Analyze and react to the following situation and explain your rationale.

1. Analyze and react to the following situation and explain your rationale. • Two boys are at the back table. • One grabs paper – the other grabs his paper • One name calls – the other name calls • One pokes – the other pokes • One hits the other hits • The teacher says “Stop it boys!”

2. Domain 2The Classroom Environment Wall Public Schools New Teacher Orientation August 2013

3. Children now love luxury. They have bad manners, contempt for authority. They show disrespect for their elders and they love chatter in the place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs and tyrannize over their teachers. Socrates

4. Effects of School vs. TeacherStudent Entering at 50th PercentilePercentile Rank After 2 Years 96 63 50 37 3

5. The single most important factor affecting student achievement: THE TEACHER

6. Functions of An Effective Teacher • Utilizing classroom curriculum to facilitate student learning • Making choices about instructional strategies • Using effective classroom management techniques

7. Objective The learner will use the components of Domain 2 in Charlotte Danielson’s Framework for Teaching to apply instructional techniques that will promote a positive, efficient learning environment and foster a culture of productivity in the classroom.

8. The Components of Domain 2 1. Creating an Environment of Respect and Rapport RELATIONSHIPS 2. Establish a Culture for Learning RIGOR AND RELEVANCE 3. Managing Classroom Procedures ROUTINES 4. Managing Student Behavior RULES AND RESPECT 5. Organizing Physical Space

9. Agenda • Brief History • Rules & Procedures • Disciplinary Interventions • Teacher/student relations • Getting off to a good start • Teach Like a Champion Techniques

10. Born or Made? • Good classroom managers are teachers who understand and use specific techniques • Awareness of and training in these techniques can change teacher behavior, which in turn changes student behavior and ultimately affects student achievement positively • Research evidence supports this assertion • Real History

11. History • First not till 1970 – Brophy 1996 • Effective classroom managers tended to employ different types of strategies with different types of students • Ineffective classroom managers tended to use the same strategies regardless of the type of student or the situation • All recognized classroom management as a critical aspect of effective teaching • Identified critical dimensions of Classroom management

12. Critical Dimensions • “Withitness” – awareness of potentially disruptive behavior and immediate attention to it • separates effective from average • Smoothness & momentum during presentations • Informing students of expectations both behavioral and procedural at specific times • Variety and challenge of student work

13. Analyze and react to the following situation, order your actions and explain your rationale. • Two students are at your table receiving help. • A child in the class has started to cry. • The students at a learning center have become disengaged and you feel they may soon become disruptive. • An angry parent has shown up demanding to see you immediately.

14. “The ineffective teacher begins the first day of school attempting to teach a subject or do a fun activity and spends the rest of the year running after the students.”- Harry K. Wong

15. Rules & Procedures • Research supports notion that designing & implementing rules and procedures in class has a profound impact on student behavior and learning • Should be explanation and group input • Viewed as a contract between teacher & students • Not more than 5 to 8 at the elementary level

16. Rules - general Respect others and their property General expectation for behavior Procedures - specific Managing materials Transitions Group / individual work Begin / end of day Rules vs. Procedures

17. Beginning/Ending - Day/Class * • Sets the tone for what follows • Threshold - TLC • Beginning well especially important in self-contained class • Begin with specific social activities • Administrative activities • Meaningful tasks that can be completed independently • Procedures for putting away materials

18. Tight Transitions -TLC • If you were able to cut a minute apiece from ten transitions a day and sustained that improvement for one hundred eighty school days, you would create approximately thirty hours of instructional time over the school year. That is like gaining an additional week of school!

19. Tight Transitions - TLC & Interruptions * • Leaving & returning to the room • Use of the bathroom • Use of library and computer lab • Hall walking • Cafeteria & playground • Fire & emergency drills • Classroom helpers

20. The principal is constantly reminding your class of proper hallway behavior. How can you get your class to “walk that way”?

21. Use of Materials & Equipment • Distributing materials • Collecting materials • Storage of common materials • Teacher’s desk & storage areas • Students’ desks • Pencil Sharpening

22. Group Work • Movement in & out of the group • Expected behaviors of students in group • Expected behaviors of students not in group • Group - with teacher

23. Seatwork & Teacher Led Activities * • Student attention during presentations • Student participation • Talking among students • Obtaining help • Out of seat behavior • Behavior with work has been completed • Time on task ***

24. Involve Students * • Connect to prior knowledge – discuss • Present those rules that YOU have identified • Students invited to suggest alternatives, additions, and deletions • Discussion – compromise • Teacher has final word

25. Scattergories Brainstorm with your group things you hide that begin with H

26. Goal • Be aware of & employ specific techniques that acknowledge and reinforce acceptable behavior and acknowledge and provide negative consequences for unacceptable behavior

27. Interventions • Research shows that interventions that do not include any type of reaction – positive or negative – to student behavior, have the lowest effect size. • Human beings do best in an environment of feedback (specificity) • Research supports premise that a balance of both positives and negative consequences is most effective

28. When you remind Johnny of a classroom rule he always argues. This is frustrating your ability to manage the class. What do you do?

29. Teacher Reaction • Verbal & physical teacher reactions reinforce acceptable behavior and acknowledge or provide negative consequences for unacceptable • Examples: eye contact, proximity, physical signals, verbal reminders (privately, subtly), state desired behavior, be specific, direct to stop

30. Teacher Reaction • Stimulus Cueing • Cue before inappropriate behavior begins • Precise Praise - TLC • Catch a student being good • 10 pennies

31. Tangible Recognition * • Concrete symbol of appropriate behavior • Token economies • Thorough discussion of the rationale • Research shows most effective if awarded for positive behaviors and taken away for negative behaviors • Ensure it is not perceived as a bribe or coercion

32. Group Contingency Recognition for positive behavior Systems of rewards for a group or the entire class

33. Home Contingency * • Make parents aware of positive and negative behaviors • Short note – phone call - email • preprinted form - comments • Collaboration in establishing parameters and in rewards or consequences • Parent conference

34. A student is continually calling out in class. Come up with some strategies to change this behavior.

35. Scattergories Brainstorm with your group activities that begin with S

36. Teacher-Student Relationships • If teacher has a good relationship then students more readily accept the rules and procedures and the disciplinary actions that follow their violations • Warm/Strict – TLC • Props – TLC • J-Factor – TLC

37. Techniques to Establish Appropriate Level of Dominance Exhibiting Assertive Behavior • Assertive body language – eye contact, facial expression • Strong voice – avoid emotion • Persisting until the appropriate behavior is displayed - • Do it Again -TLC

38. Techniques to Establish Appropriate Level of Dominance Establishing Clear Learning Goals * • Establishing learning goals at the beginning of a unit of instruction • Providing feedback on the goals • Continually and systematically revisiting the goals • Set clear expectations for performance and behavior -- rubrics

39. Techniques to Establish Appropriate Level of Cooperation • Take a personal interest in students • Concern for needs and opinions • Talking informally w/ children • Singling out and talking to a few students in the lunchroom • Complimenting on achievements in and out of school • Greeting students by name as they arrive - Threshold - TLC

40. Techniques to Establish Appropriate Level of Cooperation • Use equitable and positive classroom behaviors • Eye contact w/each student (scanning) • Circulate –TLC -to all areas of the room • Make sure to call on all students – not just those that always have hand up – Cold Call - TLC • Provide appropriate wait time • Think-Pair-Share

41. Techniques to Establish Appropriate Level of Cooperation • Responding appropriately to students’ incorrect responses • Emphasize what was right • Encourage collaboration • Restate the question • Rephrase the question • Give hints or clues • Provide answer – ask for elaboration • Respect student's option to pass – No Opt Out - TLC

42. Emotional Objectivity • Look for reasons why student misbehaves (reframing) • Road rage example • Monitor own attitudes about students – positive expectations • Take care of yourself • STEP

43. Summary

44. Specific Behaviors of Effective Classroom Managers • Holding and communicating high expectations for student learning and behavior. • Establishing and clearly teaching classroom rules and procedures. • Specifying consequences. • Enforcing classroom rules promptly, consistently and equitably.

45. Specific Behaviors of Effective Classroom Managers • Sharing with students the responsibility for classroom management. • Monitoring classroom activities. • Creating opportunities for students to experience success. • Planning creative, challenging learning activities. • Using humor.

46. Focus Direct instruction Monitor/circulate Model appropriate behavior Establish rules and consequences Name drop Welcome students Call home with good news Transpose critical comments Point out talents/predict success Make appointments Prevention Strategies

47. Use the friendly “evil eye” Invade space Whisper Smile and request Allow thinking time Change locations State your want Give information Give choices Respect the struggle Answer questions with questions Inform parents Inform counselor Strategies for Common Disruptive Behaviors

48. Creating an Environment of Respect and Rapport • Teacher interaction with students • Check-in with your students as they enter the classroom. • Learn and use all of your students’ names. • Make an effort to speak to every student every day. • Make a connection, build a rapport, remember your role. • Sarcasm is not an effective form of communication. • Be polite! Expect your students to be polite. • Student interaction with students • Encourage positive kind interactions among students. • Expect your students to be polite to one another. • Eye-rolling, snickering and sarcasm among students should not be tolerated.

49. Establishing a Culture for Learning Importance of Content Show enthusiasm for what you are teaching. Highlight the relevance of the content. Help students to make connections to why they are learning the content. Expectations for Learning and Behavior Ensure that your students know that although academic expectations are high, they are capable of reaching them. Send the message that while the work in the classroom is challenging, students are able to achieve if they work hard. Student Pride in Work Effort and persistence is expected and recognized. All students are expected to participate in all activities.

50. Managing Classroom Procedures • Management of Instructional Groups • Teach students how to work independently in groups with little supervision from the teacher. • Provide students with procedures that are specific, concrete, sequential, and observable when working in groups. • Management of Transitions • Ensure that students “know the drill” to minimize loss of instructional time due to transitions. • Provide students with procedures that allow students to move from one activity to another seamlessly.