edgewood isd september 26 2011 presented by patricia zamora staff development specialist n.
Skip this Video
Loading SlideShow in 5 Seconds..
Classroom Management For Substitute Teachers PowerPoint Presentation
Download Presentation
Classroom Management For Substitute Teachers

Classroom Management For Substitute Teachers

5 Vues Download Presentation
Télécharger la présentation

Classroom Management For Substitute Teachers

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Edgewood ISD September 26, 2011 Presented by Patricia Zamora Staff Development Specialist Classroom Management For Substitute Teachers

  2. Are you a substitute -- or potential substitute -- wondering whether you'll survive the challenges that lie ahead?

  3. Between kindergarten and high school graduation, the average student will spend 187 days -- more than one full school year -- with substitute teachers.

  4. A definition of classroom management – by Harry Wong • Classroom management is the practices and procedures that allow teachers to teach and students to learn. • The very first day, the very first minute, the very first second of school, teachers should begin to structure and organize their classrooms, to establish procedures and routines.

  5. A procedure is not a rule. A procedure is a task. Procedures reduce the need for rules and discipline. The most common management routine is to have the students begin work as soon as they walk into the classroom. That means an assignment is already posted, it's there every day, and it's in the same place every day. Procedures vs. Rules

  6. NEVER LET THEM SEE YOU SWEAT • Arrive at your assignment earlier than requested, especially if it's the first time you've been in that particular teacher's class. • When you arrive at the school, check the teacher's mailbox for the attendance folder and announcements. • Familiarize yourself with the physical set up of the room, the teacher’s expectation. • Follow the plans that are left for you. Don't disregard them and do your own thing. If you have questions, ask other grade-level teachers

  7. Getting Started Right • State your behavior expectations early in the day (class period) and stick to them, or the kids will, most likely, take advantage of you. • MODEL the behavior you expect! • Your voice is very important to your role as a Substitute Teacher. The first 10 words out of your mouth will determine how the rest of the class is run. Be firm, respectful, and confident.

  8. What do I say? • The first ten minutes set the tone for the whole day • Have an introduction of yourself ready. • Establish the fact that you are you are not the regular teacher. • Point out that things will be a little different and that that's OK.

  9. Don’t have a plan in mind? • Use this one from Harry Wong’s book, The First Days of School

  10. The 'Give Me Five' technique The teacher says, "Give Me Five," and the students go through five steps: • Eyes on speaker • Quiet • Be still • Hands free • Listen In five seconds, the class is quiet.

  11. Every Minute Counts-“Bell Work” So much to do! So little time! You can't afford to waste a minute. Many teachers provide "bell work" -- activities that students jump into as soon as the bell rings to signal the start of the school day. Such assignments get the day off to a purposeful start by focusing kids' energies and attention

  12. Bell Work • The activity might be written on the board; it might be a review of a skill taught the day before. • Other teachers might expect students to come in each day and spend the first 5-7 minutes writing in their journals; there might be a question on the board to prompt those students who can't think of anything to write.

  13. Know the names of your students

  14. It's essential to know the names of the students in the class. • Pass out paper and have students write their own names large. • Ideally, name should be attached to front of each student's desk with masking tape. • Alternative suggestion: holding a seating chart, walk around to each student, ask each student his or her name, and write each name on the seating chart.

  15. "There was a student who was driving me crazy," she said. "He was arrogant and disruptive, but my good friend -- who also taught him -- had no trouble with him. So I asked her what her secret was, and she simply said 'You have to like him.'

  16. You don't have to love him, just like him -- but it has to be real. Students know when you respect and care for them.

  17. Respect, Respect, Respect "I deal with kids differently when I really like them, even if I don't like their behavior. There is generally something to appreciate in every kid.”

  18. Structure • Letting kids get away with things they know are wrong is not kind. • Students need structure. • They need to trust us, and that means we have to keep our promises, even if the promise is that you will call home or assign consequences. • Never threaten with something you won’t follow through doing.

  19. This is how one teacher gets students to behave when she doesn't know their names

  20. “One simple thing I do is pay close attention to how they are behaving when they come into the room. If any students start jumping up and down yelling OOOOH WE GOT A SUB!, you take a good look at those students, and, when you call the roll, put a checkmark by their names on your list. This way, when they cut up later on, you can call out their name. This kind of freaks them out. It usually works.”

  21. In the event… Someone pushes the limits… • Follow-through with the school’s discipline policy, which may be to send the student to an administrator. • When writing a referral, be sure to be brief, specific, and objective.

  22. Objective language in a referral • “The student was told three times to stop talking and to return to his seat. On the third reminder, he turned to me and told me to “Go flush yourself down the toilet!” • “I am tired of telling this student to stop talking. He keeps getting out of his seat and won’t go sit down. He told me some bad words and I won’t stand it anymore!”

  23. Leaving good notes • Leave a full report about what you did and did not cover as far as lesson plans are concerned. • Also mention student behavior, especially positive things. • If any major negative episodes occur, write down what happened and also fill in another teacher or the aide.

  24. Edgewood ISDPBIS

  25. PBIS is • PBIS involves staff, students, parents, and community in the development process. • It is based on data and sound research • A program that promotes supportive learning environments that are safe, civil and productive for ALL. • It creates consistency in common areas

  26. PBIS is • ALL means ALL; Everyone • It is guided by a Site-Based Leadership Team

  27. PBIS 5 Guiding Principles DEFINE – the behavior you want… what does it look and sound like? TEACH – the behavior you want to staff and students! ENCOURAGE - the behavior you want from staff and students! SUPERVISE – student behavior. Protect, expect, connect! CORRECT – student behavior. Calm, brief, respectful!

  28. The CHAMPS Approach Conversation: Can students talk to each other during this activity/transition? Help: How can students ask questions during this activity/transition? How do they get your attention? Activity: What is the task/objective of this activity/transition? What is the expected end product? Movement: Can students move about during this activity/transition? Can they sharpen their pencil? Participation: What does appropriate student work behavior for this activity/transition look/sound like?

  29. Remember, YOU are important in the lives of our students!Model the positive behavior you expect.