How to align behavior pieces to view the big picture of teaching

1. Classroom Management How to align behavior pieces to view the big picture of teaching

2. Objectives • Identify phases of a new teacher • Define classroom management • Identify strategies to minimize behavior problems • Discuss how to maximize instructional time • Identify importance of attitude and being positive

3. Zodiac Sign Activity *Find your zodiac sign/birthday *Look at the characteristics of your zodiac sign *Discuss with each other if these are true/false about you *Share what you are most excited about with teaching *Share what your biggest concern is with teaching 5 minute powerpoint timer

4. Phases of a new teacher • Excitement • Survival • Disillusionment • Rejuvenation • Reflection • Anticipation

5. Excitement • Begins with accepting a teaching position • Have a romantic view of teaching • Committed to making a difference • Remains for the first few weeks of school Wooohooo!

6. NEW TEACHERS “New teachers quickly, but with no small amount of surprise, come to recognize that teaching is psychologically, intellectually and physically arduous. New teachers also believe that they already ought to know how to do things which they have never done before. Another characteristic of new teachers is the sense that there are easily developed, immediately available strategies that can be used to transform their classes into some ideal condition. These beliefs and perceptions reflect an underdeveloped conceptualization of the inherent complexities of teaching.” Murphy, Covin & Morey, 1990

7. Survival • May begin soon after school starts • Face unexpected challenges • Must learn new skills & teach their classes • Overwhelmed with workload

8. Disillusionment • Begins toward the end of the first grading period • Stress of grades and parent conferences • Self doubt creeps in • New teachers are very vulnerable during this time

9. Rejuvenation • Begins after the second semester starts • Slow rise in attitude • The end is in sight • Will still be periods of ups and downs

10. Reflection • Begins about the time school is out and continues into the summer • Contemplate the highs and lows of the first year • Start to think about how to change things in the next year

11. Anticipation • Begins as the summer ends • Excitement returns with thoughts of a fresh start • The element of fear is not present before school starts the second year

12. http://theeducatorsnetwork.com/main/forward/cartoon2.htm

13. Since you will experience various emotional changes throughout the year, it is crucial for you to implement sound, consistent classroom management strategies that work and won’t change when you do!

14. Let’s Make a Date! *Find dates for 12:00, 3:00, 6:00, and 9:00 on the clock paper provided *Write their name at the designated time! *Immediately return back to seat after making both dates 5 to 1 countdown

15. A dose of reality when it comes to classroom management…..

16. http://www.panix.com/~pro-ed/

17. What is Classroom Management? • It is all the things a teacher does to organize students, space, time, and materials so that learning can take place • It fosters student involvement and cooperation in all classroom activities • It establishes a productive working environment • It maximizes instructional time (which as a result, will increase academic achievement)

18. http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/GroeningCartoon.JPGhttp://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/GroeningCartoon.JPG

19. Reflection Activity Complete Personal Reflection Activity at the end of this packet independently 5 minute powerpoint timer

20. we teach.” “If a child doesn’t know how to read, “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” we teach.” “If a child doesn’t know how to drive, we……punish? “If a child doesn’t know how to behave, “Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President) Counterpoint 1998, p.2 we……teach?

21. How do you teach behavior? 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

22. What is the difference between an expectation and a rule? *Expectations are BROAD and apply to EVERYONE in ALL SETTINGS • Be Safe • Be Responsible *Rules are specific to a setting • Use your inside voice (this is a rule b/c this would not apply in a choir class) • Place food items in proper container (this is a rule b/c you should not have food in the classroom)

23. 1) State behavioral expectations *Have your expectations posted (usually 3-5) *Consider taking pictures ~Examples • Be respectful • Be responsible • Be safe

24. What do your rules look like?

27. When developing rules.. *Limit rules to a few per expectation *Must be positively stated • Instead of “DON’T TALK”, consider: ~Maintain low noise level ~Remain quiet until given permission to speak

28. 3) Model appropriate student behaviors 4) Students practice appropriate behaviors *Show them what the action looks like • For younger kids, you may want to include pictures by your rules • “zip and flip” *Take them to the area you are referring to; it helps kinesthetic learners • If you are identifying rules for lining up in the hallway, take them to the hallway • If you are identifying rules for bathroom behavior, take them there and show them

29. 5) Reinforce appropriate behaviors • Use praise as often as possible ~“I like how Mary is raising her hand to ask a question. Thank you Mary for being respectful” • Should try to maintain a 4:1ratio (4 praise/positive statements for every 1 correction) • IF the majority of behavior in your class is undesirable during a particular time (at the bathroom, or beginning of class), consider re-teaching a different way b/c they didn’t get it the first time • Try to minimize sarcasm—be careful of your audience • Remember that it doesn’t matter if someone hears a million positive statements in a day; it is the negative statement they remember the most and dwell on—just like adults!

30. Reinforcement Ideas… *Should be posted! *Verbal praise is always a hit! (and it’s free) *Certificates/Caught Being Good *Posted on Bulletin Board *Class Competitions

31. Ticket System Considerations *Connect back to expectations/rules *Give out for social and academic reasons *Could trade in tickets for a privilege (consider your grade): • Bathroom pass • Front of line • “Class Store” visited once a week • Extra time • *Be careful with “FREE HOMEWORK PASS” • *Don’t take away the incentive as punishment; it’s like taking away a compliment! Or a paycheck! 

32. Let’s Chat! *Find your 6:00 date and discuss the following: ~What are 2 big ideas that you learned about rules, expectations, and reinforcements? ~Share any additional “secrets” that you will use for classroom management 5 minute powerpoint timer

33. Minor Behavior Consequences *Should be posted in a classroom! *Develop a logical, sequential process (be considerate of your students’ age) • EX: 1st offense: ask them why they are being punished; restate the class rule and tell them what happens on 2nd offense (Have them sign off) • 2nd offense: repeat step 1 and then call parents • 3rd offense: repeat step 1 and issue some type of alternative assignment

34. Avoid using the phrase “punish work” • Instead use “alternative assignment”, “redemption assignment”, “minor infraction assignment (MIA)”

35. How do you keep track? • Documentation is the name of the game when dealing with parents…and your principal!! • Consider some type of EASY, QUICK Form! (http://staffdevelopment.ebrschools.org/explore.cfm/positivebehavior/) ~Student’s name, date, their signature, list of steps

36. You can have as many steps as you want • Consider starting over with offenses every few weeks for elementary/middle students • Have the students initial or sign off on every offense • Send in a copy when you write a referral so that principal and parents will know the interventions you have taken BEFORE WRITING A REFERRAL!

37. Major Offenses (writing an ODR) • It is a legal binding document & will be used if a case goes through a hearing • If it is not specific, it is worthless • It is the principal’s right to question you if the referral is generic • Avoid: • The student was “disrespectful” • The student was “being bad”, being “rude”, cursing • Instead use specific, measurable terms (what did the student do that was disrespectful, bad, or rude?)

38. Remember… Consistency is the key!!

39. Famous Pair Activity *Locate your laminated character card *Find your logical pair *Look over examples of minor infraction forms *Identify strategies that you want to use in the classroom 7 minutes Powerpoint timer

40. Time Management • Effective teachers don’t discipline classes all day, they manage them • We complain about how little time we have to teach so much that is mandated, yet we waste valuable instructional time!

41. A.BEGINNING OF CLASS • Always greet students (builds relationships) • As a visitor, what will the first 5 minutes of your class look like? ~Will the students have a routine that is self-initiated or will the students wait for you to start?

42. Routines must be taught continuously, not just the first day • Identify clear guidelines as to what you expect them to do at the beginning of class (Ex: “Here’s what I should see…”) and offer it to them orally and written down • Consider using a timer to manage your time and identify the length of time (Ex: 4 minutes) *On computer ~Make your own ~http://office.microsoft.com/en-us/templates/results.aspx?qu=timers&av=TPL000 *Buy at a store

43. Students love their pictures posted! • Consider delegating class responsibilities to students, identify your expectations, take their picture, and post on the wall for all to see their responsibilities

44. Examples of things for students to complete during the beginning timed routine • Record daily objectives/agenda in a pre-determined place (check periodically) • Have a “Bell Activity”—a journal or question to be written and answered in a pre-determined place (check periodically) *Practice questions from standardized tests (iLEAP, GEE) *A question related to previous day’s lecture to help jog their memory *A question related to the content being taught that day

45. Consider a SUPPLY LIST for that day’s lesson ~We spend so much wasted time passing out supplies or having the students go and get them in the middle of a lesson ~Ex: 2 sheets of looseleaf, a calculator, blue pen • Visit Make-up work station • Turn in homework to pre-determined place • Sharpen pencils, borrow items, etc. • PRACTICE, PRACTICE, PRACTICE your beginning routine—praise those who do it well and re-teach those who need help!

46. Balloon ActivityPLAY!!5 to 1

47. B. Transitions • Many behavior problems occur due to lack of organization and unclear guidelines • BEFORE making a transition, you should: *Clearly define what you expect during that activity *State a time limit (timers) *Establish a “come back together” signal & PRACTICE! ~Eyeballs/Eyes on Me ~5 to 1 ~Sound (chimes, timer, etc.) ~Raise hand and everyone else raises their hand

48. Examples of pairings/groups • Zodiac signs • Famous Pairs (steal the idea, not my card!)—modify for elementary • Make a Date/Appointment *4 seasons *Numbers on a clock *Vacation places

49. Other considerations about grouping *When asking students to engage in cooperative learning, clearly identify roles of each student • Recorder • Person responsible for asking questions • Leader/Facilitator • Person responsible for checking to ensure group has completed all tasks required and is responsible for turn in

50. C. End of class routines • Practice like you would a beginning procedure • The purpose is to allow clean up and reorganization of the room before the bell not at the bell when chaos ensues • Teach students that you release them, not the bell! • Always recap the day’s lesson and preview tomorrow’s lesson • Remind them about upcoming due dates • Greet when they exit--Have a great day!