Welcome! Please complete the Do Now on the top of your agenda.

1. Welcome! Please complete the Do Now on the top of your agenda.

2. Do Now Your students are taking a test. During the test, you observe several students openly looking at each other’s papers. How do you react and respond?

3. Objectives: Teachers will learn about the Behavior Management Cycle and learn ways to apply the BMC in their classroom. Teachers will learn some specific strategies and routines for maximizing instructional time in their classrooms.

4. Agenda: Do now and the Behavior Management Cycle 35 minutes Entry Procedures 15 minutes Two strategies for maximizing instructional time (“Change the Pace” and “Brighten Lines) 20 minutes

5. Special Norm for this Session: Let’s use this time to focus on our own classrooms and instruction- not school rules/policies/procedures.

8. Scenario #1 You are introducing a new topic and your class is quiet and attentive except for two students, who are in the midst of an ongoing conversation. They are talking quietly,  and everyone can hear you over them. When you have asked them to stop talking in the past, they have merely stopped for a brief moment, before continuing.  What series of responses might a teacher take in this situation?

9. Scenario #2 You are reviewing material before a test. A few students are volunteering and answering the questions correctly, but many are disengaged, have their heads down, or are on their phones. You are worried they will not do well on the test, but when you encourage them to pay attention for the sake of their grades, they are apathetic.  What series of responses might a teacher take in this situation?

10. Scenario #3 Your students are engaged in an activity that requires them to work together in groups and occasionally move around the room. They are enjoying the activity and are rather boisterous. When you address them as a class, they listen, but your comments are often followed by students calling out with their own comments. Other students respond, and eventually the conversation goes off topic and is unproductive.  What series of responses might a teacher take in this situation?

11. Entry Procedure • What routines or procedures do students follow when they first enter your classroom? • Write down an aspect of your entry • procedure that you feel is working well. • Write down something you would like to • improve about how students enter your • room. Think → Pair → Share

12. Entry Procedure • What routines or procedures do students follow when they first enter your classroom? • Write down an aspect of your entry • procedure that you feel is working well. • Write down something you would like to • improve about how students enter your • room. Think → Pair → Share

13. Entry Procedure • What routines or procedures do students follow when they first enter your classroom? • Write down an aspect of your entry • procedure that you feel is working well. • Write down something you would like to • improve about how students enter your • room. Think → Pair → Share

14. Maximizing Instructional Time: • Two Strategies • MICRO LAB • Read about the two strategies • Write a response • Group-members respond individually, one at a time for 1 minute until all group-members have shared.

15. When have you used some aspect of the “Change the Pace” strategy and how did it affect the flow of the class or the productivity of students? OR How might you use the “Change the Pace” strategy to teach a future lesson?

16. When have you used some aspect of the “Brighten Lines” strategy and how did it affect the flow of the class or the productivity of students? OR What routines could you build into your classroom to help you “Brighten Lines” ?

17. Thank you! Please leave your feedback on the exit ticket! OPTIONAL: If you have a classroom management scenario or procedure that you would like to be the focus of a future PLC, please jot it down on the back of your exit ticket!