Developed and Presented by:Sybil Mason and Mónica M. Manzano

Keys to Classroom Success

Professional Support and Development

Norms

Session Objectives Examine effective strategies for teaching and

maintaining expectations. Identify and establish steps for teaching

procedures. Examine the basic structure of a discipline

plan.

Critical First Days

What you do on the first day of school will determine your success or failure for the rest of the school year. You will either win or lose your

class on the first days of school.

The Highly Effective Teacher Who is he/she? What does he/she do? What are some characteristics that best

describe him/her?

The Highly Effective TeacherThe Qualities Organized/Structured Caring Thought-provoking Challenging Predictable Nurturing Intentional Successful

The Key to their success…is consistency!

Stages of Teaching

Key #1 Setting High Expectations

“Your expectations of your students will greatly influence their achievement in your class and in their lives”

–Harry Wong

What Are Expectations?Knowing what you can or cannot achieve is

called EXPECTATION. An expectation is what you

believe will or will not happen.

Setting Expectations

Expectations (the WHAT) Key Points Principle set for guiding

behavior. Keep to a minimum of 3-5 Convey expected behavior Age-appropriate Explain-Rehearse-

Reinforce Be consistent in enforcing

the rules

Foundation for effective classroom management

The extent to which students know expectation and how to follow the rules positively correlates with appropriate behavior

Set the tone necessary to maintain order and a well-functioning learning environment

Kinds of Expectations

Positive Negative

Optimistic belief that whoever you teach or whatever you do will result in success.

Aware of opportunities. “I believe that every child

can learn and will achieve to his or her fullest potential.”

“I am a good teacher, and I am proud that I am a professional educator.”

Pessimistic belief that whoever you teach or whatever you do will fail.

Looks for justification or proof for failure. “These kids just don’t

want to learn.” They can’t read; they

can’t spell; they can’t sit still; they cant behave.”

Concepts that Enhance Positive Expectations

Name Please Thank you Smile Love

Research on ExpectationsRead “The Pygmalion Effect” How does this effect apply to our schools today? Debrief Teachers in South San Francisco at the Oak School

were given erroneous information about their students. The students met the expectations set by the teachers.

“Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways.”

–James Rhem

High Expectations in the ClassroomThe Effective Teacher… Has a statement of positive Expectations

ready for the first day of school. Creates a classroom climate that

communicates positive expectations. Uses the proactive approach for dealing with

problem behaviors.

Video

Key #2: Establishing Procedures

A smooth-running classroom is the responsibility of the teacher and the result of the teacher’s ability to teach

procedures.-Harry Wong

Importance of Procedures Statements of student expectations to be

successful in the classroom Allow activities to be done efficiently with little

time wasted and confusion Increase on-task time and reduce classroom

disruptions. Tells students HOW things operate in the

classroom.

Establishing Procedures

Procedures (the HOW) Key Points

Explain the accepted process for carrying out a specific activity (i.e.)Walking in the hallwayUsing lockers or cubbiesSharpening pencils Attending an assemblyGoing to the restroom

Make a list of frequent task that students will be asked to do in your classroom

Decide how students will complete task

Consider problems areas or problems times- often a well designed routine can smooth problem transitions and movement within the classroom

Videos

Steps to Teaching Procedures EXPLAIN- state, explain, model and

demonstrate the procedure. REHEARSE- rehearse and practice the

procedure under your supervision. REINFORCE- reteach, rehearse, practice and

reinforce the classroom procedure until it becomes a student habit or routine.

From Procedure to Routine PROCEDURE: What the teacher wants done

ROUTINE: What the students do automatically.

Your ultimate goal is to move gradually move from procedures to routine.

Thinking Ahead Look over the handout, “Procedures to

Rehearse with Students.” Pick one procedure you’d like to implement. Over lunch decide HOW you would explain,

rehearse and practice that procedure. Be prepared to teach to your group.

Key #3: Classroom Management

The teacher is responsible for organizing a well-managed classroom where students can learn in a in a task-oriented

environment.-Harry Wong

Defining Classroom Management

All the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place.

The Characteristics of a Well-Managed Classroom

Students are deeply involved with their work, especially with academic, teacher-led instruction.

Students know what is expected of them and are generally successful.

There is relatively little wasted time, confusion, or disruption.

The climate of the classroom is work-oriented, but relaxed and pleasant.

Non-NegotiableMost important student behaviors that must be

taught the first day of school Discipline Procedures Routines

Basic Structure for a Discipline Plan

Rules: What the expected behaviors are. Interventions: What is used to stop or redirect

behavior after it has started. Consequences: What the student chooses to

accept as a result of a broken rule. Rewards: What the students receives for

appropriate behavior.

Before Introducing Rules Carefully plan what you want to accomplish. Write the rules to help you accomplish those

goals. Post rules (along with consequences and

rewards).

Kinds of Rules

General Specific

More encompassing Cover more

behaviors Offer flexibility Must be explained

Are to the point Clearly cover one

behavior Clearly state the

expected student behavior

Limited (no more than 5)

Intervention Principles Maintains or restores order in the classroom

immoderately without adversely affecting the learning environment.

Should require limited teacher time. Must be relatively unobtrusive. Preventative measure instead of a reactive

measure.

Minor Interventions Minor Intervention (Handled by classroom

teacher relatively unobtrusive without interrupting instruction)

Non Verbal Cues (i.e. eye contact, hand signals,)

Use Proximity (move closer to students) Redirect The Behavior (remind of appropriate

behavior and state what students should be doing “ Be sure your group is discussing your project plan”)

Modify activity Change Seats

Moderate Interventions Moderate interventions (handled by classroom

teacher with added support) Withhold a privilege or desired activity Informal teacher/student conference Detention (Before or After School) Support from school personnel Contact Parent

Serious Intervention Serious Interventions (Formal Sanctions) Formal Parent/Administrative Conference Behavior Contract Refer to Special Education Office Refer Counselor’s office Refer to principal’s office

What do you do when all of my interventions have been exhausted?

Consequences Consequences are what results when a person

abides by or breaks a rule.

Consequences are linear just as interventions.

Reasonable and Logical Consequences should be reasonable and

logical. Post consequences! Don’t stop the lesson when a student breaks a

rule; give out the penalty immediately and quietly as you continue with the lesson or class work.

Why are consequences important?

When used correctly and consistently Consequences are like walls. They stop

misbehavior. Provide clear signals and messages about what

is acceptable and who’s in charge. Teach responsibility by holding students

accountable for their actions.

Discipline with a Plan Rules are expectations of appropriate student

behaviors. Decide on your rules and write them down or

post them before the first day of school.

If you don’t have a plan, you are planning to fail!

Strategies for Applying Consequences

Immediacy- more effective when applied immediately after the unacceptable behavior. Helps link cause and effect between his behavior and the consequence he experiences.

Consistency- essential link between our words and actions. Must be applied each time for desired behavior. Inconsistency is an invitation for testing.

Logically Related- consequences that are directly related to the behavior.

Proportional- effective consequences that have a beginning and an end that are clear and well defined.

Respectful- Clear statement of expectations without blame or criticism.

Video

Key #4 Rewards and Positive Consequences

The best reward is the satisfaction of a job well-done and this promotes self-discipline in our students.

Rewards or Positive Consequences Incentives or rewards can help build a productive

classroom setting. Add interest or excitement to the class routine,

while directing attention towards appropriate behavior and away from inappropriate behavior.

When students are rewarded rather then punished, they are more likely to respond positively to the teacher, contributing to a mutually supportive pattern of interaction.

Before introducing an incentive or reward, you should consider factors such as it’s appropriateness and effects.

Check your school or district policies because some incentives and rewards may not be allowed.

Reward Suggestions

Logical Reward Simple yet Best Reward Earned good grades Made the honor roll Honor Society Received a scholarship Got extra credit Had good work posted First to be dismissed to for lunch,

recess, etc. Chosen as student of day, week,

month, etc.

A smile High five Pat or handshake Word of encouragement Specific praise An encouraging note or letter Note home Phone call home

Behavior Problems in the ClassroomWhy do students fail to follow procedures and routines.The students don’t know the procedures.Teacher has not thought out what happens in the classroom.Students have not been trained to follow the procedure.Teacher spends no time managing the classroom. Stress large group organization and student expectations and procedures.Focus on classroom management of students procedures rather than making your classroom look like a showcase.

Lessons take a backseat to procedures on the First Days.

On the FIRST DAY Stand at the classroom door with a big smile

and a ready handshake Post on or by the classroom door and inside

the room Your name Room number Section/period if appropriate Grade level or subject An appropriate welcome or greeting

Key #5 Room Arrangement

Readiness is the primary determinant of teacher effectiveness

Preparing Your Room Find plugs and computer plugs. Divide the room by “quiet” and “noisy” areas

(workstations). Teacher work area. Place students’ desks where students can

easily see the teacher during whole class or small group instruction.

Arrange work areas and desks so that you can easily see and monitor all the students and areas no matter where you are in the room.

Classroom schedule

More On Your Room Plan area for student belongings (binders,

backpacks, coats, lunches, etc.). Student “community” supplies. Teacher supplies. Leave bulletin board bare (Word Wall too). Display discipline plan in a prominent

place. Have a strategic location ready for

students who need to be isolated from the rest of the class.

Remember…On the First Day Have your room ready Stand by the door Have assigned seats Have the first assignment ready