Expectations, Procedures & Consequences NTA August 2, 2012

1. Expectations, Procedures & Consequences NTA August 2, 2012

2. ‘Do Now’ Task With your partner, list your trepidations about managing your students this year. www.ldoceonline.com

3. expectations Wong on Rules – 3 to 5 General Offer flexibility, but require explanation and transfer by situation (ex: be ready to learn) Specific *Clearly state expected behavior, but that specificity limits their use (ex: be in seat when bell rings) *Use POSITIVE LANGUAGE that emphasizes what TO DO

5. Wong on Positive Behavior How to communicate expectations to elicit positive student behavior: • Respectfully use names • PLEASE • THANK YOU • Smile • Be lovable and capable. Don’t just teach – change lives!

6. expectations Wong on Rules: CONSEQUENCES 2 Types Rewards and penalties Make them LOGICAL Ex: student walks in noisily Logical: walk in (again) quietly Illogical: go to office Illogical: reduce class grade Post them! . . . along with your rules Review and Reinforce them

7. Wong on Effective Teachers and Consequences • Has a discipline plan that doesn’t degrade students and communicates it in a friendly way • Makes eye contact with students while presenting plan • Provides understandable reason for plan • Provides a plan copy to all • Enforces rules consistently • Reviews plan with students • Has positive expectations • Teaches about consequences and responsibility • Owns plan, is confident and has admin support

8. Protocol of Consequences DEBRIEF Clip #14: Ashley Buroff • Non-verbal intervention • Positive group correction verbal reminder of what the whole group SHOULD be doing • Anonymous individual correction ‘we need two people’ • Private individual correction ‘I’ve asked everyone to ___, I need to see you ___ as well’ • Lightening-quick public correction with ‘what to do’ (Clip #15) ‘Jose, I need your eyes . . . better’

9. Wong on PROCEDURES • A method for how things are done in the classroom • Have NO penalties or rewards • Should become routinized • Increase on-task time and reduce disruptions 1. For dismissal 2. For quieting a class 3. For starting a class 4. For seeking help 5. For submitting papers 6. For entering a class tardy • Explain, rehearse, reinforce

10. Models for Consideration

11. Model #1

12. Model #2

13. Model #3

14. Intermittent Close: Self-Audit with Partner Review your rules/ procedures: • Do you have BOTH rules and procedures designated separately? • Are they framed in positive wording that explains what TO DO? • Are they specific? • Is the tone respectful, encouraging, and positive? 5) Is the rationale explained? • Do rules have logical consequences? • What needs to be added? Deleted? Changed? • Were they introduced? Posted? Reviewed? Reinforced? • Do they fall under the expectations of your school culture? 10) How can they be improved?

15. Time to Craft

16. Ticket Out Complete the NTA Ticket Out and give it to Natalie or Emily before you leave. You should provide feedback about: 1)What do you feel are your biggest STRENGTHS as you prepare to enter the classroom? 2)What would you identify as you biggest AREAS OF CONCERN as you prepare to enter the classroom? 3)What individual SUPPORT WOULD YOU LIKE from NTA as you enter your first month of instruction?