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For MGMT 3, you will need…

For MGMT 3, you will need…. ATL.CM.FD.2012 --> #CMIM Handouts --> Week1.Handouts --> CS Handouts --> MaintainingControlthroughBMC.HO.CD.HANDOUTS.2012 Sit with Kid Team . Chat. BMC works! Use it! . . I AM THE BOSS OF MY CLASSROOM!. MGMT 3.

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For MGMT 3, you will need…

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  1. For MGMT 3, you will need… ATL.CM.FD.2012 --> #CMIM Handouts --> Week1.Handouts --> CS Handouts --> MaintainingControlthroughBMC.HO.CD.HANDOUTS.2012 • Sit with Kid Team

  2. Chat • BMC works! • Use it! 

  3. \ I AM THE BOSS OF MY CLASSROOM!

  4. MGMT 3 Maintaining Control Through the Behavior Management Cycle

  5. Video Clip: “We Demand Ss Behavior Because We Care” Consider: What does holding high expectations for behavior mean for our Ss?

  6. Strong Management: Piece by Piece • MGMT 1&2 • Developed a strong teacher voice • Crafted a strategic and detailed management plan • Created mini-lessons to teach Management Plan to Ss • MGMT 3 • How will I reinforce my management plan?

  7. Introducing the Behavior Management Cycle Goal: Successfully execute the 3 steps of the Behavior Management Cycle (BMC) • Teach and reinforce responsible behavior w/ Ss by: • Giving explicit directions • Narrating positive behaviors • Taking corrective action Video Clip: “Behavior Management Cycle Overview” Handout 1: soft copy pgs 1-4

  8. Definition: Behavior Management Cycle (BMC) The Behavior Management Cycle is systematic approachto teach Ss how to follow directions. By consistently following the steps of the cycle it is possible to create a classroom in which 100% of Ss follow 100% of directions 100% of the time.

  9. BMC Step 1: Giving Explicit Directions 15 minutes

  10. Behavior Management Cycle: Step One Video Clip: “BMC Step 1: Effectively Giving Explicit Directions” Handout 1: guided notes 1st & Most Important Rule Follow directions the first time they are given.

  11. The Components of Explicit Directions

  12. Caveats on Explicit Directions • You might have noticed from the video: • Explicitness of teachers giving directions varied • Depends on time of year • More explicit in beginning; shorthand later on • Two checks for understanding varied in quality • Asking Ss ???s about each step • Very effective • Uses cold calling and allows directions to be repeated • Thumbs up/Thumbs down • Less effective • Ss are self assessing • How else might these teachers have checked for understanding? (

  13. Video Clip: “Exemplar for Snappy Practice” *Step may sometimes be omitted.

  14. Explicit Directions: Snappy Practice • As you practice giving explicit directions, remember: • Tell Ss WHAT to do and HOW to do it • Include desired verbal behavior, movement, and participation • Make sure you have the attention of all Ss, check for understanding, and cue Ss to start • Use a strong teacher voice * Stick to general script but do so in your own way. May want to use a stronger CFU*

  15. (Attention getting signal- insert your flare) (Explicit Directions and cue reminder) I don’t want you to move yet. When I say go, I want you guys to go to your groups. I don’t want you to talk while you’re moving. Once you start working use 12 inch voices. Only work on tonight’s assignment. (Check for understanding) If you understand those directions can you give me a thumbs up? Thumbs down, thumbs to the side if you’re not quite sure. (Cue to start) Alright, you’ve got it. You can go to your groups.

  16. Share Out Whole Group • What should s/he definitely do again? Why? • What should s/he consider doing differently? Why? • Focus on specific skills involved in effectively giving explicit directions and using a strong Teacher Voice

  17. BMC Step 2: Behavioral Narration 30 minutes

  18. Behavior Management Cycle: Step Two Video Clip: “BMC Step 2: Behavioral Narration” Handout 1: Guided Notes on Behavior Management Cycle Behavioral Narration = The MOST powerful behavioral management strategy

  19. The Components of Behavioral Narration Why is behavioral narration so important? Why is it hard to do?

  20. Behavioral Narration: Snappy Practice • As you practice narrating behavior, remember: • Narrate w/in 2 seconds of completing directions • Narrate behavior of 2-3 compliant Ss • Use strong teacher voice – assertive (but not hostile), firm, confident, caring, leaves no question as to who’s in chare • Refrain from judgment or praise • Do this every time you give directions • Always narrate positive behavior before correcting off-task behavior • Use narration to maintain on-task behavior (at least once every 60 seconds during instruction) Video Clip: “Secondary Exemplar for Snappy Practice”

  21. I need to know that you can do the rest of this by yourself, so we’re going to try another one, but you’re going to try it by yourself as I walk around. Alexis is ready. He’s got his pencil in his hand, and he’s looking at question number 2. Andrea is ready with her pencil, and she has her finger on question number 2. Let me look for everyone who has their finger or their pencil pointing to number 2.

  22. Share Out and Reflection Whole Group Partner Reflection • What should this teacher definitely do again? Why? • What should this teacher consider doing differently? Why? • How did I do w/ this skill? • What are my next steps?

  23. Behavioral Narration: Points on the Board • WHAT is it? • Class-wide reward system that accompanies BN • Points are given for some narrations. Work together but do not go together • Points are never taken away • WHY do we use it? • Provides extra motivation, visual reminders, positive peer pressure • Effective to focus on Ss who pose management challenges • Effective w/ Ss of all ages • HOW do we use it? • “Rigged” system: YOU make sure Ss earn reward on certain day • Timing varies by age (MS: 4-6 days) • Works in conjunction w/ individual rewards • Use of strategy can ebb and flow throughout year

  24. BMC Step 3: Taking Corrective Action 28 minutes

  25. Behavior Management Cycle: Step Three Taking Corrective Action = The MOST difficult step for many teachers Shows Ss that we: • Require excellent behavior • Will enforce that our requirements be met w/ consistent consequences • Care about them and are committed to their learning Video Clip: “BMC Step 3: Taking Corrective Action” Handout 1: Guided Notes on Behavior Management Cycle

  26. The Components of Corrective Action Why is this hard? Why is this a must?

  27. Corrective Action: Snappy Practice • As you practice taking corrective action, remember: • Restate directions and deliver appropriate consequences w/in 10-20 seconds • Restate exactly how student shouldbehave • State consequencestudent has chosen • Be calm and assertive • Use teacher voice • Make eye contact • Use proximity strategically • Do not engage • Make 3xs as many positive statements as negative Video Clip: “Elementary Exemplar for Snappy Practice”

  28. (Explicit Directions) Ok times up. On the count of 3 I need everyone to have their pencils down and eyes up here. Countdown (Behavioral Narration) Deshawn has pencil down and eyes up. Micheal has pen down. Camilles all set, eyes up here. (Take Corrective Action) Taylor, I need your pen down and eyes up here so we can get going. This is your second consequence. Ok open up to page 49 in your math book.

  29. Share Out and Reflection Whole Group Partner Reflection • What this teacher definitely do again? Why? • What should this teacher consider doing differently? Why? • How did I do w/ this skill? • What are my next steps?

  30. Yes, that warrants a consequence… • What kinds of behaviors can I expect to see and give consequences for during the first days of school? • Calling out • Talking out of turn • Misuse of supplies and furniture • Taking too long • Out of seat • Touching things or people, etc. • What else? • ANY violation (however minor it may be) of an explicit direction = CONSEQUENCE • Be sure to consistently track on class tracking sheet • Inevitability not severity (MUST stay on top of this)

  31. Video Clip: “BMC Summary” Consider: • How is this teacher effectively taking all 3 steps of the Behavior Management Cycle? • What else is she doing well (in terms of management)?

  32. Be clear on… • What is the goal of the Behavior Management Cycle? • What are the three steps of the BMC? • What are the components of giving explicit directions? • What are the components of effective behavioral narration? • Why is it important to refrain from judgment or praise when narrating? • What is the "Points on the Board" system and how does it work? • When and how do I take corrective action? • What minor misbehaviors do I need to give consequences for?

  33. Real Time Coaching  • Real-Time Coaching Pilot • Program Directors from all regions • Individual Management Coach assigned to our school • Support and accelerate effective implementation of the Behavior Management Cycle • Pre-conference, in the moment coaching session, Debrief

  34. Team Talk • Using your notes from the BMC steps. Discuss your key takeaways (AHAs) and concerns with your Teaching team. • How will you utilize the BMC to implement your behavior plan? • What revisions will you make to your management plan after this session? • FYI: More BMC practice to follow today! 

  35. Apples, Onions, and Oranges (name) Something you heart about the BMC Something that left a sour, somewhat unpleasant taste with you Something you are looking forward to learning (questions)

  36. Chalk Talk • Let the chalk do your talk • We will silently write our responses. Read the responses of others as you write and think about yours. Describe the type of classroom manager you will be.

  37. Feedback Text/Survey • 225-892-2563 (?) • How can I make CS Sessions more helpful in your development as a teacher leader?

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