Managing the Learning Environment for Student Teaching & Beyond

1. Managing the Learning Environment for Student Teaching & Beyond Keys to Success Miscellaneous Tips Part 2

2. Keysto Success • Consistency • Swift &Sure • Promises not threats • Follow Through • Gain not Regain C S&S PNT Ft GnR

3. Miscellaneous Tips • in a Nutshell • Tried & True Techniques!

4. When students test us, they want us to pass the test.

5. Within Our Control • Understanding Our Role • Getting Off to a Good Start • Easier to Love than to Like

6. QTIP Quit Taking It Personally

8. Creating a Positive Learning Environment • Student Choice • Prevention • Prevention Through Good Instruction • Organization • Proximity • PPL • Prevention Through Procedures/Routines • 2 at a time • 2 x 10 Strategy • Rubrics • Pictures • Prevention Through Policies & Consequences • Broken Record Technique • 3 Strikes and OUT! • Non-verbal cues Miscellaneous Tips

9. What are some ways to create positive connections with students?

10. 1. Creating a Positive & Productive Learning Environment • Connect with Students • Get to know something about each of THEM & use that to converse • Promote Group Membership • Eliminate the word “YOU” • This is ALWAYS heard as a blaming statement! • Focus on the behavior or action, rather than the “who” • Encourage Self-Discipline • Non-verbal cues are very helpful here! • Find the one(s) that work for you. • They do not take away from teaching time. • They minimize or eliminate embarrassment, hence defensive student responses and reactions.

11. Where can I build-in student choices? Why? • What are some possibilities? • Alternatives to assignments • Kids teaching each other • Project-based learning • Community Service • What can YOU suggest here?

12. Assumptions • Students want to learn • Content • Procedures • Behavior

13. 2. Prevention • Prevention Through Good Instruction • Procedures/Routines • Policies & Consequences

14. Prevention Through Good Instruction

15. Organizing Resources for Good Instruction • Folder of Masters for Beginning of School, End of School and for each Chapter/Unit of Study. • Folder for each handout • Determine a set place for students to access folders of handouts if they were absent • Stay a set number of Chapters/Units ahead (4?) in copying your materials. When you start one Chapter/Unit, copy the Masters for the next in the rotation. • In April, copy your Beginning of School Masters and those for your first four Chapters/Units of Study. • Media: • Keep a list of all Library Media for each Chapter/Unit of Study on an index card in a file box. Include: call number, title, running time, equipment needed. • You will be able to easily take the card to the library to collect what you need before you start the Chapter/Unit of Study • Ex. KT458 Bleeding Kansas (14 min.) no equip needed

16. Warm-Up Questions • Use more than one • Make one open-ended

17. Proximity: Organizing Class Space for Good Instruction • Near students when you are talking • Away from them when they are contributing out loud

18. Get within three feet of every student at least once per class or lesson.

19. THREE Rules of Movement Constantly change the “zones” of proximity so that no one is in the green zone for very long Stimulate the brain to attend by constantly changing everyone’s visual field. Use movement as camouflage for dealing with disruptive students. Interior Loops Interior Loops with ears Get within three feet of every student at least once per class or lesson.

20. The “Double E” works well with two-person desks. A “U” shaped arrangement works well for computer labs. Get within three feet of every student at least once per class or lesson.

21. A variation of the “U” facilitates supervision during rehearsal for instrumental and choral music, A “U” shaped arrangement works well for computer labs. Get within three feet of every student at least once per class or lesson.

22. PPL = Praise, Prompt, Leave Performance Checklist • Make corrective feedback as brief as possible by focusing on the next step rather than on lengthy explanations. • When you see the error, take two relaxing breaths and clear your mind. • Take a second look at the work, and ask yourself, “What is right so far?” • Choose two features of correct performance that would be most useful in serving as a springboard to the prompt. • Describe these two features in simple declarative sentences. • As a bridge between the Praise and the Prompt, begin the transition sentence with the formula, “The next thing to do is...” • Describe what you want the student to do next in one or two simple declarative sentences. Refer to any visual aides that are available, and mark on the student’s paper in any way that might be helpful. • Turn and leave. Resist the tendency to “hang around” to see how the prompt turns out. • Try to limit yourself to 20 seconds per stop. By doing this you can visit each students more than once, rather than not even visiting each student even one time.Fred Jones http://www.fredjones.com/fhjstudyguide.pdf http://books.google.com/books?id=K6sHwYih590C&pg=PA71&lpg=PA71&dq=fred+jones+praise+prompt+leave&source=bl&ots=KZDj3Wt8A6&sig=G0t9wTq78Box2R5aDJbFVzCOctQ&hl=en&ei=7hpoTNaCGoSlnQe2jcDBBQ&sa=X&oi=book_result&ct=result&resnum=8&ved=0CDYQ6AEwBw#v=onepage&q&f=false

23. Finished Early? • Work on tonight’s homework • Take out reading book and read in silence • Write a journal entry • Answer questions 14, 16a, and 17b

24. Keysto Success • Consistency • Swift &Sure • Promises not threats • Follow Through • Gain not Regain • Praise, Prompt, Leave C S&S PNT Ft GnR PPL

25. Prevention Through Procedures/Routines

26. Procedures are the Railroad Tracks – Content is the Train

27. Polish Procedures Throughout • Content-Free to start (if necessary) • Alternate between procedure and content

28. Two Procedures per Class or Lesson • Write them into your lesson • Sprinkle them throughout the lesson • Auditory, Visual, Kinesthetic • Practice, practice, practice

29. The 2 x 10 Strategy 2 minutes per day 10 days in a row 85% improvement* Raymond Wiodkowski

30. Rubrics for Procedures • Lining up • Readiness to Learn • Dismissal Formation • Student Volume

31. Pictures for Procedures • Setting up labs • Putting supplies away • Student desks – surface & inside • Substitute Teachers • Stages of construction of projects – such as woodshop

32. Other Picture Examples • Dress Code • Headings on Papers • Readiness for learning • Posture for keyboarding • Centers • Video of school-wide procedures

33. Prevention Through Policies & Consequences

34. Time Loss • About 50% of classroom time is LOST due to student misbehavior and being off task! • 80% of lost time is due to talking without permission. • 19% is lost to daydreaming, out of seat, making noises, etc. • 1% is lost to more serious misbehavior. • Most time loss can be avoided by systematically employing: • effective body language • incentive systems • efficient individual help. Fred Jones

35. Simplify & Post Policies Address the primary sources of “time-off-task” • Talking • Example: Raise hand for permission to speak • Walking (Being out of seat) • Example: • To sharpen a pencil, throw away trash, get a tissue, or use the restroom pass, follow the least disruptive route and do not bother others in the classroom. • Other reasons to be out of your seat require permission. • No more than 2 people out of their seat at any time • Attention • Example: Maintain attention to the primary speaker &/or task • Respecting Personal Space • Example: Keep hands, feet, noise and objects to yourself

36. Consistency - 3 Keys • Students raising their hands to speak • The “Popcorn Effect” • Arguing with the ref’

37. Hand-Raising • Procedures Precede Content • Hand-raising consistency will improve all classroom consistency

38. The “Popcorn Effect” • Get all students actively on task before having private conversations • Minimize number and length • Maximize opportunities

39. “Arguing With the Ref’” • Student arguing is, in itself, a disruption, deserving of a second consequence • Conversations are on the teacher’s timetable • Student Lawyers start on a higher level of the consequence hierarchy

40. “Broken Record Technique” • Use when a student tries to argue or make excuses. • NEVER engage, debate or argue with the student. • Repeat the exact same statement (max. of 3 times) • 3 is the magic number! • Altering what you say gives the student something new to dispute or “explain.” • After a series of 3 times, the student will almost ALWAYS quietly comply. If not, you have to remove them from the situation and address the issue with them at a separate time. Lee & Marlene Canter http://www.behavioradvisor.com/AssertiveDiscipline.html

41. “Broken Record Technique” examples Teacher: “Sally, please turn around and work on your task.” Student: “But I was asking Tom a question.” Teacher: “Sally, please turn around and work on your task.” Student: “I needed to tell Tom something.” Teacher: “Sally, please turn around and work on your task.” Teacher: "Vince, you have work to do. Get away from that window and sit in your seat." Student: "But I want to see the cop give that guy a ticket." (Now you have to make a choice: Is this incident a "teachable moment", in which everyone could go to the window and we could teach about law enforcement, grievances in court, insurance rates, etc.; Or is it important at this time for everyone to be working on something else more essential?) Teacher: "I understand, but I want you to sit down now." Student: “Just one minute, OK?" Teacher: “No, Vince, I want you to sit down now." Student: "Aw, OK.”

42. Consequences Ideas I • Let your consequences do the work • Delay consequences until later • Get comfortable with your consequences or change them • “Private meeting with teacher” • Head(s) on desk for brief “recover and restart” time • Give students consequence choices • What are some choices you could allow? • Call parents (successes and challenges)

43. Consequence Ideas II • Send students to other classrooms • Tape referral or letter to desk • Caught doing well • 3 strikes and OUT! • If it hasn’t worked after 3 times, that particular consequence is NOT EFFECTIVE with that student. The same student “standing on the line” at recess the 5th day will be standing there the 55th day and the 155th day! • Find something that works with THAT student. • What were the worst consequences for YOU in school? • What was the best motivator for YOU? • What are ideas for motivators you might use today?

44. Implementation • List Changes in Priority Order • Make sure #1 is “doable” • Is it observable, measurable, and approved by the Administration! • Btw…make sure you start your year with administrator approval of your Classroom Management Plan!!! • Implement #1 Only • Start with your Favorite Class • You will have the optimal success rate here to practice and let the word spread. • Spread to all Students/Classes

45. Implementation - Taking a student to the office? • Make sure your class is supervised before you leave • Leave the student in the outer office while you go into the administrator’s office to explain: • what happened • the violated policy • the consequence policy • Bring the student into the administrator’s office and have them explain: • what happened • the violated policy • the consequence policy • Carry out the pre-determined & approved consequence

46. Children of Poverty • Peer Mediation? • Peer mediation is a negotiation-based strategy that teaches student mediators techniques to resolve conflicts among their peers. When there is a dispute at school, the mediators, either student-student or teacher-student teams, become neutral third parties and work with the disputants through CR. Schools around the world “have implemented peer mediation programs of various shapes and sizes, with the expectation that violence and suspension will be reduced, school climates will improve, and students will learn and take with them essential life skills.” • Why Peer Mediation? • The goal of PMPs is for students to learn how to deflate a minor conflict before it escalates into a more serious incident. • http://www.cojcr.org/vol4no2/notes01.html

47. Keysto Success • Consistency • Swift &Sure • Promises not threats • Follow Through • Gain not Regain • Praise, Prompt, Leave C S&S PNT Ft GnR PPL

48. QTIP Quit Taking It Personally

49. SCHOOL ANSWERING MACHINEThe following is an answering machine message for the Pacific Palisades High School in California.  The school and teachers were being sued by parents who wanted their children's failing grades changed to passing grades even though those children were absent 15-30 times during the semester and did not complete enough school work to pass their classes. The following was voted unanimously by the office staff as the actual answering machine message for the school:

50. "Hello! You have reached the automated answering service of your school. • In order to assist you in connecting the right staff member, please listen to all your options before making a selection: • To lie about why your child is absent  - Press 1 • To make excuses for why your child did not do his work - Press 2 • To complain about what we do - Press 3 • To swear at staff members  - Press 4 • To ask why you didn't get information that was already enclosed in our newsletter and several flyers mailed to you - Press 5