New Teacher Training The Effective Teacher: Classroom Management Rosalie Gardner Induction and Mentoring Project Coordinator August 4, 2009.

New Teacher TrainingNew Teacher Training

The Effective Teacher:The Effective Teacher:Classroom ManagementClassroom Management

Rosalie GardnerInduction and Mentoring

Project Coordinator

August 4, 2009

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Opening ActivityOpening Activity

Take the Classroom Management Reflection sheet on your table.

Answer the questions for your belief and/or practice.

Be prepared to share later in the workshop.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Welcome and Introductions Introduction to the Monroe-Randolph ROE #45

Induction and Mentoring Program Illinois Professional Teaching Standards, Standard 5

Learning EnvironmentCharacteristics of an effective teacherCharacteristics of well-managed classroomDiscipline PlansRules versus Procedures Important DatesWrap-up and Evaluation

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Ground RulesGround Rules

Be fully present Save sidebar conversations until break Honor other opinions Put cell phones AWAY and on vibrate No Text messaging Take breaks as needed Use Burning Thoughts for questions Relax and have fun Are there any others?

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

PurposePurpose

Identify the purpose of the Induction and Mentoring Program

Define the requirements of the two-year program Identify characteristics of an effective teacherDefine scope of classroom management with IPTS Identify various classroom discipline formatsWrite Classroom rules and consequences Identify areas where procedures may need to be

developedTeach a procedure

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Purposes of Induction and Mentoring Purposes of Induction and Mentoring ProgramProgram

Smooth transition into full-time teaching Bridge to the practical side of teaching Provide support

– Instructional

– Emotional

– Social

Work to help you become successful Provide at no cost the method to move from initial to standard

certificate

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Legislative Requirements of the Legislative Requirements of the Induction and Mentoring ProgramInduction and Mentoring Program

Assigned a trained mentor for formal assistanceTwo-year programFoundation is the Illinois Professional Teaching

Standards (IPTS) and the Illinois Learning Standards (ILS)

Focus is classroom instruction

4 professional development opportunities

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Legislative Requirements of the Legislative Requirements of the Induction and Mentoring ProgramInduction and Mentoring Program

Observations– 3 full formal observation cycles during the two

years– Observations of other teachers, one each year

Orientation to the district/school– School Improvement Plan– School policy and procedures– District evaluation document/process– Expectations for teaching standards and

curriculum

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Legislative Requirements of the Legislative Requirements of the Induction and Mentoring ProgramInduction and Mentoring Program

8 reflections on professional practice in the classroom– Each quarter of the two years– Includes mentor response

Analysis of student work– Once during each year of program

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

BenefitsBenefits

Confidentiality

Separate from evaluation

Collaboration

Support

Advocate

Web-based documentation of requirements

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Characteristics of an Effective TeacherCharacteristics of an Effective Teacher

1. Holds positive expectations for student success

2. Is an extremely good classroom manager

3. Knows how to design lessons for student mastery

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Characteristics of Well-Managed Characteristics of Well-Managed ClassroomClassroom

Students deeply involved in work

Students know expectations and are generally successful

Little wasted time, confusion or disruption

Work-oriented but relaxed and pleasant

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Video ClipVideo Clip

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Reflection on the VideoReflection on the Video

Take your journal

Identify things from video you had not considered for the first day of school

What do you plan to include for your first day?

Group share

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Managing ClassroomManaging Classroom

Discipline

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Learning EnvironmentLearning Environment

Illinois Professional Teaching Standards: Standard 5 Illinois Continuum of Teacher Development

– 5.1 Establishing Standards and Expectations for Student Behavior

– 5.2 Modifying Physical Environment to Engage All Students– 5.3 Motivating and Engaging Students Through Meaningful

Work– 5.4 Demonstrating a Variety of Effective Behavior

Management Techniques– 5.5 Adapting the Learning Environment– 5.6 Promoting Positive Social Interactions– 5.7 Teaching Social Skill Development

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Activity 1 Reflection on Classroom Activity 1 Reflection on Classroom ManagementManagement

Break into groupsBreak into groups:– K-2 Teachers– 3-5 Teachers– 6-8 Teachers– High School Teachers

Take the reflection from the opening activity with you.Take the reflection from the opening activity with you. In your group, talk about and summarize the following on chart In your group, talk about and summarize the following on chart

paperpaper:– Your expectations for student behavior– How will you handle student misbehavior?– What is your philosophy on rewards for good behavior?– When do you ask for parent or administrative assistance with behavior?

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Video ClipVideo Clip

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Structure of Discipline PlansStructure of Discipline Plans

Rules

Consequences

Rewards

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Rule TypesRule Types

GeneralGive flexibilityRequire much explanation

–SpecificClear, to the pointCovers one behaviorLimited to five!

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Criteria for RulesCriteria for Rules

A rule must beClearly statedReasonableApplicableEnforceableGeneralPositive

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

ActivityActivity

Get into your previous groups by grade level. Identify a group reporter

Choose a partner in the group. Analyze each other’s discipline plan for the following:

What components are in the plan?Are the rules general or specific? Explain whyHow many rules? Why?Evaluate the rules on the basis of the 6 criteria

Group FeedbackWhat did you find?

Group share

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Video ClipVideo Clip

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Rules versus ProceduresRules versus Procedures

Rules = behavior

Procedures = way something is done

Rules are a dare to be broken

Procedures need to become routines

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

ActivityActivity

With your elbow partnerReview the rules in your discipline plan:

How many are rules?How many are procedures?What revisions might be needed?

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Video ClipVideo Clip

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

How do you plan to ……How do you plan to ……

Get students’ attention?

Know a student needs help?

Collect, distribute papers?

Divide into groups?

Dismiss class?

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Classroom ProceduresClassroom Procedures

Brainstorm with your table group procedures that may be unique for your classroom

situation, grade, or subject area.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Teaching ProceduresTeaching Procedures

Procedures need to become routines

Explain

Rehearse

Reinforce

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Procedures to Rehearse with StudentsProcedures to Rehearse with Students

Using the form provided, identify one situation on the first day of school that will require you to have a procedure.

Write out and number the steps needed to complete this procedure.

Be prepared to teach your procedure to your group.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Activity 3Activity 3

Number off by 3’s

In 15 seconds, move to your group location.

Take turns following the 3 steps to teach your group your procedure, just as you would in your classroom.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

In Preparation…..In Preparation…..

Take a moment to reflect.– What do you need to do in regards to discipline and

procedures before your first day with students?– How might your mentor provide you with support in

this area?Write your thoughts.

– Describe what you need to do, – Analyze why you need to do it, and – Identify the steps you will take to get this done.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Important Dates to RememberImportant Dates to Remember

Communication Workshop– Wednesday, October 7, 2009, 4:30 – 7:30 PM

SWIC Red Bud Campus

OR– Tuesday, October 13, 2009, 4:30 – 7:30

– Light supper provided during the workshop– Limited to 15 each night– Must attend one of the two nights.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Important Dates to RememberImportant Dates to Remember

Lesson Planning: Determining Clear Learning Targets– Tuesday, November 10, 2009, 4:30 – 7:30 PM, SWIC

Red Bud CampusOR

– Wednesday, November 18, 2009, 4:30 – 7:30 PM SWIC Red Bud Campus

– Light supper provided during the workshop

– Limited to 15 each night

– Must attend one of the two nights

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Important Dates to RememberImportant Dates to Remember

Using Student Work to Guide Instruction– Tuesday, March 23, 2010, 4: 30 – 7:30 PM SWIC

Red Bud Campus

OR

– Wednesday, March 24, 2010, 4:30 – 7:30 PM, SWIC Red Bud Campus

– Light supper provided during the workshop

– Limited to 15 each night

– Must attend one of the two nights

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Registration for WorkshopsRegistration for Workshops

Necessary to ensure that adequate materials and refreshments are available.

Contact Gertie at [email protected] or 618-939-5650 to register.

Register for all 3 workshops at the same time.

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

ClosingClosing

M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

Contact InformationContact Information

For questions about the Induction and Mentoring Program or general information on initial to

standard certification please contact:Rosalie Gardner

Induction and Mentoring Project Director

Monroe-Randolph ROE #45

107 East Mill

Waterloo, IL 62298

618-939-5650, Ext. 110

[email protected]