CI 402 E Class #9 March 28 th 2013

CI 402 EClass #9

March 28th 2013Classroom Management

Reading Lessons Continued

The Best Classroom management strategy is a

good lesson plan…How are you engaging ALL students?What are different modalities and learning styles that

your lesson addresses?Is your lesson broken into developmentally appropriate

time chunks?When you see a student acting out, the first thing we

tend to examine is the student behavior. Try to flip this on its head. What am I doing that might be contributing to this behavior? This does not mean you have to blame yourself, but it does require an important degree of reflection.

Rules and Procedures Checklist:

General ProceduresA. Beginning of Period

1. Attendance2. Previously Absent Students3. Tardy Students4. Do Now5. Materials

needed/distributed

B. Out of Room Policies6. Bathroom/water signal7. Bathroom/water pass 8. Bathroom/water #s9. Length of time10. Hallway behavior

C. Materials and Equipment1. What to bring to Class2. Pencil Sharpener3. Books/library check-out4. What to do if you forgot

something5. Other room equipment6. Student contact with teacher’s

desk, storage and other materials

D. Ending the Period7. Closure/Exit ticket8. Packing Up9. Does the bell dismiss or do

you?Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

Rules and Procedures Checklist:

Seat Work, Instruction & Group Work

A. Student Attention1. Posture2. Amount of movement

allowed

B. Student Participation3. How often are you

allowed to participate?4. How often must you

participate?5. How do you signal

wanting to participate?6. To whom is the

participation directed

C. Seatwork procedures1. Talk amongst students

(amount and level)2. Obtaining help3. Getting up4. When you are done

D. Group Work5. Use of materials and supplies6. How groups are made7. How furniture is moved8. Student assignments9. Student roles10.Product/student work

Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

Rules and Procedures Checklist:

MiscellaneousA. Signals

1. Bathroom2. Water3. Quiet4. Come back together5. Help is needed6. Participation

B. Behavior during interruptions

7. PA Announcements8. Phone Calls9. Visitors

C. Special Equipment1. Laptops/Technology

D. Fire and Disaster Drills2. Lining up and getting out3. Getting back to class

E. Lunch/Passing/Transitioning

4. Movement5. Getting food6. Coming Back

Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

Managing Student Work Grading System

1. School Policy2. What components3. What percentage for each

component?4. What system for keeping

track/weighting grades Feedback and Monitoring

1. Oral2. Written3. Individual 4. Group5. Timing of monitoring6. Student self-monitoring7. Check-Ins for longer

assignments8. Where will students keep their

work (folders in class, take home binders etc)

Communicating AssignmentsA. How will assignments be posted or

communicated? 1. Oral2. Written3. Visual4. Models

B. How will communicate Grading criteria?1. Rubrics2. Anchor texts3. Narrative handouts

C. What Standards for format will you have?1. Pencil, color of pen2. Typed vs handwritten3. Neatness4. Type of paper5. Incomplete work6. Late work7. Heading8. Make- Up work

How Effective Managers Maintain Activity Flow

Issue Skill Definition ExamplePreventing Misbehavior

Withitness General Awareness of the classroom, which is communicated to students; prompt and correct identification and correction of misbehavior

The teacher makes eye contact with a student who is about to “shoot a basket” with a wad of paper. The Student puts the paper away. A student behind him who has seen the interaction, decides he is not likely to get away with shooting a basket either

Overlapping

Attending to two or more simultaneous events

The teacher is leading a class discussion when a student comes in late. The teacher, nods at him, continuing the discussion. Later, when students are doing a seatwork assignment she attends to him and signs his tardy slip.

Managing Movement

Momentum

Keeping lessons moving briskly; planning carefully to avoid slowdowns

The teacher notices that the explanation of a relatively minor concept is taking too long and distracting attention from the primary focus of the lesson. The teacher makes a mental note to go more deeply into this concept in a separate lesson on the next day and moves on.

Smoothness

Staying on track with the lesson; avoiding digressions and diversions that can lead to confusion

While being responsive to student comments, the teacher avoids comments that tend to draw attention away from the key points of the lesson.

How Effective Managers Maintain Activity Flow

Issue Skill Definition ExampleMaintaining Group Focus

Group Alerting

Taking action to engage the attention of the whole class while individuals are responding

Each student has a number that was drawn from from a hat on the way into class. The teacher draws numbers and uses them to call on students in a fast-paced review

Encouraging Accountability

Communicating to students that their participation will be observed and evaluated

At the end of discussion and practice of a new skill, students are told to turn to a neighbor and explain the process to him or her. Teacher circulates and notes students’ ability to complete this task.

Higher Participation Formats

Using lessons that define behavior of students when they are not directly answering a teacher’s question

While some students work problems at the board, students at their desks are instructed to check them by working the problems on paper.

The best management strategies are:

Appropriate

Consistent

Skills you must have to manage effectively.

• Communicating your concern clearly, insisting the misbehavior be corrected, and resisting being coerced or manipulated

Constructive

Assertiveness

• Listening to the students’ perspective and reacting in ways that maintain a positive relationship and encourage further discussion

Empathetic Responding

• Working with the student to develop a plan for change

Problem Solving

Think Positive

Verbal recognition of good behavior, especially for students who often don’t get it!

Working toward a group reward (e.g. earning links on a chain. You get a pizza party when your chain touches the floor)

Written recognition of students doing good: Shout out walls, certificates, peer and teacher declarations of students “caught doing good”

Call parents for the good stuff!

Cautious use of incentives and rewards. Don’t make them trivial, try to make them inherent

Allowing students leadership roles

Types of Problem BehaviorNon-problem Some talk during transitions, a short pause while working on an

assignment. It’s almost always better to ignore these.

Minor Problem

Calling out, leaving seat without permission, passing notes, excessive talking. Minor annoyances that should be addressed only in order to maintain consistency and prevent them from

passing or spreading.Major

problem, but limited in scope or

effect

Escalating or spreading problem

Chronic behaviors or deviances or more serious, but isolated instances including cheating or vandalism.

A minor or major problem that has become commonplace and spread to other students.

Management StrategiesStrategy Example/ExplanationNonverbal Cues Eye contact, finger to lips, class quiet signalMomentum Start next activity immediately, eliminate wait time,

use timers for transitions, class jobs to distribute materials, make it essential that they are back on track

Proximity Move closer to studentsGroup Focus Give students something to do even when the focus

is on you or another student (i.e. note sheets for lectures, post its during silent reading, writing questions to speakers/presenters & then grading them)

Redirect Behavior Remind them what they should be doing. “Everyone should be writing now…”

Provide Needed instruction

Often times students are off task because they don’t understand something.

Give a choice Change behavior or receive consequence.Use an “I message”

When you (state problem), then (describe effect) and it makes me feel (state your emotion)

Some items for your management tool box

A count/check or demerit system with a hierarchy of consequences (warning, time out, after school meeting/detention). The key to this working is consistency. You should have some sort of visual display and assign checks or demerits uniformly and non-emotionally.

Non-verbal indicators: A class-wide noise chart. Colored index cards that coordinate to various rules. Notes placed on students’ desks reminding them of what they should be doing. Hand signals

Withhold privilege or desired activity (think about: what will this do to student motivation?)

Isolate or remove students (Think about: What is school’s policy on this? Can students take a “time out” outside? Is their behavior such that it is so distracting that it is better for them to miss instruction? Think about a time-out area a place to create a written reflection or a teacher buddy system before referrals to detention/dean/principal).

Refer with caution! You are your own authority. Think about yourself as a state court. If you turn over authority to the supreme court, you are deferring to an outside arbiter. Students will remember this. It also damages your relationship with the student. Design an individual contract with students

Hold a parent conference.

I cannot emphasize enough… Look to yourself:

What is your tone? What is your body language? What are you feeling? How is that conveyed to the

students? Where are you in the classroom? What is going on in your lesson?

Look at your classroom: How is seating organized? How is seating assigned/not assigned? How are other pieces of furniture that students interact with organized

(library, computer station etc.) What is the flow of movement for you/students? What is the focal point/center of attention? Does it shift? Where are expectations posted? How will students visually know how they

are doing/what they should be doing?

Looking ahead… April 4th = Lessons from Irini & Sarah + Lynnette

Monica’s up for food

April 11th and April 18th are planning sessions for the unit, which is due on April 25th. The format is almost identical to last semester However, you must use a single central text (supplemental texts allowed and

encouraged) by an author traditionally underrepresented in the canon The lesson must be for 6th 7th or 8th grades and attend to their developmental needs

(reference article from 1st day of class). Think carefully about this. I warned you my texts skew older and many responses have indicated that they would teach a certain text for a high school rather than a middle school

• Use the next week to discuss on the blog and in-person about groups. Consider: What books you have read that might overlap You may not work with someone you are teaching with this semester (either in my

class or in your placement) Groups of 3-4 If you struggle, I will assign groups next week. Ideally each group has a different text. Use the blog to discuss this (i.e. we can’t have

4 groups doing part time Indian.

If you still feel stressed about reading 5 books:Watch this documentary on PBS and sub in as one

of your responses. It is 4 hours in total. You must watch at least one section, but of course I recommend both!

Check this website for local listingshttp://www.pbs.org/programs/180-days-american-s

chool/tv-schedule/