Proactive classroom management

1. Proactive classroom management Direct Interactive Instruction

2. https://youtu.be/o3Gu0dPc8TA https://youtu.be/XxNSNQayDxk

5. Proactive teachers do not avoid problems in learning or problems with behavior. These teachers accept responsibility for their students’ successes and their students’ failures (Brophy, 1983). Such teachers take pride in their ability to stand by all the students in their class, not just those who succeed. Proactive teachers understand that each student comes with strengths and weaknesses. Their challenge is to bring out the best in all students. When students present problems, proactive teachers accept responsibility for finding solutions. They recognize that schools are awash in explanations for students’ difficulties, but they do not use these explanations as excuses. Table 1.1 summarizes variables that contribute to problem behaviors in classrooms. Proactive teachers are distinguished by their positive approach to dealing with disciplinary problems. Rather than waiting for problems to develop and then reacting, proactive teachers organize their classrooms to promote positive behavior. Such teachers think about problems with behavior in the same way they deal with problems in academics. They recognize that just as academic skills can be taught, so can appropriate social skills. These teachers incorporate social skills lessons into their daily activities and routines. They emphasize civility, and they model the qualities they want to develop in their students. 1. Designate reader 2. Reader read to table group 3. Group agree on and highlight bold statements 4. Prepare to share out

6. Creative Coding __ Connect ? Question ! Aha * Validate

7. Designated reader (from quote reading) will start by reading (A) to the group The group will individually fill in their profile Next group reader (rotate counter clockwise) will read (B) to the group The group will individually fill in their profile Repeat until profile is complete

9. Part I Designate a group reader Group reader read paragraph to table group As a group, agree on the important words and circle them Part II Create a t-chart that resembles the lower half of your handout (proactive/reactive) Fill in both sides of t-chart with . Utilize the paragraph above to assist you Be prepared to do a Whip Around

10. Reactive vs Proactive How does instructional routines maximize academic learning time (ALT)?

11. Strategies for Maintaining Momentum Walk and Talk Cause-Effect Alerting Broken Record Change-Ups Giving Choices Name Dropping Return to Neutral Redirection Overlapping p 221-223

12. Choose a number 1-5 Everyone reads paragraph 1 silently 1’s Two Types of Management Styles 2’s The Classroom Environment 3’s Rules & Routines 4’s L-P & H-P Controls 5’s Strategies for L-P Control In numerical order share summarize your paragraph to your group p234-239

13. p 229