/9/2019 Planning Executing Mgmt
9/51
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
8/9/2019 Planning Executing Mgmt
10/51
What rules would you draft for your
classroom? Jot a few down now
8/9/2019 Planning Executing Mgmt
11/51
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
8/9/2019 Planning Executing Mgmt
12/51
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
8/9/2019 Planning Executing Mgmt
13/51
Negative consequences
Warning
Deduction of incentives (class bucks, pesos,
daily participation points)
Phone call home
Meeting with teacher and/or administrator
Removal from class
8/9/2019 Planning Executing Mgmt
14/51
8/9/2019 Planning Executing Mgmt
15/51
Systems for administering
consequences
8/9/2019 Planning Executing Mgmt
16/51
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
8/9/2019 Planning Executing Mgmt
17/51
Positive Consequences = Bribery?
Bribe: positive
incentive given inanticipation of
behavior
Reward: positive
incentive given as areward for positive
behavior
8/9/2019 Planning Executing Mgmt
18/51
How systems are like
training wheels...
8/9/2019 Planning Executing Mgmt
19/51
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
8/9/2019 Planning Executing Mgmt
20/51
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)
8/9/2019 Planning Executing Mgmt
21/51
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
8/9/2019 Planning Executing Mgmt
22/51
Behavior/Participation
Chart in Action
8/9/2019 Planning Executing Mgmt
23/51
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?
8/9/2019 Planning Executing Mgmt
24/51
Betsy Demo #1
Live Demo
Q-and-A
8/9/2019 Planning Executing Mgmt
25/51
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?
8/9/2019 Planning Executing Mgmt
26/51
Indiv Conseq System 3:
Kats Self-Eval Sheet
8/9/2019 Planning Executing Mgmt
27/51
Refusal to Work Form
8/9/2019 Planning Executing Mgmt
28/51
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
8/9/2019 Planning Executing Mgmt
29/51
Does it Pass the Test?
Visible?
Gradual increase of
immediate consequences?
Multiple opportunities for
success?
Tied to incentive that invests
them?
Element of competition?
8/9/2019 Planning Executing Mgmt
30/51
8/9/2019 Planning Executing Mgmt
31/51
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
8/9/2019 Planning Executing Mgmt
32/51
Betsy Demo #2
Live demo
Q-and-A
8/9/2019 Planning Executing Mgmt
33/51
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!
8/9/2019 Planning Executing Mgmt
34/51
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
8/9/2019 Planning Executing Mgmt
35/51
Which tenets do you see
being applied here?
uic i e and adeco pressor
are needed to see this picture
8/9/2019 Planning Executing Mgmt
36/51
Which tenets do you see
being applied here?
uic i e and adeco pressor
are needed to see this picture.
8/9/2019 Planning Executing Mgmt
37/51
Qui i
i i ure.
W i enet( ) re
being applied here?
8/9/2019 Planning Executing Mgmt
38/51
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
8/9/2019 Planning Executing Mgmt
39/51
Least Invasive Intervention
8/9/2019 Planning Executing Mgmt
40/51
Type of Intervention
Non-verbal
Positive Group Correction
Anonymous individual correction
Private individual correction
Lightning-quick public correction
Consequence
Severity of
infraction
8/9/2019 Planning Executing Mgmt
41/51
Be private when you can,
public when you must
8/9/2019 Planning Executing Mgmt
42/51
In pairs...
Discuss how you
might respond to eachof the following
student misbehaviors
(5 minutes)
Share-out (5-10minutes)
8/9/2019 Planning Executing Mgmt
43/51
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
8/9/2019 Planning Executing Mgmt
44/51
Qui i eandadecompressor
areneeded tosee thispicture.
Question: In what way does this teachers
behaviornarrationadd toourunderstanding of
precisepraise?
8/9/2019 Planning Executing Mgmt
45/51
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
8/9/2019 Planning Executing Mgmt
46/51
Question: In what way does this teachers
behavior narration add to our understanding of
precise praise?
8/9/2019 Planning Executing Mgmt
47/51
What did he do well?
Praising loud, fixing
soft
Acknowledging
student role models at
different points of the
room
Praising replicable
actions
8/9/2019 Planning Executing Mgmt
48/51
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.
8/9/2019 Planning Executing Mgmt
49/51
Demo
Volunteer rehearses lesson for 5
min
Assigned misbehaviors
8/9/2019 Planning Executing Mgmt
50/51
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
8/9/2019 Planning Executing Mgmt
51/51
Work time...
For the next segment,
work on
crafting/revising/editin
g your management
plan