Pick up materials at sign in table. Please sit 4 to a table. Begin Bell Work: See directions on tables.

1. The Classroom Management Puzzle: Putting the Pieces Together Pick up materials at sign in table. Please sit 4 to a table. Begin Bell Work: See directions on tables. Instructional Excellence and Equity

2. Bell Work(Formative Assessment) 6 Minutes • COMPLETE the Classroom Management Practice survey. Using the sticky notes and markers at your table: • LOOK at the puzzle piece categories. • USING information from the survey and your experiences, think about your top 2 Classroom Management concerns/questions. • WRITE each concern/question on a separate sticky note. • READthe topics on the puzzle pieces posted in the room and place your sticky note on the appropriate puzzle poster. I#: 6, 8, 26, 27, 36

3. Welcome! Presenter Introductions Strategies/Activities: Safety and Supervision • Classroom Management Strategies Aligned with Positive Behavior Support (PBS), Instructional Model Indicators, and SCPS Code of Conduct • Classroom Management Puzzle • Chart for recording strategies used during session • Class Parking Lot for questions. I#: 6, 8, 12, 26, 27

4. Group Norms • Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process • Collaborate in Cooperative Learning • Take Responsibility for Engaging in Learning and Continuous Growth It’s Okay to have Fun! Suffering is Optional. I#: 4

5. Learning Goal Participants will be able to describe effective classroom management strategies that cultivate a classroom environment in which all students can LEARN. I#: 1

6. From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation Instructional Excellence & Equity Accessing the Power Point and other support materials from the Instructional Model and Instruction website Menu Tabs

7. Teacher Resources • Handout – “Evidence-Based Classroom Management: Moving from Research to Practice” • Web Resources slide at end of presentation (posted on webpage)

8. 5 Minutes Foldable Fold both half sheets of paper hamburger style. Table short edge of sheets together. Fold accordion style. Label the following categories on your foldable to use to record important information throughout this session. • Classroom Management Resources • Rules and Procedures • Recognizing Adherence to Rules and Procedures • Organization for Learning • Effective Relationships with Students • Engaging Students • Notes • Questions I#: 12

9. Jacob Kounin’s study showed that effective teachers handled discipline problems no differently than ineffective teachers. What made teachers effective was how they managed their classrooms before the misbehavior occurred. Discipline and Group Management inClassrooms Research

10. 2-3 Minutes Participant Introductions • Introduce yourselves to your table group: • Name • Grade/Subject • Years experience I#: 31

13. The Classroom Management Puzzle Consistency

14. Positive Behavior Support • Teaches appropriate behavior systematically to prevent inappropriate behavior • Utilizes collaborative, assessment-based approach to develop effective interventions for problem behavior • Emphasizes the use of preventative and reinforcement-based strategies to achieve meaningfulanddurable behavior and lifestyle outcomes I#: 6

15. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) I#: 6

16. Student Conduct and Discipline Code • The Student Conduct and Discipline Code is published to communicate the expectations of the School Board for students’ behavior in grades K-12 and to summarize the policies of the Seminole County Public Schools related to the management of student conduct. • Follow school and district procedures regarding behavior offenses that require administrative and/or dean intervention. • Each teacher should be knowledgeable of the document on-line.

17. DQ6: Establishing Rules & Procedures Indicators: #4. Establishing Classroom Routines #5. Organizing the Physical Layout of the Classroom for Learning

18. #4: Establishing Classroom Routines Establishing rules and procedures are essential for classroom management. • Teacher reviews expectations regarding rules and procedures. • Teacher provides cues or signals when a rule or procedure should be used. • Students can describe established rules or procedures. • Students regulate their own behavior.

19. Effective Classroom Management Begins on Day 1 Weeks of LEARNING content while using procedures consistently 3 = 33 Weeks of building strong procedures while teaching academic standards But…It’s never too late to begin again! Learning Map Indicator(s): 6, 8

21. T-Chart 7 Minutes • Read and discuss the cards. Think about the expectations in regard to “barriers to student learning”. • Place each card under what the groups feels is an appropriate column. Be able to defend your response. Worth the BattleNOT Worth the Battle Indicator # 30

22. https://www.teachingchannel.org/videos/create-a-safe-classroomhttps://www.teachingchannel.org/videos/create-a-safe-classroom https://www.teachingchannel.org/videos/daily-lesson-assessment?fd=1

23. Aligning Procedures with SW Expectations

24. Break Time

25. Classroom Management Strategies • Welcome Students at the Door. • Bell Work • Classroom Norms • Timer • Active Participation • Provide BOTH Verbal & Written Instructions • Note Taking – Record Understanding • Physical Movement • Class Discussion • Small Group Collaboration

26. #5: Organizing the Physical Layout of the Classroom for Learning The teacher organizes the classroom to facilitate movement and focus on learning. • Physical layout has clear traffic patterns and provides easy access to materials. • Classroom is decorated to enhance student learning: • Bulletin boards relate to current content and student work is displayed.

27. DQ7: Recognizing Adherence to Rules and Procedures • Demonstrating “Withitness” • Applying Consequences for Lack of Adherence to Rules and Procedures • Acknowledging Adherence to Rules and Procedures

28. #33: Demonstrating “Withitness” The teacher uses behaviors associated with “withitness”. • Teacher physically occupies all quadrants of the room. • Teacher scans the entire room making eye contact with all students. • Teacher recognizes potential sources of disruption and deals with them immediately. • Students recognize that the teacher is aware of their behavior.

29. Acknowledging Adherence to Rules and Procedures • The teacher consistently and fairly acknowledges adherence to rules and procedures. • Teacher provides nonverbal signals that rules or procedure has been followed: smile, nod of head, high five, etc. • Teacher provides verbal signal that rule or procedure has been followed: thanks students, describes behavior that adheres to rule or procedure, notifies home • Teacher uses tangible recognition: certificate, token, reward

30. Acknowledging Adherence to Rules and Procedures • The teacher consistently and fairly acknowledges adherence to rules and procedures. • Students appear appreciative of teacher acknowledging their positive behavior. • The number of students adhering to rules and procedures increases.

31. Supporting Research for Classroom Management Regarding Effective Teachers: “….they use management not to control student behavior, but to influence and direct it in a constructive manner to set the stage for instruction.” - McLeod, Fisher, and Hoover, 2003

32. Defining Success & Understanding Counterwill Through Close Reading As you read the articles, code and annotate the text as follows: Confirms what you thought Contradicts what you thought Raises a Question Strikes you as very important !Is new, interesting, or surprising Connects to your life, the world, or other things you’ve read 20 Minutes

33. Once the entire group has finished reading, participant 1 should read and answer the first question, citing & marking evidence from the text. Discuss response and add on, if necessary. Rotate clockwise and repeat until all questions are answered. • What steps do teachers take to effectively implement procedures for classroom management? • How does effective classroom management promote quality instruction? • According to the article, what is the underlying dynamic that is responsible for the power struggles often experienced between teachers and students? • Based on the information in the article, what are some strategies teachers can use in the classroom to avoid the behavioral problems associated with counterwill in students? • Distinguish between applying consequences and imposing punishments. 20 Minutes

34. Developing the Classroom Climate “Effective teachers know that student behavior is not only about rules and consequences (McLeod et al., 2003), they also know that a larger component is the development of a classroom climate that influences how students perceive their environment and behave.” Woolfolk-Hoy and Hoy, 2003

35. https://www.teachingchannel.org/videos/create-a-safe-classroomhttps://www.teachingchannel.org/videos/create-a-safe-classroom https://www.teachingchannel.org/videos/positive-classroom-community/

36. DQ8: Establishing and Maintaining Effective Relationships with Students • Acknowledging Students’ Interests and Backgrounds - The teacher uses student interest and background to produce a climate of acceptance and community • Exhibiting Rapport and Understanding with Students - When appropriate, the teacher uses verbal and nonverbal behavior that indicates caring for students. • Displaying Objectivity and Control - The teacher behaves in an objective and controlled manner.

37. https://www.teachingchannel.org/videos/create-a-safe-classroomhttps://www.teachingchannel.org/videos/create-a-safe-classroom https://www.teachingchannel.org/videos/building-a-comfortable-classroom

38. Parents/Guardians • Parents as partners and motivators • First communication – prior to school starting use Skyward • Phone calls – more positive than negative • Conferences • Dividends

39. Why Engage Students? “To teach is to engage students in learning.” Christensen et al., 1991 “It is primarily the teacher’s responsibility to engage the students, as opposed to the teacher expecting students to come to class naturally and automatically engaged.” Jones, 2008

40. The Classroom Management Puzzle Consistency

41. Classroom Management Strategies • Engaging Activities • Text Coding – Reading with a Purpose • Text Dependent Questioning • Time Reminders • Random Responders • Student Relationships

42. Self-Reflection • Complete the Classroom Management STOIC Checklist. • Select three (3) no’s and under Comments, list a strategy that you would use for this no. This may relate toone or more of your puzzle pieces that you had a concern or question about. • Star the one “no” and strategy that you will work on FIRST in your classroom starting tomorrowas a Classroom Management Practice.

43. Classroom Management If you don’t plan, the students will plan for you. The more you plan the more effective the lesson and delivery…the less problems with discipline.

44. Resources • http://www.florida-rti.org/ • http://www.pbisworld.com/ • http://www.pbis.org/ • http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm • http://www.classdojo.com/ • http://www.byrdseed.com/ • http://www.interventioncentral.org/ [Neither the School Board of Seminole County, Florida nor any of its schools approves, endorses, or sponsors the format  and content of these sites.] 

45. PD Materials List • Sign-In Sheet and Blank Sign-In Sheet • Chart paper for recording strategies used in session (optional) • Learning Map (1 per participant) • Puzzle Piece Posters (1 set posted in room) • Parking Lot Poster • Sticky Notes • Bell work Directions - Slide #2 (1 per table in page protector) • Classroom Management Self-Assessment (1 per participant) • Foldable Instructions – Slide # 8 (1 per table in page protector) • Colored Paper for Foldable (2 half sheets per participant) • Tape for Foldable • Worth the Battle T-Chart Placemat and Cards (1 set per table) • Defining Success & Understanding Counterwill Articles (1 per participant) • Close Read Questions - Slide #33 (1 per table) • Text-Coding Bookmark (1 per participant) • Classroom Management STOIC Checklist • Participant Take-Away Handout - Evidence-based Classroom Management: Moving from Research to Practice (1 per participant) – Hand out at end of the session. • Learning Log