Kate, Hana , Atsuko, Blaise Classroom Management

1. Kate, Hana, Atsuko, BlaiseClassroom Management “Effective teachers manage their classrooms, ineffective teachers discipline their classrooms.”

2. Primary Determinant • Effective teachers have three characteristics and the first, most important one is classroom management. • Student demographics or culture are the least influential on student learning.

3. Characteristics of Teachers with Effective Classroom Management • Organization- when a classroom isn’t organized, students become less productive. A teacher needs to organize students space, time, and materials so student learning can take place • Consistency- procedures need to be predictable and students need to know what to do • Bell work, place to turn in papers

4. Classroom • Pleasant, Relaxed, Positive • Students are deeply involved in work • Little wasted time, confusion, disruption • Separate personal life from school, clear desktop • Consolidate • Prepare work area • Make a place for student belongings, wall space, teacher space, bookcases, materials • “discipline problems are directly proportional to teacher’s distance from the students”

5. Preparedness • Half of your effectiveness is determined before you leave the house • The amount of work you will accomplish is determined by how much you have prepared attitudinally and academically before you leave for school • “All battles are won before they are fought.” –Sun Tzu • Preparation, Preparation, Preparation

6. Reputation • It will precede you • The way you introduce yourself can determine how much success you will have for the rest of the year • Maintain positive image • Send letters to parents and students before the first day

7. Day 1 • Stand by the door with a big smile and handshake • Post your name, room number, section or period, grade level or subject, appropriate welcome and also say these things at the beginning of class • Seating assignment • The more students know about your personality the more they will respect you, the more they know about your personal life, the less they will see you as a teacher • Display student work ASAP • Do not let any misbehavior go • If you accomplish nothing else on the first day, outset your name and your expectations • First day script

8. Your Very First Set of Directions to Your Class Chapter 14 Chapter 15 Chapter 16

9. Succeed With Your First Request How the students react to your first directions is How they will react to you for the rest of the year. They will follow instructions promptly and courteously. Or They will protest and complain for the rest of the year.

10. Success: The Effective Teacher 1. Greet your students as they enter the classroom. 2. Assign seating. 3. Have an assignment ready to do.

11. Failure: The Ineffective Teacher 1. Is nowhere in sight when students arrive. 2. Reassigns seats after students have chosen their seats. 3. Grumbles about administrative tasks that must be done before instruction begins.

12. Seating Arrangements and Assignments The purpose of seating arrangements is to accomplish specific classroom tasks. The purpose of seating assignments is to maximize learning, manage the class, and minimize behavioral problems. Arrangements have priority over Assignments

13. Seating Chart Facilitates roll taking Aids name memorization Separates problem students

14. The Effective Teacher Arranges the seats to expedite the task at hand. Assigns seats on the first day of school. Has all of the seats facing the teacher.

15. Get to Work Right Away! Have an assignment ready and posted when the students enter the classroom. When the students enter the classroom they must begin immediately with a class routine. Post assignments everyday in the same place.

16. Effective Roll Taking The First Five Minutes of Class is Critical! Do not take roll at the beginning of class. Start class immediately with an opening activity or assignment. The first priority is to get students on task.

18. Chapter 17: How to Maintain an Effective Grade Record System

19. THE KEY IDEA:An organized grade record book must… • Show the results and progress of each student at all times. • Allow you to assess for the learning of every student at any given moment (Immediate retrieval). • Contain far more than grades; be used to keep various records about each student. • Recording how students are doing is essential to reach students’ maximum learning capacity.

20. Question and Problem • Question: Electronic or Hard-copy? • If you fear of losing the book, use electronic grading system. • But network system failure occur, so keeping a hard-copy is important. • Problem: Many hard-copy grade books have only one or two lines. • Unable to retrieve students’ information quickly. • Must design properly to see RESULTS and PROGRESSimmediately.

21. The Solution:The three-line student record book • Includes the three basic records: • Attendance (present, absent, unexcused, tardy…) • Scores (for tests, projects, essay papers, worksheets, homework…) • Running Total (the overall score) • Allows teacher to have up-to-date overview of each student’s progress at all times.

22. Electronic Grading System:Jupiter Grades Demo Sample 1 Current grade Notes/comments Attendance

23. Jupiter Grades Demo Sample 2

24. Your electronic record program should be… • User friendly. • Simple in how you can manipulate data. • Able to provide instant and accurate presentation of grades for the entire class. • Able to accommodate online reporting from home. • Accessible from every computer in school. • Students tend to be more reflective if they can access grades individually and privately. • Therefore it must have a safe and secure program.

25. To sum it up… • An Effective teacher… • Knows what results should be recorded. • Designs/modifies a grade record book to record the results. • Keeps a running progress of student work. • Has detailed records to allow for assessment and learning.

26. Chapter 18: How to Have an Effective Discipline Plan

27. THE KEY IDEA: • Have a discipline plan and then work the plan. • If you DO NOT have a plan, then you are planning to FAIL

28. Handling Behavior Problems • TWO types of teachers: • Reactive Teacher (the ineffective teacher) • reacts to every problem with yelling, screaming, punishments and threats… • Proactive Teacher (the effective teacher) • has a proactive plan to prevent problems from occurring.

29. The Discipline Plan: Where TEACHER is in Charge • Contains THREE parts: • Rules: What the student is expected to follow. • Consequences: What the student encounters if a rule is broken. • Rewards: What the student receives for appropriate behavior.

30. The Rules • Rules exist to set limits. • Students need to feel that someone is in control and responsible for their environment. • School must be safe and protected where they can learn without fear. • Functions to prevent/encourage behavior by clearly stating student expectations. • Two Kinds: General and Specific rules.

31. General and Specific Rules:Advantages and Disadvantages • General (broad): Encompasses a wide range of behaviors. • Advantage: Address numerous behavior concepts and expectations in broad terms. • Disadvantage: Must be explained clearly and thoroughly. • Specific (precise): Typically focuses on particular behaviors. • Advantage: Clearly state the expected student behavior without ambiguity. • Disadvantage: Need to limit rules to no more than five.

32. The Consequences:Positive & Negative Consequences • Positive Consequences: Rewards • Do not let the “what’s in it for me?” attitude prevail in classrooms. • An intangible reward; one that students won’t grow tired of (ex. Free-time). • Best reward is the satisfaction of a job well done. • Negative Consequences: Penalties • NOT punishments. • DO NOT stop the lesson to penalize the student. • Whiteboard • Ticket • Pattern

33. The Discipline Plan:Where TEACHER & STUDENT are in Charge • My Action Plan: • Technique that addresses a student’s specific problem. • Teaches student the THREE key concepts: • Problem Solving • Responsibility • Self-discipline

34. My Action Plan: The Procedure • Step 1: Ask the student to answer three questions (problem-solving): • What is the problem? (ex. Lateness/Tardiness) • What is causing the problem? (ex. Can’t get up early/staying up late) • What plan will you use to solve the problem? (ex. Go to bed early) • Step 2: Have student commit to responsibility by signing the plan. • Step 3: Encourage student to help him/her achieve self-discipline.

35. The Discipline Plan:Where STUDENT in Charge • The Raise Responsibility System: • Placing student in charge of his/her behavior. • Teaches that democracy and responsibility are inseparable. • Teaches FOUR levels of social development: • Anarchy:Lowest level; absence of any social order. • Bossing:bossed to behave; bothers and bullies • Cooperation/Conformity: Motivation is external; complies with teacher expectations. • Democracy:Highest level; motivation is internal—acts responsibly because it is the right thing to do.

36. The Raise Responsibility System:3 Stages of Implementation • Teaching: Proactive; levels are taught from the beginning without waiting until misbehavior occurs. • Asking: Student recognition of own chosen level of behavior. Teacher asks a student to identify or reflect on the level: • “What level do you think you are behaving at?”(discuss the level, NOT the behavior) • Eliciting: Redirects inappropriate impulses: • “please reflect on the level you have chosen.”

37. How you communicate your plan will determine its success or failure… • An Effective Teacher… • Has discipline plan that does not degrade students. • Communicates the plan at the start of school. • Enforces plan consistently. • Review the plan with new students. • Thinks through of the discipline before school begins.

38. Atsuko, Blaise, Hana, and Kate Chapter 19:How to teach students to follow classroom procedures

39. Key Idea • A smooth-running classroom is based on the teachers ability to teach procedures. • Problems with in a classroom stem from students being unable to follow procedures and routines. • Effective teachers teach students how to responsibly follow classroom procedures.

40. Students cannot follow procedures that do not exist A vast majority of the behavior problems in the classroom are caused by the failure of students to follow procedures and routines. Three main reasons why students do not follow procedures: • The teacher has not thought out what happens in a classroom. • The students have not been taught how to follow procedures. • The teacher spends no time managing the classroom with procedures.

41. Discipline ≠ Procedures Two major differences: • Disciplines concerns how students behave, while procedures concern how things are done. • Disciplines has penalties and rewards, while procedures have no penalties and rewards.

42. Why procedures are important? Classroom procedures: • Are necessary for students to participate successfully in classroom activities, and to function effectively in the school environment. • Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion.

43. 3-step approach to teaching classroom procedures Most behavior problems in the classroom are are caused by the teacher’s failure to teach students how to follow procedures. • Teach: State, explain, model, and demonstrate the procedure. • Rehearse: Rehears and practice the procedure under your supervision. • Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

44. Example: Quieting a classroom “Give me five” • Teach: When a teacher raises their hand, the class must follow these five steps: • Eyes on speaker • Be quiet • Be still • Hands free (put things down) • Listen • Rehearse: Practice a few times under different scenarios. • Reinforce: Praise the class when they are able to do it correctly. Reteach or remind class when the procedure needs to be corrected.

45. Conclusion: The effective Teacher • Has well-thought-out and structured procedures for every activity. • Teaches the procedures for every activity early in the year. • Rehearses the class so procedures become class routines. • Reinforces a procedure when appropriate and reteaches a procedure when necessary.

46. Chapter 20:How Procedures Improve the Opportunity to learn

47. Continuation on the importance of procedures “Power comes when you make life predicable for people.” Howard Stevenson (pg. 195) Teachers who have a well-managed classroom have invisible procedures. There are sets on instructions to do everything in class. Students know how the class is structured and run, there for they know what to do.

48. More Ideas for classroom procedures Procedures result in permanent behavior changes, while handling behavioral problems lead to temporary change. An effective teacher manages their classroom with routines and procedures, while ineffective teachers use discipline with threats and punishment. • Starting a Class • Movement of Paper • Transition • The Pencil Problem • Dividing into groups • Structuring Group actives

49. Starting a Class Procedures for students when entering a classroom. (Example from Book) • Enter the classroom • Take your chair down • Take you backpack off • Take your folder out • Check your calendar • Make your lunch count • Start your bell work Procedures very with the class and school. Goal is to implement consistency so it becomes routine for the students.

50. Movement of Paper Students should pass their paper across the rows, not up and down. Then forward, into one stack. Why? Students can’t see behind them, result in paper tapping, hitting, loud noises, etc. Passing papers hand to hand can result in papers being dropped.