MGMT 2 : Teaching Students Your High Expectations for Behavior lkirlin.cs.chicago@gmail

MGMT 2: Teaching Students Your High

Expectations for [email protected]

“Nobody exceeds beyond his or her wildest expectations unless he or she begins with some wild expectations.”

-Ralph Charrell

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Do Now: Management Quick Quiz

1) True or False? Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it.

2) Who controls how students behave in your classroom? __________

3) Which students can behave? __________

4) Complete this definition: Classroom management means __________% compliance from 100% of _________ 100% of the time.

• Bonus: How does this actually lead to students having more autonomy and freedom in your class?

5) Part One: Put the following components of getting to an effectively-managed class in order:

a. a well-planned system for management and procedures

b. the system is clearly enforced with students

c. the system is clearly communicated to students

d. a strong teacher voice/presence in the classroom

Part Two: Which two components did we begin working on yesterday?

Part Three: Which component do you predict we will work on today?

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Do Now: Management Quick Quiz

1) True or False? Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it.

2) Who controls how students behave in your classroom? __________

3) Which students can behave? __________

4) Complete this definition: Classroom management means __________% compliance from 100% of _________ 100% of the time.

• Bonus: How does this actually lead to students having more autonomy and freedom in your class?

5) Part One: Put the following components of getting to an effectively-managed class in order:

a. a well-planned system for management and procedures- (Step 2)

b. the system is clearly enforced with students- (Step-4)

c. the system is clearly communicated to students- (Step 3- Today)

d. a strong teacher voice/presence in the classroom- (Step 1)

Part Two: Which two components did we begin working on yesterday?

Part Three: Which component do you predict we will work on today?

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MGMT 2: Session Objectives

Corps members will:

• Deepen their nascent mindsets that:

• classroom management is essential

• it is their responsibility

• students can behave

• they can master the actions that lead students to behave responsibly

• Believe that they must teach their students how to behave and that it is worth the time and effort at the beginning of the school year to get this right.

• Develop and practice an effective plan for teaching behavioral expectations to students.

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MGMT 2: Session Agenda

Area of Focus

Opening: Review of MGMT 1, Preview of MGMT 2

Teaching Students Responsible Behavior: Introduction, Modeling, and Practice

Clarifying Your Management Plan: Sections D&E, Management Plan Q&A

Responsible Behavior Mini-Lessons: CM Work-Time

Closing: Where We’ve Been, Where We’re Going

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MGMT 2: Central Key Point

An effective mini-lesson on Responsible Behavior comes soon before the

behavior is needed and includes:

• A short, student-friendly, academic-focused rationale

• An objective and 3-4 observable behaviors

• An opportunity for some students to model an example/non-example

• Checks for understanding throughout

• An opportunity for the whole class to practice the behavior

You must do more than plan for what you want behavior and procedures to look

like. You must explicitly TEACH students what to do and how to do it at the

beginning of the summer and allow them to PRACTICE and DEMONSTRATE

their understanding.

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MGMT 2: Session Agenda

Area of Focus

Opening: Review of MGMT 1, Preview of MGMT 2

Teaching Students Responsible Behavior: Introduction, Modeling, and Practice

Clarifying Your Management Plan: Sections D&E, Management Plan Q&A

Responsible Behavior Mini-Lessons: CM Work-Time

Closing: Where We’ve Been, Where We’re Going

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Video Clip: Testimonials on Teaching Management

WHY do we need to teach Responsible Behavior?

•Students need behavior knowledge and skills in addition to academic knowledge and skills.•All age groups benefit from policies and procedures.• “It’s not my job to teach behavior, but to teach (insert content area here.)- In order to “get at” your content, you need exceptionally well-behaved students•We don’t want to deny any students the keys to achieving academic success. They need all of the tools they can get.

•Students need behavior knowledge and skills in addition to academic knowledge and skills.•All age groups benefit from policies and procedures.• “It’s not my job to teach behavior, but to teach (insert content area here.)- In order to “get at” your content, you need exceptionally well-behaved students•We don’t want to deny any students the keys to achieving academic success. They need all of the tools they can get.

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Video Clip: Lee Canter on How to Teach Responsible Behavior

Handout 1 (pg. 181): Guided Notes for Video Instruction

WHAT do I need to teach?

HOW should I teach it?

WHY are the teachers in the clips effective?

(Are there things they could do to be

even more effective?)

“Do I really need to be this explicit

with my older students?”

“Do I really need to be this explicit

with my older students?”

Yes!

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Key Point: How to Teach Management

An effective mini-lesson on Responsible Behavior comes soon before the

behavior is needed and includes:

• Opening: A short, student-friendly, academic-focused rationale for the responsible behavior

• Objective & INM: An objective and 3-4 observable behaviors (verbal behavior, movement, participation)

• Modified GP: An opportunity for some students to model an example/non-example of the responsible behavior

• GP: An opportunity for the whole class to practice the behavior

• Closing: Ask students the what/ why/ when/ how of the Procedure 1 more time.

Handout 2 (pg 182). : Responsible Behavior Mini-Lesson Template

Two Examples…

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The Details: Teaching Management at Institute

• 1st days:

• Teach most essential aspects of Management Plan

• Throughout summer:

• Re-teach as needed

• Teach new Policies & Procedures as they arise

• Use mini-lesson template as guide

• Collaboratives will divide planning/teaching opportunities*

Take time to save time!

* CMA-supported work-time this afternoon to work in your collaborative.

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Mini-Lesson: Active Listening Position- 6 min.

1. What are some of the strengths of this Responsible Behavior mini-lesson plan?

2. In what ways could it be made stronger?

3. In what ways would this mini-lesson need to be modified for grades other than 3rd-grade?

Handout 3 (pg. 183-184): Responsible Behavior Mini-Lesson Example

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Mini-Lesson: Debrief

Strengths

• Simple, clear, meaningful, student-friendly rationale

• 4 observable behaviors

• Addresses verbal behavior, movement, participation

• Whole-class practices behavior

• Checks for understanding (CFUs) higher-level than “thumbs-up/thumbs-down”

• Specific plan for what both teacher and students will do

• Plan for exact language teacher will use

• Skips small-group modeling (to save time for more complex learning)*

Handout 3: Responsible Behavior Mini-Lesson Example

Areas for Improvement

• Skips small-group modeling*

• CFUs do not occur throughout mini-lesson

• CFUs only check some students

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Video Clip: CMs Teaching Responsible Behavior

What made these mini-lessons

on Responsible Behavior effective?

What could these teachers have

done even better?

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MGMT 2: Central Key Point

In the beginning,

teaching Responsible Behavior

is like showering….

The results wear off after a while,

and you must do it over and over

again for it to be effective.

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Snappy Practice: Teaching Active Listening Position

Justin Meli – 3rd grade

In Pair Practice focus on:

• Giving a short, student-friendly, academic-focused rationale

• Communicating 3-4 observable behaviors (verbal, movement, participation)

• Checking for understanding- We don’t see one in this video, so you may want to add one.

• Giving students an opportunity to practice

• Using your strong Teacher Voice

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MGMT 2: Session Agenda

Area of Focus

Opening: Review of MGMT 1, Preview of MGMT 2

Teaching Students Responsible Behavior: Introduction, Modeling, and Practice

Clarifying Your Management Plan: Sections D&E, Management Plan Q&A

Responsible Behavior Mini-Lessons: CM Work-Time

Closing: Where We’ve Been, Where We’re Going

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Management Plan: Three Students

Remember our friends?

• Reginald Generally has no trouble following rules

• Eliza Behavior occasionally slips but is generally on-target

• Jeremy Has a history of struggling with behavior issues

As we examine Sections D&E of the MGMT Plan, consider:

• How does this plan play out for each of these 3 students?

• Why is this plan beneficial both for the teacher and for the 3 students?

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Management Plan: Behavior Expectations for Instructional Activities (Section D)

(pg. 169)

• WHAT: Regularly recurring modes of instruction in classroom

• WHY:

• Comforting routine

• Saves learning time

• Allows for situation-specific expectations

• HOW:

• Complete right-hand column with 3-4 specific behaviors

• Create accompanying visual

• Plan the details

How is this section different from Section A (Rules)?

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Management Plan: Section D & the 3 Students

Example: Teacher-Led Whole-Class Instruction

• Students will SLANT (sit-up, lean forward, ask and answer questions, nod their head, track the teacher)

• Students will follow all directions the first time, using only the materials indicated by the teacher

• Students will raise hands to ask or answer a question

• Students will remain silent until teacher gives permission to speak

How does this plan play out for each of these 3 students?

Why is this plan beneficial both for the teacher and for the 3 students?

• Expectations are equally applicable to Reginald, Eliza, and Jeremy!

• Non-compliance results in corrective action (refer back to 1st & most important rule!)

• Clear expectations (what, when, how)

• Consistently high expectations for all students

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Management Plan: Required Procedures (Section E)

Procedures

• WHAT:

• Recurring, non-academic classroom events

• What to do and how to do it

• Verbal behavior, movement, participation

• WHY:

• Comforting routine

• Saves learning time

• HOW:

• Complete right-hand column with 3-4 specific behaviors

• Create accompanying visual

• Plan the details

How is this section different from Section D (Behavior Expectations

for Instructional Activities)?

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Management Plan: Section E & the 3 Students

Example: Attention-Getting Signal

• When I ring the bell, you will do the following within 5 seconds:

• Eyes on me and mouths silent

• Sitting at desk with hands free and clear

• Teacher Notes: My bell will hang on a hook by the front board. I will be able to easily access it when teaching at the front of the room. When I am walking around during practice I will carry it with me. When I want students’ attention, I will stand still and ring the bell for 2 seconds and then quiet it. I will narrate the compliant behavior of 3 students while counting down 5 seconds.

How does this plan play out for each of these 3 students?

Why is this plan beneficial both for the teacher and for the 3 students?

• Expectations are equally applicable to Reginald, Eliza, and Jeremy!

• Non-compliance results in corrective action (refer back to 1st & most important rule!)

• Clear expectations (what, when, how)

• Consistently high expectations for all students

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Management Plan: Q & A Time

Write questions that you have on a post-it note, and while you’re working today CMAs and myself will address these as we go from group to group:

• Section A: Rules?

• Section B: Positive Recognition?

• Section C: Corrective Action?

• Section D: Responsible Behavior During Instructional Activities?

• Section E: Procedures?

• Anything Else?

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MGMT 2: Session Agenda

Area of Focus

Opening: Review of MGMT 1, Preview of MGMT 2

Teaching Students Responsible Behavior: Introduction, Modeling, and Practice

Clarifying Your Management Plan: Sections D&E, Management Plan Q&A

Responsible Behavior Mini-Lessons: CM Work-Time

Closing: Where We’ve Been, Where We’re Going

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CM Work-Time: Purpose – 20 min.

Handout 2: Responsible Behavior Mini-Lesson Template

Handout 2 (from MGMT 1): Collaborative Management Plan

• Collaborative- 10 min.: Outline expectations for:

• 2 instructional activities

• 2 procedures

• Individual CM- 10 min.: Draft 1 Responsible Behavior mini-lesson (could be on rules, positive recognition, corrective action, behavior expectations for instructional activities, or procedures.

* Opportunity to rehearse mini-lessons Friday during CMA 5

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MGMT 2: Session Agenda

Area of Focus

Opening: Review of MGMT 1, Preview of MGMT 2

Teaching Students Responsible Behavior: Introduction, Modeling, and Practice

Clarifying Your Management Plan: Sections D&E, Management Plan Q&A

Responsible Behavior Mini-Lessons: CM Work-Time

Closing: Where We’ve Been, Where We’re Going

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Closing: Recap of MGMT sessions

Where We’ve Been (in MGMT 2)

• Made case for why teaching Responsible Behavior is critical

• Saw examples and learned strategies for teaching Responsible Behavior

• Engaged with mini-lesson template for teaching expectations to students

• Practiced teaching students the Active Learning Position

• Worked on Management Plans

• Worked on Responsible Behavior mini-lessons

Where We’re Going

• MGMT 3 (tomorrow): Maintaining Control Through the Behavior Management Cycle

• Ready for the 1st day of school!

Haiku Reflection- 3 min.

• Write a haiku that captures your major MGMT takeaways.

• Remember, the structure is 5 syllables, 7 syllables, 5 syllables

The Bottom Line:

Your students won’t meet your behavior expectations unless you teach them to!

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