EXCELLENCE.COMMUNITY.TRADITION.

CLASSROOM MANAGEMENT

YTHE “Y” MENTALITY

DO NOW

On an index card, tell us what you consider to be your biggest concern in the classroom.

(i.e routines, managing a particular student behavior, organization,

transitions)

Be as specific as possible.Put your name on it if you wish.Place at the end of your table when

complete.

Where did we go last week?

Looked at why we needed this development. Brainstormed ideas as to why we think students

misbehave. Learned what the research says about teacher-student

relationships. Defined the values we felt should be in place in the

classroom. Saw a good and a bad example of a hallway conversation. Used Quizdom (a new tool to engage students). Discussed what a well-managed classroom should look

like. Outlined school expectations for student behavior. Had rich discussion about expectations. Began developing Classroom Management Plan (CMP).

Where are we going today?

Outline expectations for your classroom and add to your CMP.

Practical Interventions: What to do once the problems begin.

Define classroom procedures and routines.Complete your Classroom Management Plan.

Looking for rich discussion and collaboration.

EXPECTATIONS CONTINUED

School Wide Expectations

1. Don’t argue!

2. Sarcasm is culturally based.

3. Yelling is unprofessional.

4. The teacher dismisses the class.

5. Greet students at the door.

6. Engaging instruction – tool #1!

School Wide Expectations

7. The teacher sets the tone and the climate.

8. Help rather than hassle.

9. Save electronic devices for after-school.

10.Foul language is not tolerated.

11.Respect yourself and others.

The expectations we have of others

are the expectations we

have of ourselves.

COUNTRY ACTIVITY

With your countrymen, do the following:

1. Discuss whether you think this list is comprehensive enough for us as a school.

2. What should be deleted or added or amended?

8 minutes

ADD YOUR CLASSROOM EXPECTATIONS TO YOUR CLASSROOM

MANAGEMENT PLAN.

10 minutes

STUDENT MISBEHAVIOR

WHAT TO DO??

What should you do when a student misbehaves?

1. Do not ignore the behavior.2. Intervene early (don’t wait too long to respond).3. How you handle the problem sets the tone for the

classroom (goal is to protect instruction).4. Start on the first day of school (lay out the

expectations and then hold them accountable).5. Have a plan in place.6. Consider a wide variety of options (Pyramid of

Interventions).7. REMAIN PROFESSIONAL.

Pyramid of Interventions

Discipline referral

Parent/Teacher/Conference, Administrator/Teacher/Guidance

Conference, Teacher Detention, IEP Process (SPED), Written Contract

Private conference with student, Time-out in another teacher’s room, Talk with coaches, Parent phone call

(positive or negative), Time after class, Time during lunch, Student reflection journal, Move the student’s seat

Use nonverbal actions (proximity, “the LOOK”), Appropriate use of Humor, Use redirection, Ignore the behavior, Delay taking action, Give a gentle reprimand

SOME TOOLS FOR YOUR TOOLBOX

Ignore the behavior. Delay taking action. Use Nonverbal Actions (proximity, the “look”). Praise the entire class for its good behavior. Give a gentle reprimand. Use appropriate humor. Redirect the student.

SOME TOOLS FOR YOUR TOOLBOX Confer briefly with the student. Hold a longer conference with the student. Move the student’s seat. Arrange for a time-out room with another teacher. Talk with an administrator, peer, coach, case manager,

or counselor about the behavior to get suggestions. Contact the parent by phone or email. Detain the student after class (or have them come and

see you at lunch). Student reflection journal.

SOME TOOLS FOR YOUR TOOLBOX

Parent/Student/Teacher Conference Parent/Student/Teacher/Administrator/Guidance

Counselor Conference Teacher detention IEP Process Behavior Contract (written agreement) Referral to administrator

SOME TOOLS FOR YOUR TOOLBOX

Remove from classroom (call administrator) Referral to Administrator

TAKE A BREAK

10 minutes

WHAT DO WE DO WITH THESE

INTERVENTIONS?

Practical Case Studies

CASE STUDY BUDDIES

Case Study 1: Germany, Nepal

Case Study 2: Brazil and China

Case Study 3: Switzerland and Japan

Case Study 4: Italy and Madagascar

Case Study 5: Costa Rica and Turkey

Case Study 6: India and AustraliaCase Study 7: Greece (no buddy)

Case Study Process

STEP 1 – Read the case study and discuss within your

own country.What went well? What went wrong?What practical interventions would you use?What advice would you give this teacher?

Case Study Process

STEP 2– Meet with your Case Study Buddy

and discuss.Assign a leader to make sure the

discussion moves along.Assign a reporter who will

represent both groups in Step 3.

– Review the questions from Step 1.

Case Study Process

STEP 3– Reporter will give quick

scenario and report out to larger group.

– Share your practical solutions.– Less than five minutes per

group.

Case Study Presentations

TAKE A BREAK

10 minutes

PROCEDURES AND ROUTINES

Clear procedures and routines decrease the amount of negative behavior and increase productivity.

Makes students feel more comfortable.Provides consistency.Must be taught and practiced.Start on DAY ONE!!!

Examples

Beginning of classEnd of classPassing out papersVisitors to the classDismissalMake-up workSchedulesGrade updates

FIVE ACTIVITIES

Instructions posted.Each activity is timed.Record information onto your CMP.Be respectful of other groups.Honor the discussion.Stay on task.Don’t talk over each other.

The Beginning of the Period

1. Student entrance

2. Attendance

3. Homework

4. Student questions

5. Tardy Students

6. DO NOW!

Count off 1 -6 in your country.

Your job is to go to the table indicated by your number.

Take notes and bring info back to your country.

Regroup with your country and share ideas.

Round 1

Classroom Disruptions

1. Guest or visitor to room

2. Restroom

3. Locker/Parking Lot/Clinic

4. Called to office

5. Announcements

Remain in your country.

Round robin – each person quickly shares their procedure for these events.

Allow for clarifying questions.

Round 2

Sharing Information

1. Absent student

2. Make-up work

3. After-school help

4. Grade updates

Count off starting with 1 to 4 in your country. Repeat if needed.

Four Corners – go to the corner with your number.

Discuss the procedures for the topic and report information back to your group.

Round 3

Management of Work

1. Homework

2. Returning papers

3. Collecting work

Round 4

Count off 1-3. Your job is to go to

the table indicated by your number.

Take notes and bring info back to your group.

Regroup with your country and share ideas.

End of the Period

1. What to do the last few minutes of class.

2. Exiting the classroom,

3. Exit cards, etc.

Round 5

Pair up with your case study buddy.

Discuss items. Recorder and

manager (keep everyone on task)

Don’t talk over each other.

Classroom Management Plans

Positive Ways to

Work with

Students

Place a copy of your CMP in your plan book (we would like to see it when we come by).

Copy to your department chair by Friday, 9/4.Imbed elements from it into your syllabus,

webpage, and Back-To-School night information.

Post to the wiki when possible.Ask questions, peer observe, and revise plan.Reflect on your practice.

“A gem is not polished without rubbing, nor a man perfected without trials.”

Chinese Proverb

SURVEY

Please take a moment to complete the survey posted on the wiki by Friday, Sept. 4.

TO SUM IT UPOn the index card on your

table– share with us the one new

thing you have learned;– What additional information

do you want to know or explore more.

Thank you for your time and effort.

Let us know how we can help!

A short video

Effective Use of Consequences

http://www.pd360.com

CONSEQUENCES

If we need to help a student learn that their actions are

inappropriate, what can we do reinforce more positive behavior

next time?

Resources

http://drwilliampmartin.tripod.com/classm.html

What can you as the teacher do to prevent problems in your classroom?

Engaging instruction Move about the room Know your students (learn their names) Don’t let students push your buttons You are in charge of the room (control the tone

and the tempo)

Additional Information to ReadReview the handoutsThey offer additional practical

suggestionsWhat from these suggestions can you

integrate into your CMP?

Handouts from: Discipline Survival Kit for the Secondary Teacher by Julia Thompson

What is your classroom management profile?

http://www.quibblo.com/quiz/42j99n/Your-Classroom-Management-Profile