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Classroom Management: Creating an Environment for Learning

Classroom Management: Creating an Environment for Learning. Objectives:. Understand the teacher’s role in creating a comfortable and safe learning environment where students thrive Make relevant connections between classroom management and the district’s foci (RTI, Co-teaching, and SBC)

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Classroom Management: Creating an Environment for Learning

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  1. Classroom Management: Creating an Environment for Learning

  2. Objectives: • Understand the teacher’s role in creating a comfortable and safe learning environment where students thrive • Make relevant connections between classroom management and the district’s foci (RTI, Co-teaching, and SBC) • Learn the importance of establishing and teaching behavioral expectations, procedures and routines

  3. Ice Breaker…

  4. “You never get a second chance to make a first impression.”~Source Unknown Turn & Talk

  5. What is Classroom Management? In The First Days of School, Harry Wong states, “Classroom management is the practices and procedures that allow teachers to teach and students to learn.”

  6. wasn’t covered in any of my education courses.

  7. TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) • TIER 2: • NEEDS BASED INSTRUCTION/LEARNING: • STANDARD INTERVENTION PROTOCOLS • Targeted students participate in instruction that: • -Is different from Tier 1 • Uses established intervention protocols • Provides enhanced opportunities for extended learning • -Uses flexible, small groups • -Includes more frequent progress monitoring • -Addresses needs in all developmental domains (academic, • communication/language, social etc.) • TIER 1 • STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING • All students participate in instruction that is: • -In the general education classroom • Standards-based • Differentiated • Evidenced-based • Guided by progress monitoring & balanced assessment • -Planned to address all developmental domains (academic, • communication/language, social etc.) STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

  8. Co-Teaching One teach, one observe One teach, one drift Station Teaching Team Teaching • Parallel Teaching • Alternative (Differentiated) & Supplemental

  9. Standards-Based Classroom • DO NOW – 10 minutes • ESSENTIAL QUESTION – 5 minutes • OPENING - 10-15 minutes • WORK SESSION – 50 minutes • CLOSING – 10 minutes (Note: approximated times) CLOSING WORK SESSION OPENING

  10. What is the teacher’s role?

  11. The Ideal Teacher: • Enjoys students. • Uses different teaching techniques. • Has a great sense of humor. • Acts like an adult and not a child (or high school student). • Keeps promises. • Is organized. • Knows the subject matter. • Admits when he or she is wrong. • Uses a pleasant voice. • Is enthusiastic about the subject. • Is willing to listen to both sides of an issue. • Has a reputation for giving challenging work. • Isn’t a pushover. Keeps misbehaving students in line. • Keeps everyone busy. • Does not have favorites. • Is polite to everyone all of the time. • Is friendly and fair. According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher

  12. The Teacher-Student Relationship • You should show that you care about your students. Attend sporting events, ask about their hobbies, make a connection. • You should have a thorough knowledge of your subject matter.Being prepared builds trust. • You should take command of the class.If you are not the classroom leader, the students will gladly assume the position. • You should act in a mature manner all of the time. Don’t be sarcastic. Don’t tell lies. Don’t lose your temper. • You should maintain a certain emotional distance between yourself and your students.Students have peers. They need you to teach. From First-Year Teacher’s Survival Kit, by Julia G. Thompson

  13. Dressing Appropriately • According to Harry Wong, “We are walking, talking advertisements for who we are.” • Educators should dress for respect, credibility, acceptance, and authority.

  14. Instructional Strategies

  15. Effective Instruction • A structured and instructionally sound classroom will eliminate a majority of misbehaviors. • Two important key factors are: • Room arrangement • Time management

  16. Movement is the key • Be able to have quick access to any student at any time. • Be comfortable moving around your room during instructional periods. • Being in close proximity to a student is an effective deterrent.

  17. Effective Time Management Curbs Discipline Problems • The more engaged a student is the better he behaves. • Students tend to be more distracted during these 3 phases of instruction: • The beginning of class • Transitions • The end of class

  18. Instructional Strategies: What does it look like in the classroom? Strategies for Student-Centered Discussion: Teaching Channel

  19. Discipline

  20. An Effective Discipline Plan • The 3 most important student behaviors to teach on the first days of school are: • Discipline • Procedures • Routines “If you do not have a plan, you are planning to fail.” From The First Days of School, by Harry Wong

  21. The Rules About Rules • Wong writes, “The function of a rule is to prevent or encourage behavior by clearly stating student expectations.” General Rules: Respect others. Be polite and helpful. Specific Rules: Be in class on time. Keep your hands, feet, and objects to yourself. What are the advantages and disadvantages to both?

  22. Creating Your Class Rules • Only have 3 to 5 rules • State rules positively. • Make the rules easy for you and your students to remember. • Be able to enforce the rules consistently. • Remember: • Rules deal with behavior, not procedures.

  23. Enlist Parent Support • Be sure to send a copy of your discipline plan home to parents the first day of school. • Make positive parent contact before you need their assistance with a problem. • Contact parents as soon as you see a change in their child’s behavior patterns. • Parents can be one of your biggest allies in managing the student’s behavior. Teacher Keys Effectiveness System (TKES) (Performance Standard 10: Communication) • The teacher communicates effectively with students, parents or guardians district and school personnel, and other stakeholders in ways that enhance student learning.

  24. Rewards • Harry Wong emphasizes, “The best reward is the satisfaction of a job well done.”

  25. Procedures & Routines

  26. Procedures and Routines • Harry Wong writes in The First Days of School, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.” • Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.” • Procedures answer the question, “What do I do when…?”

  27. Classroom Procedures That Must Become Routine: • Beginning of a period. Do students know what to do? • Quieting a class. Do students know how you will quiet them down? • Students seeking help. Do students know how to get your attention? • Movement of students and papers. Do students know how to move about the room and pass papers in? • End of period. Do students know who or what will dismiss them at the end of the period? From The First Days of School, by Harry Wong

  28. Procedures to Consider • Entering the classroom • Getting to work immediately • End of class dismissal • Participating in class discussions • Changing groups • Turning in papers • When you finish early • Asking a question • Responding to fire, severe weather, and tornado drills • Leaving the classroom • When visitors arrive • Keeping a notebook • Interruptions • Getting classroom materials From The First Days of School, by Harry Wong

  29. Ideas for the Beginning of Class • It is ESSENTIAL that the students have an activity to complete as soon as the bell rings. • Take roll while the students are working on the assignment. • Have your students: • Create a test question. • Illustrate important information. • Scan the day’s reading assignment. • Take a mini-quiz. • Draw a cartoon. • Summarize the previous day’s topic. According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher

  30. Managing Transitions • Julia G. Thompson suggests the following techniques: • Time students between transitions. • Provide students with a checklist of the day’s activities. • Give students activities to “sponge” any dead time. • List ten words associated with the lesson today. • Defend your position on… • Make flashcards for this unit. • Circle the key words from yesterday’s notes.

  31. Ending Class Without Chaos • The end of class should be as structured as the beginning. • Closing exercises will provide a constructive review of the day’s lesson. • Be sure that you dismiss the students and not the bell. • Some more ideas to try from Julia G. Thompson: • Chain Games • Rapid-fire drills • Predict the next lesson • Review homework directions • Show a relevant cartoon • Play a game for bonus points

  32. You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE

  33. Routines & Procedures: What does it look like in the classroom? Setting and Achieving High Expectations: Teaching Channel

  34. Points to Remember: • Maintain a professional relationship with students and fellow colleagues. • Be fair and consistent with students regardless of who they are. • Use class time wisely to avoid misbehaviors. • Take an interest in students’ extracurricular activities.

  35. Reflections jones-claiborne.rebecca@muscogee.k12.ga.us fuller.berderia@muscogee.k12.ga.us

  36. References Breaux, A.L. (2003). 101 “Answers” for new teachers and their mentors: Effective tips for daily classroom use. Larchmont, NY: Eye on Education. Marzano, R.J. & Pickering D.J. (2011). The Highly Engaged Classroom. Marzano Research Laboratory. Nelson, K. & Lindley, K. (2004). Starting strong: Surviving and thriving as a new teacher. Glenview, IL: Pearson Education, Inc. Wong, H.K. & Wong, R.T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. • Adapted from: Kimberly DyanHoy, Pendleton High School

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