Classroom Management Building Culture

1. Classroom ManagementBuilding Culture Teresa Kelly Educator: Knightsville Elementary School

2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

3. students, What you see in parents, each other, will depend on what you look for.

4. Classroom Management

5. What is Classroom Management? • It’s providing a safe, comfortable learning environment • It’s seamless procedure • It’s effective discipline • It’s being prepared for class • It’s motivating your students • It’s building your students’ self esteem • It’s being creative and imaginative in daily lessons • And . . .

6. . . . It’s different for EVERYONE!! WHY? • Teaching Styles • Personality/Attitudes • Student population • Not all management strategies are effective for every teacher

7. What type of Teacher will you be? The Ineffective Teacher begins the first day of school… The EffectiveTeacher spends the first weeks of school… From H. Wong, The First Days of School • attempting to teach a subject • spending the rest of the school year running after the students establishing a positive learning community (climate) getting to know the students teaching classroom routines & procedures

8. Underlining Factors • Not visible to the observer • Feeling tone/culture • High Behavioral Expectations • Building Character and Trust

9. What does management mean to you?

10. Creating a Strong Classroom Culture Teach Like a Champion Doug Lemov

11. Five Principles of Classroom Culture • Discipline • Management • Control • Influence • Engagement

12. Discipline • As a verb: • Refers to the process of administering consequences and punishments.

13. Discipline • As a noun: • Refers to the process of teaching someone the right way to do something or the state of doing something the right way.

14. Self-Discipline • The ability to make oneself do things all the way through Academic-Discipline • The body of ideas or methods of thinking • The core of this definition of discipline is teaching • - teaching students the right and successful way to do things

15. Management • Is the process of reinforcing behavior by consequences and rewards ~ we typically refer to it as disciplining. • Management – no matter how good cannot sustain itself without the four other elements of positive culture. • Teach students how to do things right – don’t just establish consequence.

16. Control • Is your capacity to cause someone to choose to do what you ask, regardless of consequences. • Controlling involves asking in a way that makes them more likely to agree to do something. • Control allows you to protect your children and afford them the opportunity to grow ~ the more you exercise responsible control ~ the more freedom you can give.

17. Control • Teachers who have strong control succeed because they understand the power of language and relationships . • They ask respectfully, firmly, and confidently but also with civility, and often kindly. • Your actions should evince clarity, purposefulness, resolve, and caring.

18. Influence • Inspiring students to believe, want to succeed, and want to work for intrinsic reasons is influencing them. • Control gets students to do things you suggest; influence gets them to internalize the things you suggest. • Is about getting your students to believe ~ to want to behave positively.

19. Engagement • What you do all day shapes what you believe rather than what you believe shapes what you do all day. • Give students plenty to say yes to, plenty to get involved in, plenty to lose themselves in. • Get them busily engaged in productive, positive work.

20. Entry Routine • This is the first routine that affects classroom culture. • This is about making a habit out of what is efficient, productive, and scholarly after the greeting and as the students take their seats and class begins. • Work and procedures should already be listed and established when students enter the room. ~ DO NOW • Greetings and relationship building is your focus when you are at the door.

21. Do Now • Students should never have to ask, “What am I suppose to be doing” when they enter the classroom. • They should be able to complete without instruction or discussion with classmates • They should take 3-5 minutes to complete • They activity should require putting a pencil to paper – written product • The activity should preview the day’s lesson or review a recent lesson • The DO NOW should be in the same place every day.

22. Tight Transitions • Having quick and routine transitions which students can execute without extensive narration from the teacher. • The price of poor transitions is high • Consistent effective procedures ensure smooth and speedy transitions. • Scaffold the steps ~ teach them to follow their routine one step at a time. • In the hall - point to point movement. • In the classroom - to music, singing. • Consistent enforcement.

23. Binder Control • Having a required format for organizing papers within a binder. • Build a system for organization. • Allow students time to put their work away. • Be proud of the signature you leave on your work.

24. Sit upListenAsk and Answer questionsNod your headtrack the speaker

25. On Your mark • Be explicit about what students need to have to start class. • Make a small and finite list (less than 5 items) • On the wall a diagram of how materials should look • Set a time limit and hold students accountable • Provide tools without consequences • Part of preparation is recognizing in advance that you need something • Pencil can, paper stack…..

26. Seat signals • Develop a set of signals for common needs. • Request from their seats • Signal requests nonverbally • Should be specific, unambiguous, and subtle • Be explicit and consistent about the signals you use. • Make clear rules about when students can ask for certain freedoms that require seat signals.

27. props • Public praise for students who demonstrate excellence or exemplify virtues. • The key is investing time to teach students to give props the right way. • Teach students to give props crisply, quickly (less than 5 seconds), and enthusiastically. • Props are better when they rely on movement and sound. • Everybody joins in – in unison. • Let your students suggest and develop ideas. • Practice props.

28. Setting and Maintaining High Behavioral Expectation Teach Like a Champion Doug Lemov

29. 100 Percent • There’s one suitable percentage of students following a direction in your classroom – 100%. • Nonverbal intervention – gestures to or eye contact with the off task student. • Positive group intervention – quick verbal reminder to the group about what they should be doing. • Anonymous individual correction – “we need two people here. • Private individual correction – seek to correct privately and quietly. • Lightning quick public correction – focus on telling the student what to do rather than scolding or explaining what he did wrong – end in a positive note. • Consequence – delivered in the least invasive, least emotional manner.

30. 100 Percent • Ignoring misbehavior is the most invasive form of intervention because it becomes more likely that the behavior will persist and expand. • Achieving compliance is an exercise in purpose, not power. • Invent ways to maximize visibility: • Find ways to make it easier to see who’s followed your directions • Asking for eyes on you is better than asking for attention • Be seen looking – look for compliance consistently and be seen looking for it. • Avoid marginal compliance.

31. What To DO • Give directions to students in a way that provides clear and useful guidance, enough of it so student can do as asked easily. • Specific – don’t say “pay attention” instead say put your pencil down and eyes on me • Concrete – “turn your body towards me, bring your legs around” • Sequential – feet under your desk, your pencil down, and your eyes on me • Observable – you can see the student complying

32. Strong Voice • Some teachers have “it”: they enter a room and are instantly in command. There are 5 concrete things that “it” teachers consistently use. • Economy of Language – fewer words are stronger than more. • Do not talk over – every student has the right and responsibility to hear you. • Do not Engage – redirect “please put your foot under your desk and face me. • “In this class, we raise our hands when we want to speak” – without engaging in the answer. • Square Up/Stand Still – show with your body using eye contact. • Quiet Power – get slower and quieter when you want control – drop your voice and make students strain to listen.

33. Do it again • When students fail to successfully complete a basic task that you’ve shown them how to do – line up, come in quietly – doing it again and doing it right, or better, or perfectly is often the best consequence. • The shorter the time lag between an action and a response, the more effective the response will be in changing the behavior (remember the number system) • Ideal when students do something acceptably but could do it better • “That was good but I want great” • It’s completely free-standing – no discipline slips, no parent calls • Effective group consequence – individuals become accountable to their peers • Does not end in a punishment or failure but with success • It’s reusable

34. Sweat the details • To reach the highest standards, you must create the perception of order. • Put systems in place in advanced • Clean up clutter • Teach your students how to do what you expect • Circulate as students work, checking their work • Give rubrics for your expectations • Tape marks on the floor – “check their desks” • In planning your students perception about the classroom will make it seem orderly and organized.

35. Threshold • The most important moment to set expectations in your classroom is the minute when your students enter or transition into your room. • It’s the critical time to establish rapport • Set the tone • Reinforce the first steps in a routine • With culture, getting it right and keeping it right is much easier than fixing it once it’s gone wrong.

36. Threshold • Find a way to greet your students by standing in the physical threshold of the classroom. Each student: • Shakes your hand/or sideways hug • Looks you in the eye • Offers a civil and cordial greeting • Use the greeting to engage students briefly and build rapport. • Threshold should always accomplish two things: • Establish a personal connection between you and your students by a brief personal check-in • Reinforce your classroom expectations The power of the Threshold is to set the expectations from the outset.

37. No warning • The goal is to take action rather than get angry. • Act early – use minor interventions of consequence to prevent major consequences later • Act reliably – be predictable consistent • Act proportionately – start small when misbehavior is small • Giving a warning is not taking actions; it is counterproductive. Warnings tell students that a certain amount of misbehavior will not only be tolerated but is expected. • Remember - What to Do – do not use consequences every time a student fails to meet your expectation. • Give gentle reminders to all students about common expectations.

38. No warning • Issue consequences in these ways: • Be calm, poised, and impersonal, not angry or vindictive – focus on the now: show me your best from here on out – move on quickly • Be incremental – take things away in pieces – keep incentives in play if you can • Be private when you can – if the behavior does not affect anyone else deal with it privately • Be public when you must – if a student appears to get away with something in front of the class, the class needs to know there was accountability. – they don’t need to know the details- the student does not need to be humiliated

39. Building character and trust Teach Like a Champion Doug Lemov

40. Positive framing • Interventions are far more effective if they are framed positively. Make corrections consistently and positively. • Live it now – in public. Avoid harping on what students can no longer fix – say show me SLANT instead of your aren’t SLANTING. • Assume the best – some people have forgotten to push in their chairs. • Allow plausible anonymity – check yourself to make sure you’ve done exactly what I’ve asked you to do or I need to see you quiet and ready to go. • Build momentum and narrate the positive- I need three people, make sure you fix it if that’s you! Now I need two. We’re almost there. Ah, thank you. Let’s get started. • Challenge – challenge students as individuals or groups – you guys have been doing a great job this week. Let’s see if you can take it up a notch. • Talk expectations and aspirations – talk about who your students are becoming ; give positive praise. • Keep positive by avoiding : • Rhetorical questions, thank you for joining us is better than would you like to join us. • Contingencies – don’t say I’ll wait unless you will, instead say I need you with us.

41. Precise praise • Positive reinforcement is one of the most powerful tools in every classroom. It should happen three times as often as criticism and correction. • Differentiate acknowledgment and praise. Praising students for doing the expected is, in the long run, not just ineffective but destructive. Recent research demonstrates that students have come to interpret frequent praise as a sign that they are doing poorly and need encouragement from their teacher. • Praise and acknowledge loud; fix soft. Whisper or nonverbal reminders assume the best about students.; they allow them to self correct without being called out in public. Praise as specifically as possible and focus on exactly the behavior and actions that you would like to see more of. Praise for working hard not for being smart. • Praise must be genuine.

42. Warm/strict • Warm and strict technique shows, you must be; caring, funny, warm, concerned, and nurturing – and strict, by the book and sometimes inflexible. • Explain to students why you are doing what you are. We don’t do that in this classroom because it keeps us from making the most of our learning time. • Distinguish between behavior and people. Say, ‘your behavior is inconsiderate,” rather than, “you are inconsiderate.” • Demonstrate that consequences are temporary. Once you’ve given the consequence, the next job is to forgive. Get over it. – new minute, new second. • Use warm, nonverbal behavior. Close proximity, eye level with student.

43. The j factor • Offer up work with a generous serving of energy, passion, enthusiasm, fun and humor. Find JOY in the work of learning. • Fun and games – against each other and the teacher • Us (and them) – make them feel like they belong – special nicknames – class jobs • Drama, song and dance. Raises spirits and establish collective identity • Humor – laughter is one of the base conditions of happiness and fulfillment • Suspense and surprise – vocabulary words in sealed envelopes

44. Emotional constancy • Take personal emotions out of a situation and remain calm. Success is in the long run about a student’s consistent relationship with productive behaviors. • Say, “I expect better of you” or • “The expectation in this class is that you give your best” • instead of • “I’m really disappointed in you” • Focus on what students should or shouldn’t do instead of how the teacher felt.

45. Explain Everything • Let students understand the logic behind the rules and expectations. • Explain everything happens in a calm moment well in advance of behavior that needs fixing. • “When I ask for your attention, I’m going to expect if from every one of you every time. That way I can be sure you know everything you need to know to be successful and happy in our class!”

46. Normalize Error • Avoid chastening wrong answers. • Getting it wrong and then getting it right is one of the fundamental processes for schooling. • Respond to both part of this sequence, the wrong and the right, as completely normal. • When a student gets an answer correct , acknowledge that the student has done the work correctly or has worked hard and move on: That’s right, nice work.”

47. I have come to a frightening conclusion... I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. Haim G Ginott

48. Understand that example is the most powerful teacher. Live your life so that when your students think of caring, fairness, integrity… … they think of you.

49. Contact Information Teresa Kelly Educator tkelly@dorchester2.k12.sc.us mathsciteach@gmail.com 843 873-4851 843 725-9750

50. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.