1 Session 6 Agenda 1:00 Teach More CHAMPS 1:30Presentation 2:00Break 2:10Groups 2:30Reports 2:50Adjourn.

11

Session 6 AgendaSession 6 Agenda

1:00 1:00 Teach More CHAMPSTeach More CHAMPS

1:301:30 PresentationPresentation

2:002:00 BreakBreak

2:102:10 GroupsGroups

2:302:30 ReportsReports

2:502:50 AdjournAdjourn

Classroom Organization & Social Instruction:        Classroom Organization & Social Instruction:        Your First Month of SchoolYour First Month of School

Individual MotivationIndividual Motivation

Laura Rothenberger, Ed.D.Laura Rothenberger, Ed.D.

October 9, 2006October 9, 2006

Classroom Organization & Social Instruction:        Classroom Organization & Social Instruction:        Your First Month of SchoolYour First Month of School

Individual MotivationIndividual Motivation

Laura Rothenberger, Ed.D.Laura Rothenberger, Ed.D.

October 9, 2006October 9, 2006

First DayFirst Day

Be Prepared!Be Prepared!– Social Expectations & InstructionSocial Expectations & Instruction

Classroom RulesClassroom Rules

– Daily ScheduleDaily Schedule– Classroom LayoutClassroom Layout– Attention SignalAttention Signal– Beginning & Ending RoutinesBeginning & Ending Routines– Student WorkStudent Work– CHAMPS Lessons as NeededCHAMPS Lessons as Needed

Behavioral ExpectationsBehavioral Expectations

33

44

First Day Opening StrategyFirst Day Opening Strategy

Creating Metaphors – Grades 3-6Creating Metaphors – Grades 3-6– Fill in the blank: When I am at my best as a Fill in the blank: When I am at my best as a

student I am a _______________.student I am a _______________.– Draw a picture of that metaphor on your name Draw a picture of that metaphor on your name

tag.tag.– In large group, each student has a turn to tell In large group, each student has a turn to tell

the class about their metaphor as a learner the class about their metaphor as a learner over the course of the first month of school. over the course of the first month of school.

From: The Courage to Teach by Parker Palmer and:From: The Courage to Teach by Parker Palmer and:http://www.couragerenewal.org/

55

The Heart of A TeacherThe Heart of A TeacherParker PalmerParker Palmer

“ “Use traditions and rituals to give important Use traditions and rituals to give important meaning to beginnings and endings. This meaning to beginnings and endings. This applies to not only how we begin and end applies to not only how we begin and end each school year, but also the routines we each school year, but also the routines we use to welcome students and how we use to welcome students and how we bring closure to each day’s work.”bring closure to each day’s work.”

66

Module 4: The First MonthModule 4: The First MonthWhen you teach students how to behave When you teach students how to behave responsibly during the first month of school, responsibly during the first month of school, you dramatically increase their chances of you dramatically increase their chances of have a productive year.have a productive year.

Final Preparations, sign, entry activity,plan for Final Preparations, sign, entry activity,plan for greeting, dealing with parents, seatinggreeting, dealing with parents, seatingDay One – schedule, introduction, attention Day One – schedule, introduction, attention signalsignalDay 2 Through 20 (The First Four Weeks) – Day 2 Through 20 (The First Four Weeks) – Teaching procedures and routinesTeaching procedures and routinesSpecial Circumstances- new studentsSpecial Circumstances- new students

Critical Instructional Practices for First Five Critical Instructional Practices for First Five Minutes of the DayMinutes of the Day

One day I said, "Justin, why are you One day I said, "Justin, why are you always late to class?" And he said, always late to class?" And he said, "Because, nothing happens during the "Because, nothing happens during the first five to ten minutes in this class!" first five to ten minutes in this class!"

First Ten MinutesFirst Ten Minutes ContinuedContinued

Greet students as they enter the classroom. Greet students as they enter the classroom.

Respond to student’s following directionsRespond to student’s following directions

Connect lesson focus to previously taught Connect lesson focus to previously taught skillsskills

Provide differential feedback for cooperationProvide differential feedback for cooperation

Know if all student’s responded correctlyKnow if all student’s responded correctly

Establish transition routine for student’s who Establish transition routine for student’s who complete initial instructional taskcomplete initial instructional task

1010

Organization and Social Organization and Social Instruction in Other ContextsInstruction in Other Contexts

BusesBuses

CafeteriaCafeteria

HallwaysHallways

SpecialistsSpecialists

1111

1212

1313

Other SuggestionsOther Suggestions

Student Quiz or InterviewsStudent Quiz or Interviews

Family Connections & ExplanationsFamily Connections & Explanations

New Students New Students – Review with class, buddy, video, etc.Review with class, buddy, video, etc.

Unique EventsUnique Events– Assembly, Field TripAssembly, Field Trip

1414

1515

Module 5: MotivationModule 5: MotivationWhen you implement effective instruction When you implement effective instruction and positive feedback, you motivate and positive feedback, you motivate students to demonstrate their behavior.students to demonstrate their behavior.

Noncontingent AttentionNoncontingent AttentionEnthusiasmEnthusiasmEffective InstructionEffective InstructionPositive FeedbackPositive FeedbackIntermittent CelebrationsIntermittent CelebrationsRatio of InteractionsRatio of Interactions

1616

Non-contingent AttentionNon-contingent Attention

GreetingsGreetings

InterestInterest

Asking if help is neededAsking if help is needed

ConversationConversation

Check in with student who was in need of Check in with student who was in need of behavioral reminderbehavioral reminder

1717

Positive FeedbackPositive Feedback

Accurate, descriptiveAccurate, descriptive

Behavior was importantBehavior was important

Behavior required effortBehavior required effort

Something to be proud ofSomething to be proud of

Quiet, business like, briefQuiet, business like, brief

Negative response may indicate;Negative response may indicate;– Need to hold onto imageNeed to hold onto image– Fear of successFear of success

1818

Effective InstructionEffective Instruction

Presentational StylePresentational Style

Student InvolvementStudent Involvement

Insuring successInsuring success

Classroom StructureClassroom Structure

Immediate FeedbackImmediate Feedback

1919

Ratio of InteractionsRatio of Interactions

3 interactions for appropriateness to 1 3 interactions for appropriateness to 1 interaction for inappropriate behaviorinteraction for inappropriate behavior

What about students that need an What about students that need an inordinate amount of attention?inordinate amount of attention?– Pay attention to the behavior you want to Pay attention to the behavior you want to

encourageencourage– Individual interviews about expectations and Individual interviews about expectations and

procedures, what looks like and sounds like.procedures, what looks like and sounds like.

2020

INCENTIVESINCENTIVES

Short-termShort-term– Classroom dollarsClassroom dollars

Front of lunch lineFront of lunch line

Choose storyChoose story

Sign, badgeSign, badge

Student of the dayStudent of the day

Eat lunch with youEat lunch with you

Lunch with principalLunch with principal

Call home, note homeCall home, note home– Caught being goodCaught being good

Students nominate Students nominate fellow studentsfellow students

Long-termLong-term– Fall fun dayFall fun day

PizzaPizza

SkatingSkating

– Spring May daySpring May day

BarbequeBarbeque

Rock climbing slideRock climbing slide

Cupcake walkCupcake walk

D.J.D.J.

Face paintingFace painting

Softball gameSoftball game

A Plan for Motivating Your StudentsA Plan for Motivating Your Students!!

People behave in a certain way because it works! People behave in a certain way because it works! You have to create motivating environments that You have to create motivating environments that produce constructive and productive students.produce constructive and productive students.

Group Discussion on Intrinsic/Extrinsic MotivationGroup Discussion on Intrinsic/Extrinsic MotivationWhat are they? Are they mutually exclusive? What are they? Are they mutually exclusive? How can your classroom environment enhance How can your classroom environment enhance motivation?motivation?What are your examples of the elements of What are your examples of the elements of Extrinsic motivation that might produce Intrinsic Extrinsic motivation that might produce Intrinsic Motivation?Motivation?

Additional ResourcesAdditional ResourcesClark, R. (2003) Clark, R. (2003) The Essential 55: The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every ChildAn Award-Winning Educator's Rules for Discovering the Successful Student in Every Child : Hyperion.: Hyperion.

Colvin, G. & Lazar, M. (1997). Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Doll, B., Zucker, S., Brehm, K. (2004) Doll, B., Zucker, S., Brehm, K. (2004) Resilient Classrooms: Creating Healthy Environments for LearningResilient Classrooms: Creating Healthy Environments for Learning . New York: Guilford Press.. New York: Guilford Press.

Additional ResourcesAdditional Resources

Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (2009). Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (2009). Classroom management for elementary teachersClassroom management for elementary teachers (8th Ed.). Coumbus, (8th Ed.). Coumbus, Ohio: Merrill.Ohio: Merrill.

Kame’enui, E. & Darch, C. (2003) Kame’enui, E. & Darch, C. (2003) Instructional Classroom Management: A Instructional Classroom Management: A Proactive Approach to Behavior ManagementProactive Approach to Behavior Management (2nd Ed.) Prentice Hall (2nd Ed.) Prentice Hall

Sprick, R., Garrison, M., & Howard, L. (1998). Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and CHAMPs: A proactive and positive approach to classroom management. positive approach to classroom management. Longmont, CO: Sopris WestLongmont, CO: Sopris West

Additional ResourcesAdditional Resources

Weinstein, C.S., & Mignano, Jr., A.J. (2002). Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary classroom Elementary classroom management (3management (3rdrd Ed.) Ed.) Boston, MA: McGraw-Hill.Boston, MA: McGraw-Hill.

Witt, J., LaFleur, L., Naquin, G., & Gilbertson, D., (1999) Witt, J., LaFleur, L., Naquin, G., & Gilbertson, D., (1999) Teaching Teaching Effective Classroom Routines. Effective Classroom Routines. Longmont, CO: Sopris WestLongmont, CO: Sopris West

Wong. K.K., & Wong, R.T. (1991). Wong. K.K., & Wong, R.T. (1991). The first days of school: How to be The first days of school: How to be an effective teacher.an effective teacher. Sunnyvale, CA: Harry K Wong Publications. Sunnyvale, CA: Harry K Wong Publications.