Classroom Management: Rules and Procedures

1. Classroom Management:Rules and Procedures Please: Sign in Fill out a Name tag Complete Bell Work: What is your biggest management challenge in your classroom?

2. Ground Rules • Take responsibility for your own learning. • Participate. • Ask questions. • Listen to learn. • Respect participants and presenter. • Honor time limits. • Silence cell phones (including texting)

3. Parking Lot

4. Learning Goals • To understand the importance of: • Rules and Procedures • Discipline and Consequences in effective classroom management • To develop skills/strategies in: • Rules and Procedures • Discipline and Consequences for effective classroom management

6. Cross Walk

8. What is the biggest management challenge in your classroom?

9. Parallel Partners

10. Major functions of a teacher: • Choosing Instructional Strategies • Classroom Curriculum Design • Classroom Management

11. Classroom Management All the things a teacher does to organize students, space, time, and materials so student learning can take place.

12. Whose Job Is It? 4-2-1 • Read the brief individually and record 4 key points • Meet with “shoe” partner to determine 2 key ideas • Join another pair (4 people) to come up with 1 summary • Individually reflect on actions you will take

13. A well managed classroom does not appear out of nowhere. It takes a good deal of effort to create- and the person who is most responsible for creating it is the teacher. Born or Made?

14. What do these terms mean?

15. Effective teachersmanage their classrooms. Ineffective teachers discipline their classrooms.

16. In Well Managed Classrooms: • Expectations and Procedures go along with a set of consequences and rewards. • Strategies reinforce appropriate behavior and deal with inappropriate or disruptive behavior. • Students know what is expected from them and are generally successful. • The climate of the classroom is work-oriented but relaxed and pleasant. • There is relatively little wasted time, confusion, or disruption.

17. Consistency Students deserve a safe, predictable, and nurturing environment. Students do not deserve surprises or disorganization. Work smarter, not harder.

18. Each child is living the only life he has – the only one he will ever have. The least we can do is not diminish it. Bill Page

19. Positive Expectations for Student Success • Knowing that you can or cannot achieve is called EXPECTATION • How are you conveying positive expectations for student behavior?

20. Positive Expectations for Student Success • Name • Please • Thank You • Smile • Love (care and warmth) The best teachers teach from both the head and the heart.

21. How are rules and procedures alike and how are they different?

22. Procedures and Routines Procedure • What the teacher wants done. • Explain • Rehearse • Reinforce Routine • What the students do automatically.

23. What procedures should be in place for your students?

24. Repetition is the Key For a child to learn something new, you need to repeat it an average of eight times. For a child to unlearn an old behavior and replace it with a new behavior, you need to repeat the new behavior an average of 28 times. Twenty of those times are used to eliminate the old behavior, and eight of the times are used to learn the new behavior. Madeline Hunter

25. Procedures vs. Discipline • How things are done • No penalties or rewards • Part of classroom management • How students behave • Has penalties and rewards • Based on rules or expectations

26. Rules/Expectations • What are some rules that you set for your classroom? • Are students involved in establishing classroom rules? • What consequences are in place if a student violates a rule?

27. iObservationPBiS • Establishing Classroom Routines • Organizing Physical Layout of the Classroom for Learning • Structure Your Classroom • Post, Teach, Review, Monitor, & Reinforce a SMALL Number of POSITIVELY Stated Expectations

28. Effective Classroom Management Expectations- Marzano General Classroom Behavior Beginning & ending of periods Transitions/ Interruptions Materials and Equipment Group Work Seat Work and Teacher Led Activities

29. Marzano-- 5 Components of Discipline and Consequences • Teacher Reaction • Tangible Rewards • Direct Cost • Group Contingency • Home Contingency

30. Teacher Reaction- verbal and nonverbal Address inappropriate behavior • Short verbal cues or questions • The pregnant pause • Moving • Eye contact • Subtle gestures • Heading students off Reinforce appropriate behavior • Short verbal affirmations • Smiles, winks and other signals • Catching students being good

31. Be “With-It” • Be proactive • Occupying the entire room either physically or mentally • Noticing potential problems • Using a series of graduated actions • Looking at suspected students • Moving in the directions of students • Stopping the class and confronting the behavior

32. If you do not have a plan, then you are planning to fail. Reactive Teacher • reacts to every problem with yelling, punishment, threats, etc. • goes home angry, tired, stressed out

33. Proactive Teacher • Knows that the #1 problem in the classroom is not discipline; it is the lack of procedures and routines – the lack of a plan that organizes a classroom for academic success • Knows how to prevent problems • Can go home happy knowing students have learned.

34. Tangible Rewards • Difference between elementary and secondary • Students understand the rationale • Not coercion but healthy motivation

35. Direct Cost • Negative consequences • Explicit and direct • Usually applied immediately • Mild punishments after other options have not worked

36. Direct Cost • Age appropriate • Properly applied • Clearly communicated • Consistent • Strategies vary between grade levels

37. Group Contingency Techniques applied to more than one student • Interdependent Strategies • Group gets a reward when all students meet expectation • Dependent Strategies • Groups’ reward depends on one student or a small group

38. Interdependent Strategies • Elementary Interdependent Techniques • Marks or Tallies • Foster healthy competition and positive peer pressure • Visual Measures - ie. Marbles in a jar • Secondary Interdependent Techniques • Grading for individual work and group collaboration

39. Home Contingency • Making parents aware of behavior • System of consequences to be administered at home

40. iObservation PBIS Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules & procedures? • Demonstrating “Withitness” • Applying Consequences • Acknowledging Adherence to Rules and Procedures • Enforce Meaningful Consequences for Violations, • Establish Strategies to Acknowledge Appropriate Behavior and to Respond to Inappropriate Behavior Discipline & Consequences

41. Consequences Every action results in a consequence. (Positive or Negative) Consequences are not punishments. Consequences are the result of a person’s chosen action.

42. Reflect on Consequences • What consequences do I currently have in place? • What consequences could I try? • Situations I am still unsure about consequences for?

43. Checklist for Managing Behavior • How did I handle the situation? • What caused the behavior? • How will I respond to the behavior the next time?

44. Applying Your Learning Scenarios

45. Revisit learning Goals • To understand the importance of: • Rules and Procedures • Discipline and Consequences in effective classroom management • To develop skills/strategies in: • Rules and Procedures • Discipline and Consequences for effective classroom management

46. Classroom Management Complete- 3-2-1 Thank You!!!