Spending Time to Save Time Classroom management & the IB classroom.

1. Spending Time to Save TimeClassroom management & the IB classroom. Lesson Design Foshay LC

2. Profile of an ideal Learner K-12 Caring Thinker Risk-Taker Knowledgeable Balanced Inquirer Open-Minded Communicator Reflective Principled IB Learner Profiles

3. Community Expectations Conversation: Be Principled. Share so we can all benefit. Cell phones on vibrate. Help: Be a Risk-Taker. Raise your hand if you have a question/comment/concern. Activity: Be Reflective. Complete helpful tools for the year. Movement: “The mind can absorb only what the rear end can endure.” Be balanced. Participation: Keep an open-mind. You are the experts in your subject/grade.

4. CHAMPS a proactive and positive approach to classroom management • C ONVERSATION • Can students engage in conversation with each other during this activity? • HELP • How do students get help? • ACTIVITY • What is the expected end product of this activity? • MOVEMENT • Can students get out of their seats during the activity? • PARTICIPATION • What behaviors show that students are participating fully and responsibly?

5. CHAMPS a proactive and positive approach to classroom management http://www.browardprevention.org/resources/prevention-curriculum-infusion/champs/

6. Create Clear Expectations Harry Wong http://teachers.net/wong/MAR07/ Effective teachers have procedures and these procedures are part of a classroom management plan.  Procedures transcend all grade levels and all academic subjects.  Classroom management applies to ALL teachers.

7. . Creating a procedural/organizational plan saves valuable instructional time Bell work assignment Opening morning procedures Students entering procedures Students leaving procedures Walking in the hall procedures Procedure if student finishes early Getting the class’s attention Quieting the class procedure Listening to/responding to questions Getting the teacher’s attention Roll taking procedure Collecting papers Distributing papers Disaster drill procedures End of class/day dismissal procedures

8. Assertive Discipline • School wide Discipline Plan • Rules (up to 5) • Positive Incentive/Motivational system • Individual consequences • 1st time • 2nd time • 3rd time • Severe clause • Class consequences • 1st time • 2nd time • 3rd time • Severe clause • Lee Canter’s Responsible Behavior Guide

9. Teach your Expectations ① Tell ⇨ “communicate expectations” ② Display visually ⇨ “looks like, sounds like” ‣ overhead ‣ t-chart ‣ flip chart ‣ bulletin board ③ Demonstrate ⇨ “right / wrong / right” ‣ model ‣ role-play ‣ skits ④ Practice ⇨ “just do it” ⑤ Re-teach / Review / Remind

10. Effective Teachers (Gr. K-3) Teach and model norms of social interactions (e.g., considerations, cooperation, responsibility, empathy) (Gr. 4-8) Develop students’ skills for working in groups to maximize learning (Gr. 9-12) Frequently communicate course goals, requirements and grading criteria to students and families

11. Communicate your discipline plan: *Administration, Family, & Students • At risk students are nothing new - reread Huckleberry Finn. • Discipline is consistently ranked as one of the leading problems in education.