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New Teacher Training The Effective Teacher: Classroom Management

New Teacher Training The Effective Teacher: Classroom Management. Rosalie Gardner Induction and Mentoring Project Coordinator August 4, 2009. Opening Activity. Take the Classroom Management Reflection sheet on your table. Answer the questions for your belief and/or practice.

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New Teacher Training The Effective Teacher: Classroom Management

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  1. New Teacher TrainingThe Effective Teacher:Classroom Management Rosalie Gardner Induction and Mentoring Project Coordinator August 4, 2009

  2. Opening Activity • Take the Classroom Management Reflection sheet on your table. • Answer the questions for your belief and/or practice. • Be prepared to share later in the workshop. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  3. Agenda • Welcome and Introductions • Introduction to the Monroe-Randolph ROE #45 Induction and Mentoring Program • Illinois Professional Teaching Standards, Standard 5 Learning Environment • Characteristics of an effective teacher • Characteristics of well-managed classroom • Discipline Plans • Rules versus Procedures • Important Dates • Wrap-up and Evaluation M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  4. Ground Rules • Be fully present • Save sidebar conversations until break • Honor other opinions • Put cell phones AWAY and on vibrate • No Text messaging • Take breaks as needed • Use Burning Thoughts for questions • Relax and have fun • Are there any others? M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  5. Purpose • Identify the purpose of the Induction and Mentoring Program • Define the requirements of the two-year program • Identify characteristics of an effective teacher • Define scope of classroom management with IPTS • Identify various classroom discipline formats • Write Classroom rules and consequences • Identify areas where procedures may need to be developed • Teach a procedure M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  6. Purposes of Induction and Mentoring Program • Smooth transition into full-time teaching • Bridge to the practical side of teaching • Provide support • Instructional • Emotional • Social • Work to help you become successful • Provide at no cost the method to move from initial to standard certificate M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  7. Legislative Requirements of the Induction and Mentoring Program • Assigned a trained mentor for formal assistance • Two-year program • Foundation is the Illinois Professional Teaching Standards (IPTS) and the Illinois Learning Standards (ILS) • Focus is classroom instruction • 4 professional development opportunities M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  8. Legislative Requirements of the Induction and Mentoring Program • Observations • 3 full formal observation cycles during the two years • Observations of other teachers, one each year • Orientation to the district/school • School Improvement Plan • School policy and procedures • District evaluation document/process • Expectations for teaching standards and curriculum M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  9. Legislative Requirements of the Induction and Mentoring Program • 8 reflections on professional practice in the classroom • Each quarter of the two years • Includes mentor response • Analysis of student work • Once during each year of program M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  10. Benefits • Confidentiality • Separate from evaluation • Collaboration • Support • Advocate • Web-based documentation of requirements M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  11. Characteristics of an Effective Teacher 1. Holds positive expectations for student success 2. Is an extremely good classroom manager 3. Knows how to design lessons for student mastery M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  12. Characteristics of Well-Managed Classroom • Students deeply involved in work • Students know expectations and are generally successful • Little wasted time, confusion or disruption • Work-oriented but relaxed and pleasant M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  13. Video Clip The First Days of School M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  14. Reflection on the Video • Take your journal • Identify things from video you had not considered for the first day of school • What do you plan to include for your first day? • Group share M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  15. Discipline Managing Classroom M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  16. Learning Environment Illinois Professional Teaching Standards: Standard 5 • Illinois Continuum of Teacher Development • 5.1 Establishing Standards and Expectations for Student Behavior • 5.2 Modifying Physical Environment to Engage All Students • 5.3 Motivating and Engaging Students Through Meaningful Work • 5.4 Demonstrating a Variety of Effective Behavior Management Techniques • 5.5 Adapting the Learning Environment • 5.6 Promoting Positive Social Interactions • 5.7 Teaching Social Skill Development M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  17. Activity 1 Reflection on Classroom Management • Break into groups: • K-2 Teachers • 3-5 Teachers • 6-8 Teachers • High School Teachers • Take the reflection from the opening activity with you. • In your group, talk about and summarize the following on chart paper: • Your expectations for student behavior • How will you handle student misbehavior? • What is your philosophy on rewards for good behavior? • When do you ask for parent or administrative assistance with behavior? M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  18. Video Clip Discipline and Procdures M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  19. Structure of Discipline Plans • Rules • Consequences • Rewards M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  20. Rule Types • General • Give flexibility • Require much explanation • Specific • Clear, to the point • Covers one behavior • Limited to five! M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  21. Criteria for Rules A rule must be • Clearly stated • Reasonable • Applicable • Enforceable • General • Positive M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  22. Activity Get into your previous groups by grade level. Identify a group reporter • Choose a partner in the group. Analyze each other’s discipline plan for the following: • What components are in the plan? • Are the rules general or specific? Explain why • How many rules? Why? • Evaluate the rules on the basis of the 6 criteria • Group Feedback • What did you find? • Group share M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  23. Video Clip Rules versus procedures M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  24. Rules versus Procedures • Rules = behavior • Procedures = way something is done • Rules are a dare to be broken • Procedures need to become routines M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  25. Activity With your elbow partner • Review the rules in your discipline plan: • How many are rules? • How many are procedures? • What revisions might be needed? M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  26. Video Clip Procedures and Routines M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  27. How do you plan to …… • Get students’ attention? • Know a student needs help? • Collect, distribute papers? • Divide into groups? • Dismiss class? M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  28. Classroom Procedures • Brainstorm with your table group procedures that may be unique for your classroom situation, grade, or subject area. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  29. Teaching Procedures Procedures need to become routines • Explain • Rehearse • Reinforce M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  30. Procedures to Rehearse with Students • Using the form provided, identify one situation on the first day of school that will require you to have a procedure. • Write out and number the steps needed to complete this procedure. • Be prepared to teach your procedure to your group. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  31. Activity 3 • Number off by 3’s • In 15 seconds, move to your group location. • Take turns following the 3 steps to teach your group your procedure, just as you would in your classroom. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  32. In Preparation….. • Take a moment to reflect. • What do you need to do in regards to discipline and procedures before your first day with students? • How might your mentor provide you with support in this area? • Write your thoughts. • Describe what you need to do, • Analyze why you need to do it, and • Identify the steps you will take to get this done. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  33. Important Dates to Remember • Communication Workshop • Wednesday, October 7, 2009, 4:30 – 7:30 PM SWIC Red Bud Campus OR • Tuesday, October 13, 2009, 4:30 – 7:30 • Light supper provided during the workshop • Limited to 15 each night • Must attend one of the two nights. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  34. Important Dates to Remember • Lesson Planning: Determining Clear Learning Targets • Tuesday, November 10, 2009, 4:30 – 7:30 PM, SWIC Red Bud Campus OR • Wednesday, November 18, 2009, 4:30 – 7:30 PM SWIC Red Bud Campus • Light supper provided during the workshop • Limited to 15 each night • Must attend one of the two nights M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  35. Important Dates to Remember • Using Student Work to Guide Instruction • Tuesday, March 23, 2010, 4: 30 – 7:30 PM SWIC Red Bud Campus OR • Wednesday, March 24, 2010, 4:30 – 7:30 PM, SWIC Red Bud Campus • Light supper provided during the workshop • Limited to 15 each night • Must attend one of the two nights M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  36. Registration for Workshops • Necessary to ensure that adequate materials and refreshments are available. • Contact Gertie at geshom@roe45.org or 618-939-5650 to register. • Register for all 3 workshops at the same time. M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  37. Closing Evaluation and Wrap Up M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  38. Contact Information For questions about the Induction and Mentoring Program or general information on initial to standard certification please contact: Rosalie Gardner Induction and Mentoring Project Director Monroe-Randolph ROE #45 107 East Mill Waterloo, IL 62298 618-939-5650, Ext. 110 rgardner@roe45.org M O N R O E – R A N O D L P H R E G I O N A L O F F I C E O F E D U C A T I O N

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