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Classroom & Behavior Management Session 4

Classroom & Behavior Management Session 4. Nine tenths of education is encouragement. Anatole France Writer, critic, one of the major figures of French literature in the late 19th and early 20th centuries, who was awarded the Nobel Prize for Literature in 1921

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Classroom & Behavior Management Session 4

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  1. Classroom & Behavior ManagementSession 4 Nine tenths of education is encouragement. Anatole France Writer, critic, one of the major figures of French literature in the late 19th and early 20th centuries, who was awarded the Nobel Prize for Literature in 1921 Write your reflections in your Idea Cookbook, and we’ll discuss it when everyone is finished.

  2. Senate Bill 1031, passed May 26, 2007 End of Course Exams Beginning in the school year 2011 – 2012, all entering 9th graders will have to pass End of Course exams in order to receive a high school diploma.  These EOC exams will be offered for 12 secondary courses: Algebra I English IBiology World Geography Algebra II English II Chemistry World History Geometry English IIIPhysics US History Each EOC exam will count as 15 percent of a student's grade for that course.  With the exception of the 3 English EOC exams, all EOC exams will be given in May.  For students who do not perform well on the EOC exams, school districts will be required to provide acceleration.

  3. Senate Bill 1031, passed May 26, 2007 Requirements for a High School Diploma In order to earn a high school diploma, students do not have to “pass” all EOC exams that they take.  Instead, they must earn a cumulative score that is at least equal to the product of the number of EOC exams they take and 70 with each EOC exam scored on a scale of 100.  A student must earn a score of at least 60 for the score to count towards the cumulative score.  For example: A student on the Recommended High School Program will take all 12 EOC exams.  In order to receive a high school diploma, he/she must earn a total of 840 points out of 1200 possible on the 12 tests (with none of the individual scores being lower than 60). A student on the Minimum High School Plan might only take 8 EOC exams.  In this case, he/she must earn a total of 560 points out of 800 (with none of the individual scores being lower than 60).

  4. Senate Bill 1031, passed May 26, 2007 Other Noteworthy SB 1031 Information School districts are not allowed to spend more than 10% of school time on district wide testing. TEA is charged with adopting a series of questions that will not determine a student's grade but will be used for reporting purposes.  Some of these will questions will be used to determine a student’s college readiness.  Some of them will be used to determine if the student is ready for advanced high school courses. By September 1, 2008, all school districts must report to TEA their readiness for administering the tests on-line In addition to the EOC exams, school districts will test 8th and 10th graders with a college prep assessment at state cost.  11th graders will also have the opportunity to take one college admission test at state cost.  TEA will develop a list of assessments that qualify for these two requirements.

  5. Beginning Class Items • Announcements • Book share • Article share • General thoughts or comments • Anyone change any personal information? • Anyone have a job to report?

  6. A word of caution… This is our last full week in class. That means that out of fairness and professional courtesy, you need to get all of your tickets (and alternate assignments) completed and turned in this week. I have a lot of grading and paperwork to do over the weekend, and the sooner you get things in, the better for me.

  7. Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? ------------------------------------------------------------------- • Does my instruction reflect a consistent and coherent educational philosophy? • Do my students have opportunities to participate in varied types of learning experiences? • Do my lessons promote all students’ intellectual involvement and active engagement in learning? • Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

  8. Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? ------------------------------------------------------------------- • Does my instruction reflect a consistent and coherent educational philosophy? • Do my students have opportunities to participate in varied types of learning experiences? • Do my lessons promote all students’ intellectual involvement and active engagement in learning? • Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

  9. A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment system in which: ------------------------------------------------------------------- • different standards of performance are used to determine grades for different groups of students • tests and quizzes administered to the class include questions at varying levels of difficulty • feedback given to students is based on peer assessment as well as assessment by the teacher • process and progress are considered as well as product in determining grades

  10. A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment system in which: ------------------------------------------------------------------- • different standards of performance are used to determine grades for different groups of students • tests and quizzes administered to the class include questions at varying levels of difficulty • feedback given to students is based on peer assessment as well as assessment by the teacher • process and progress are considered as well as product in determining grades

  11. Classroom & Behavior ManagementSession 4 “The Keys to Classroom Management” John Marzano

  12. Classroom & Behavior ManagementSession 4 Concerning classroom discipline, students need the following: (Kronowitz, p. 149) • Safety – physically & emotionally • Limits – need to learn what is appropriate • Acceptance – demonstrating acceptable behavior promotes the desire and approval of others • Self-Esteem – those who control their behavior will garner the support of others and improve confidence in self

  13. Classroom & Behavior ManagementSession 4 Concerning classroom discipline, students need the following: (Kronowitz, p. 149) • Learning – order and discipline improves learning • Responsibility – for every action, there is a logical response • Democratic Training – effectively managed classrooms teach the democratic principles

  14. Classroom & Behavior ManagementSession 4 Incentives and Penalties (Kronowitz, p. 151) Apply It! (p. 158) Avoid It! (p. 158) Coppell – The use of music school-wide during the passing period. Music stops to signify the one-minute warning.

  15. Classroom & Behavior ManagementSession 4 Causes of Misbehavior (Kronowitz, p. 160) Three Clues • The recognition reflex • Your visceral reaction to misbehavior • What the student does when told to stop

  16. Classroom & Behavior ManagementSession 4 Apply It! (p. 163) Watch It! (p. 165)

  17. Classroom & Behavior ManagementSession 4 Related to “Apply it” on pp. 76 & 78 • From your experience, how do rules affect management strategies? • How did you feel when rules were not consistently enforced? • Can you remember having a teacher whose rules were unfair?

  18. Classroom & Behavior ManagementSession 4 Seven Principles of Rule Making (pp. 77-84)

  19. Classroom & Behavior ManagementSession 4 Read Chapters 16 & 17 on your own to fill in any gaps

  20. Classroom & Behavior ManagementSession 4 Four Corners Activity Groups of four Rotate around to the stations, and add thoughts Discussion will follow Alternate: We will discuss as a class

  21. Classroom & Behavior ManagementSession 4 1. Why is it important to develop good positive teacher-student relationships? 2. What are some ways or activities to develop effective relationships? 3. What are some things a teacher can do at the beginning of school to set a tone for effective classroom management? 4. How can you involve students in establishing rules/guidelines/procedures?

  22. Classroom & Behavior ManagementSession 4 Classroom Arrangement (pp. 29-30) Discussion What’s yours going to look like? (Reminder: Let’s talk about floating)

  23. Classroom & Behavior ManagementSession 4 Journal Focusing on the bracketed paragraph on page one in the Classroom Management section of your binder, how do you plan on creating a supportive environment for your students?

  24. Classroom & Behavior ManagementSession 4 “What Fills You Up?” Directions: • Put two XXs for any activity that takes longer than an hour • Put one X for any activity that takes ten minutes to one hour • Put 0 for activities that take less than ten minutes

  25. Spending time with the family Reading Writing Playing golf Studying & learning Researching Woodworking Playing with my dog Working on my website Seeing former students in town Classroom & Behavior ManagementSession 4

  26. Spending time with the family Reading Writing Playing golf Studying & learning Researching Woodworking Playing with my dog Working on my website Seeing former students in town XX X X XX XX XX XX X XX 0 Classroom & Behavior ManagementSession 4

  27. Classroom & Behavior ManagementSession 4 “What Fills You Up?” People with mostly 0s are people who know how to grab every opportunity for enjoyment and happiness. These are the people who will not wait for tomorrow to do things they want to do – people who find joy in the simplest of activities. Adaptable to the classroom?

  28. Classroom & Behavior ManagementSession 4 Cipher in the Snow (film) At-risk students

  29. Classroom & Behavior ManagementSession 4 TESA Strategies pp. 7-10 in your binder pp. 260-271 in Kronowitz

  30. Classroom & Behavior ManagementSession 4 Kronowitz (pp. 100-124) Procedures and Routines Discussion Read this on your own to fill in any gaps

  31. Classroom & Behavior ManagementSession 4 High Needs Behavior • Passive Students • Aggressive Students • Students with Emotional Problems • Perfectionist Students • Socially Isolated Students

  32. Classroom & Behavior ManagementSession 4 • Passive Students • Aggressive Students • Students with Emotional Problems • Perfectionist Students • Socially Isolated Students Pair up and discuss each activity considering the types of behaviors that might be present in class as a result. Share with class.

  33. Classroom & Behavior ManagementSession 4 Approaches to Classroom Management (pp. 36-37) Now, as a pair, examine how each type approach might effectively or ineffectively deal with each type of behavior you listed previously. For example, how would an Authoritarian Approach deal with a Passive Student?

  34. Types of Behavior • Rambling – walking around the room • Shyness or Silence – lack of participation • Talkativeness – knowing everything, manipulation, chronic whining • Sharpshooting – trying to shoot down everything the teacher says • Arguing – disagreeing with everything you say • Grandstanding – getting caught up in gaining attention • Hostile or Resistant – angry, belligerent, or combative behavior • Side Conversations – may be personal or related to the subject but not paying attention • In groups of four, using all of the information you have, list specific ways you think a teacher could effectively deal with the above scenarios.

  35. Classroom & Behavior ManagementSession 4 Natural and Logical Consequences (pp. 38-47) Highlights and Discussion

  36. Classroom & Behavior ManagementSession 4 Relationship building is critical to effective classroom management and effective teaching It helps to set up activities that allow students to be actively involved If the proper procedures are in place, you can do non-traditional activities and solicit good behavior

  37. Classroom & Behavior ManagementSession 4 Take out a sheet of white notebook paper Do not place your name on the paper Answer the following questions • How will students know you care? • What concerns you most about classroom management? • List a way to model respect • Why isn’t it appropriate to be ‘friends’ with your students? • How can you establish a relationship of trust and safety in your classroom? • What’s the difference between being ‘friends’ with students and being ‘friendly’?

  38. Classroom & Behavior ManagementSession 4 Snowball Fight

  39. Please return from break within 15 minutes

  40. Respond to the following:

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