Conquering Classroom Management (CM) April 8, 2015 - 3:00-4:30 Please Reflect on the : “Classroom Management STOIC” checklist.Classroom Management STOIC.

Conquering Classroom Management (CM)April 8, 2015 - 3:00-4:30

Please Reflect on the : “Classroom Management STOIC” checklist. (For your OWN assessment – will not be shared)

NormsTalk only about what we have control over

Limit sidebar and electronic phone conversations

Laptop should be closed – all materials provided

To get the most out of our brief time together

Our youth now love luxury. They have bad manners, contempt for authority, they show disrespect for their elders … they contradict their parents…and tyrannize their teachers."

Socrates (c. 470-399 BC)

Schools are a place of learning

1. List Strategies for CR Management2. What works – Star it!3. What doesn’t? Why?

*Choose a person at your table to share out

Physical design

Rules/routines

Relationships

Engaging Instruction

Addressing Discipline

Prevention Response

CM -Part of Daily Lesson Planning & Reflection)

RELATIONSHIPS (Ways to Show you Care)• Article 1 -Watch What You Say• Article 2- Individualize and Scaffold• Article 3- Show that you are Human• Article 4- Build a Culture of Voice• Article 5- Show you believe in All Students• Article 6- Get to Know Your Students and Parents

RELATIONSHIPS (Ways to Show you Care)• MODEL -Don’t Assume• Apologize - say “Please” and “Thank you”• Support (personal/academic)• Be Equitable (cards/sticks/app)• Greet students at the door • STOP/ THINK when angry or frustrated• Build Parent Partnerships! (Who you will call tonight?)

Watch your TONE and voice level:• Never Yell or Argue -It is disgraceful to belittle a child• WHISPER when correcting a child for individualized problem• Use NON-VERBAL/verbal CUES as prevention (Proximity)

Are you willing to listen to the canaries?

•What are some Teacher behaviors that might actually contribute to misbehavior?

Triggers

Boring or frustrating lessonsRemaining stationary for a lengthy period of timeLittle or no assistance offered on tasksNo input or choices allowedConfusing directionsMultiple or oral directions given at onceLack of structure and/or organizationTransition time not efficientLack of preparation for a change in routine

• What are some Teacher behaviors that might actually contribute to misbehavior?

• Refer to Handout “From Effective Teaching by Harry Wong,’• Reflect with your group on the questions below briefly

before sharing out

(Group 1 – take question 1):1. What is the difference between Classroom management &

discipline?2. Why Procedures are important? Which procedures do you

think are most important and why?3. What is the difference between Ineffective and Effective

Teachers? 4. How do you teach classroom procedures effectively?

RULES, PROCEDURES AND ROUTINES

Procedure for Going to Art Class.1. Close your books and leave your paper and pencils on your desk.2. Stand up, push in your chair and place your hands on the back of

the seat.3. When your name is called, get inline quietly and face forward.4. Follow the line leader down the hall using hallway manners.5. The last person out will close the door for us.

Procedures must be taught explicitly – have a lesson plan for teaching the procedure

Chunk Procedure for walking down hall• Tell student “In just a minute but not now… we are going to line up to go to the library. I want

to teach you how I want you to do that.”• “First, I am going to talk through what I want you to do…then I will show you… then I will let

you practice it to make sure you understand.”• “I will say put your library books on your desk. (Model) Once everyone has done that….“I will say line up at the door with your face turned to look at the door.” (Model)• “When I say go ahead.. You will walk down the right side of the hall and stop when we get to

the first set of lockers. I’ll tell you when to go forward. “• “Remember to be looking at the shoulders of the person in front of you as you walk down the

hall.”• “Now, this table and I will practice this as you watch.” (Practice then ask students if they have

any Q?)• “Students please put your Library books on top of desk. Line up at door. Face door.”• Practice. (Provide praise for Students that are compliant. Any Q?) When ready, tell students to

proceed down the hall on the right hand side looking at shoulders of person in front of them.• When in the hall after first stop at lockers. Say: “When we get to the library… please stop

before entering.” Ask the person in the front of the line, “What did I say that you should do when you get to the library door?”

• When at the library door say, “Now we are ready to enter the library. We will walk in slowly, go to a table and be seated quietly. All eyes on me and I will point to the table that can turn in their books in the book bin and begin to look for a new book. Any Q?”

Choose a procedure that you know you need to work on or establish. At the top of the handout, write the procedure… then at the bottom – script out how you will teach this to your class.

If time allows switch procedures with a partner and play devil’s advocate to search out areas that may need adjustments.Procedures:Beginning of period/morning routine Exiting classroom and transitioning between classesMoving into groups and beginning workWhat students should do if enter a classroom lateWhat students should do if finished with assignment earlyWhat students will do if he/she does not have a pencil

Discipline – Be Consistent

• Post few rules and ask students to determine reasons for rules• When you see a rule violation, immediately/quietly give out

penalty without missing a beat• Don’t sweat the small stuff!! Don’t fight the pencil battle.• Notify parents early rather than late.

3 Most important words to a Successful Teacher

1. Preparation2. Preparation3. Preparation

*The work is ready*The room is ready*The teacher is ready *Practice Consistency