…my ideal classroom

1. …my ideal classroom • What does it sound like, look like, feel like? • Scan your vision for student behaviors and put these in slow motion for closer examination. What are they doing that is so pleasing to you? If you want it, teach it!

2. Classroom Management Participants will implement classroom leadership and management practices based on current research and literature.

3. Essential Questions • What will I do to establish and maintain effective relationships with students? • What will I do to communicate high expectations for all students? • What will I do to establish or maintain classroom rules and procedures? • What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

4. Objectives • Identify classroom behaviors, routines, and procedures requiring teaching. • Teach a behavior, routine, or procedure expected of students using a strategic process. • Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

5. Objectives • Indentify positive, replicable ways to encourage positive relationships with students including • knowing students • greeting students • making students look good • maintaining appropriate student level of concern

6. Get to Know Your Students • Use names • Attend (or know about) extra-curricular activities • Use interest and learning profile inventories • Interest circle • Surveys • Find someone who • Greet students at the door • Other ideas?

7. scaffold for academic success APL (Sharer, Anastasio, & Perry, 2007, p. 37) Making Students Look Good • Glow Comments before Grow Comments • Appropriate Level of Concern • Pass Option • Wait-Time & Wait-Time Extended • Interaction Sequence

8. APL (Sharer, Anastasio, & Perry, 2007, p. 54) Appropriate Level Of Concern • Set reasonable standards; break difficult concepts into manageable chunks • Be specific about time allotments • K – 6, teacher minutes multiplied by 4 or 5 • 7 – 12, teacher minutes multiplied by 3 or 4 • Use proximity • Be conscious of your nonverbal signals • Use competition carefully (against self, time NOT individuals. • APL Power Words: organization, specificity, consistency

9. Managing Classroom ConditionsFactors we Control • Walls • Teacher’s Desk • Seating Arrangement • Plants & Animals • Equipment • You

10. APL (Sharer, Anastasio, & Perry, 2007, p. 32-34) Pass Option • Best astemporary exit • “Tell me one thing you heard _(the previous responder)_ say.” • Allows time • Gather thoughts, composure • Refocus / re-engage • Requires teaching • Explain why • Teach what it looks like / sounds like • Communicate its temporary nature

11. APL (Sharer, Anastasio, & Perry, 2007, p. 77-80) Extended (also Think-Pair-Share) Wait Time • Ask all students the question. • Pause (3+ seconds). • Select student(s) to respond. • Put students on-the-clock. • “You have 30 seconds to share your answer with your partner.” • Students share their thoughts with a partner.

12. Ask all student the question. Pause (3+ seconds). Put students on-the-clock. “You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. Purposeful Selection: Call on pairs you visited Random Selection: Call on another pair or two Volunteer Selection: Allow volunteer responses APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) Interaction Sequence • Conference with 1 or 2 pairs • Check student answers • Probe • Provide answers when missing

13. scaffold for academic success APL (Sharer, Anastasio, & Perry, 2007, p. 37) Making Students Look Good • Glow Comments before Grow Comments • Appropriate Level of Concern • Pass Option • Wait-Time & Wait-Time Extended • Interaction Sequence

14. Objective • Identify classroom behaviors, routines, and procedures requiring teaching.

15. Recall the behaviors exhibited in your vision of the ideal classroom…

16. “Most behavior problems in the classroom are caused by the teacher’s failure to teach students how to follow procedures” (Wong & Wong, 1998).

17. Establish Rules & Procedures • Rules • Identify general expectations or standards for student behavior • “Treat others the way you would want them to treat you.” • Procedures & Routines • Expectations and process for specific behaviors to realize the rules • how to assemble in three-ish groups (Marzano, 2007, p. 119)

18. Identify Behaviors, Procedures, & Routines to Teach • Entering the room • How to volunteer a response • How to greet a partner/small group • Asking to leave the room (restroom, etc.) • Transitions • Getting ready to leave & orderly dismissal • Organizing personal workspace • Making sure items get home • Recording assignments in assignment notebook • Others? Involve students in this brainstorming stage!

19. Brainstorming Activity: Using Wait-Time Extended & Have a Ball! • Think of the routines, behaviors, and procedures necessary to maintain the most positive learning environment. • Share your ideas with a nearby partner. You have one minute. • When the ball comes to you, say a behavior, routine, or procedure and toss the ball to someone else. • Return to your partner. Write as many ideas as possible. You have one minute.

20. Objectives • Teach a behavior, routine, or procedure expected of students using a strategic process.

21. APL (Sharer, Anastasio, & Perry, 2007, p. 47) Front Load Expected Behaviors • “If you want it, teach it.” • Teach vs. Tell • proactive vs. reactive approach • student self-control vs. constant teacher control • Prioritize, teach 2-3 most important per week until all have been taught

22. APL (Sharer, Anastasio, & Perry, 2007, p. 47) Teach Expected Behaviors:Five Steps for Getting Kids Ready • Brainstorm the expectations; determine and teach the content. • Model the behavior. • Practice the behavior. • Reinforce the behavior. • Re-teach the behavior. “If you want it, teach it.”

23. Choral Response an example

24. Experience & Observe • Strategy observer • What steps/processes did you observe? • Participant observer • What words, behaviors, evidence of student learning did you notice? • Participants • What did you learn? What worked for you? How did you feel as a learner using this strategy?

25. APL (Sharer, Anastasio, & Perry, 2007, p. 47) Teach Expected Behaviors:Five Steps for Getting Kids Ready • Identify behavior, explain purpose & importance. • Model the behavior. • Practice the behavior. • Reinforce the behavior. • Re-teach the behavior. “If you want it, teach it.”

26. Objectives • Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

27. When things don’t go as planned… • Calm • Don’t go limbic with your students. • “When you are ready to talk reasonably about his, let me know.” • Question • Get the information you need. • “Is there something I need to know that I don’t know that caused you to…” • Teach • Retrain the desired behavior.

28. APL (Sharer, Anastasio, & Perry, 2007, p. 54) Retraining • Purpose: change the unwanted behavior, a way to hold students accountable for taught behaviors • Instructional vs. punitive • On students own time, but only as long as necessary to successfully re-teach

29. APL (Sharer, Anastasio, & Perry, 2007, p. 54) Criteria for Teaching and Reteaching Behaviors • Be consistent • Be dispassionate • Be professional • approach student privately • never use sarcasm or ridicule • Follow up appropriately Confront the behavior not the person.

30. Withitness • “aware of what is happening in all parts of the classroom at all times by continuously scanning the classroom” • “the disposition of the teacher to quickly and accurately identify…potential problem behavior and to act on it immediately” (Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)

31. APL (Sharer, Anastasio, & Perry, 2007, p. 54) In Other Words… • Management By Walking Around (MBWA) • “On your feet, not on your seat.” • Constant monitoring

32. What does withitness look like? • What recognizable, replicable behaviors do “with it” teachers exhibit?

33. Closure: Craft Knowledge Record