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Welcome

Welcome. Resources. Lemov, Doug (2010). Teach Like a Champion Josset-Bass. Wong, Harry and Wong, Rosemary (2009). The First Days of School Harry K. Wong Publications, Inc. Hunter, Robin (2004). Madeline Hunter’s Mastery Teaching Corwin Press.

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Welcome

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Presentation Transcript

  1. Welcome

  2. Resources • Lemov, Doug (2010). Teach Like a Champion Josset-Bass. • Wong, Harry and Wong, Rosemary (2009). The First Days of School Harry K. Wong Publications, Inc. • Hunter, Robin (2004). Madeline Hunter’s Mastery Teaching Corwin Press. • Center for Teacher Effectiveness (2008). Time to Teach: Encouragement, Empowerment, and Excellence in Every Classroom.

  3. Managing the Classroom for Student Achievement • Welcome! • Frank Bouknight, instructor • fbouknight@sc.rr.com 843-861-0560

  4. Remembering the Effective Teacher • Think of the most effective teacher or teachers you have had in elementary, high school, college, or other settings. • Tell your neighbor the characteristics or attributes that made the teacher or teachers effective.

  5. Components of Effective Teaching • Instruction • High Expectations • Relationships • Management and Organization

  6. Principles for Effective Management • Preventing misbehavior is more effective than reacting to misbehavior. • Positive reinforcement (rewards) are more effective than punishment. • Relationships can have a positive or negative impact.

  7. Presenting something Removing something Negative Reinforcement Positive reinforcement behavior (e.g., if finish assignment, then no homework; if A average, exempt the final) (e.g., stickers, “good job”) Negative Punishment (go stand on the wall) Positive Punishment (detention) behavior

  8. Oh! To die from a thousand pinpricks! • “Why can’t I go to the restroom?” • “Why can’t I go to my locker?” • “Why can’t I go see the nurse? • “Why can’t I call my Mom?” • Why can’t I talk to Bobby?” • “Why can’t I sharpen my pencil?” • “Why can’t I bring it in tomorrow?” Why? Why? • “I didn’t do it” • “It wasn’t me” • “Sue is bothering me” • “It is in my locker” • “I’m not late” • “She talked about my mommy” • “You never told me” • “Mrs. Smith doesn’t make us” • “That’s not fair” • “Jim called me a …”

  9. To Address Misbehavior or to Let it Go • Is the behavior stopping me from teaching or stopping others from learning? • If no, then address and move on. • “Could be” • “Maybe so” • “Never-the-less” • “I understand” • “I hear you”

  10. It a Zoo!

  11. Strategies and Techniques • What’s your secret? • Think of the best disciplinarian in your school. • If you could ask this person one secret to their success, what would they say?

  12. Strategies and Techniques • Withitness (monitoring) • Classroom arrangement • Body position • Frequency • Procedures

  13. Strategies and Techniques • Catch it quick and fix it. • Few words as possible. • To do is better than not to do. • The Look. • Signals and gestures. • Body position and body language. • Group corrections “You all should be…” “We need two.”

  14. Strategies and Techniques • Time Out • Punishment or time to think about a better choice?(Time to Teach and PBS)

  15. Strategies and Techniques • Not asking why • What are you going to do to fix it? • Center on the future. • Develop responsibility.

  16. Strategies and Techniques • Not arguing (limit stage time) • “ I need you to…” • Broken record. • Avoid the hook.

  17. Strategies and Techniques • Being consistent • It is okay to be inconsistent as long as you do it consistently. • Students need a predictable environment so they can make good decisions. • Withitness is required.

  18. Strategies and Techniques • Do what you say (reputations)

  19. Strategies and Techniques • Use a business like approach (Don’t be a pal)

  20. Other Considerations • Noncompliance is often caused by incompetence. Students misunderstanding, not knowing how, distracted, etc. • Teachers need to be: • Specific • Concrete • Sequential • Observable

  21. Procedures and Routines • The number one problem in the classroom is not discipline; it is the lack of procedures and routines. The majority of behavior problems are caused by failure of students to follow procedures and routines. (Harry Wong) • They need to know you know they know!

  22. Procedures and Routines • A procedure is a method or process for how things are done in a classroom. A procedure is what the teacher wants done. • A routine is what students do automatically.

  23. Teaching Procedures • Explain: state, explain, model, and demonstrate. • Rehearse: practice the procedure under the supervision of the teacher in the actual context. Group and individual practice. • Reinforce: reteach, rehearse, practice, and reinforce the procedure until it becomes a habit or routine.

  24. The Type of Structure Depends on Your Students Low Structure 1) When someone is not teaching or speaking to the class. 2) When you need to sharpen your pencil. Medium Structure 1) When there is no line at the pencil sharpener. 2) Sharpen quietly with no talking. 3) Respect personal space of others along your way. High Structure 1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area.

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