Lemov, Doug (2010). Teach Like a Champion Josset- Bass. Wong, Harry and Wong, Rosemary (2009). The First Days of School Harry K. Wong Publications,

Welcome

Lemov, Doug (2010). Teach Like a Champion Josset-Bass.

Wong, Harry and Wong, Rosemary (2009). The First Days of School Harry K. Wong Publications, Inc.

Hunter, Robin (2004). Madeline Hunter’s Mastery Teaching Corwin Press.

Center for Teacher Effectiveness (2008). Time to Teach: Encouragement, Empowerment, and Excellence in Every Classroom.

Resources

Welcome! Frank Bouknight, instructor [email protected] 843-861-0560

Managing the Classroom for Student Achievement

Think of the most effective teacher or teachers you have had in elementary, high school, college, or other settings.

Tell your neighbor the characteristics or attributes that made the teacher or teachers effective.

Remembering the Effective Teacher

Instruction High Expectations Relationships Management and Organization

Components of Effective Teaching

Preventing misbehavior is more effective than reacting to misbehavior.

Positive reinforcement (rewards) are more effective than punishment.

Relationships can have a positive or negative impact.

Principles for Effective Management

behavior

behavior

Positive reinforcement

Negative Reinforcement

Removing something

Presenting something

Positive Punishment(detention)

Negative Punishment(go stand on the wall)

(e.g., stickers, “good job”)

(e.g., if finish assignment, then no homework; if A average, exempt the final)

“I didn’t do it” “It wasn’t me” “Sue is bothering me” “It is in my locker” “I’m not late” “She talked about my

mommy” “You never told me” “Mrs. Smith doesn’t make us” “That’s not fair” “Jim called me a …”

“Why can’t I go to the restroom?”

“Why can’t I go to my locker?”

“Why can’t I go see the nurse?

“Why can’t I call my Mom?” Why can’t I talk to Bobby?” “Why can’t I sharpen my

pencil?” “Why can’t I bring it in

tomorrow?” Why? Why?

Oh! To die from a thousand pinpricks!

Is the behavior stopping me from teaching or stopping others from learning?

If no, then address and move on.◦ “Could be” ◦ “Maybe so” ◦ “Never-the-less” ◦ “I understand”◦ “I hear you”

To Address Misbehavior or to Let it Go

It a Zoo!

What’s your secret? Think of the best disciplinarian in your school. If you could ask this person one secret to their

success, what would they say?

Strategies and Techniques

Withitness (monitoring)◦ Classroom arrangement◦ Body position◦ Frequency◦ Procedures

Strategies and Techniques

Catch it quick and fix it.◦ Few words as possible.◦ To do is better than not to do.◦ The Look.◦ Signals and gestures.◦ Body position and body language.◦ Group corrections “You all should be…” “We need

two.”

Strategies and Techniques

Time Out Punishment or time to think about a better

choice?(Time to Teach and PBS)

Strategies and Techniques

Not asking why◦ What are you going to do to fix it? ◦ Center on the future.◦ Develop responsibility.

Strategies and Techniques

Not arguing (limit stage time)◦ “ I need you to…”◦ Broken record.◦ Avoid the hook.

Strategies and Techniques

Being consistent◦ It is okay to be inconsistent as long as you do it

consistently.◦ Students need a predictable environment so they can

make good decisions.◦ Withitness is required.

Strategies and Techniques

Do what you say (reputations)

Strategies and Techniques

Use a business like approach (Don’t be a pal)

Strategies and Techniques

Noncompliance is often caused by incompetence. Students misunderstanding, not knowing how, distracted, etc.

Teachers need to be:◦ Specific◦ Concrete◦ Sequential◦ Observable

Other Considerations

The number one problem in the classroom is not discipline; it is the lack of procedures and routines. The majority of behavior problems are caused by failure of students to follow procedures and routines. (Harry Wong)

They need to know you know they know!

Procedures and Routines

A procedure is a method or process for how things are done in a classroom. A procedure is what the teacher wants done.

A routine is what students do automatically.

Procedures and Routines

Explain: state, explain, model, and demonstrate.

Rehearse: practice the procedure under the supervision of the teacher in the actual context. Group and individual practice.

Reinforce: reteach, rehearse, practice, and reinforce the procedure until it becomes a habit or routine.

Teaching Procedures

Low Structure1) When someone is not teaching or speaking to the class.2) When you need to sharpen your pencil.

Medium Structure1) When there is no line at the pencil sharpener.2) Sharpen quietly with no talking.3) Respect personal space of others along your way.

High Structure1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.

The Type of Structure Depends on Your Students