I Can Do It! Presented by Ellen Holmes [email protected].

Maine Education Association I Can Do It!*

Maine Education Association I Can Do It!

*Employees Over 30Employees Under 30At least they understand each other on Wednesday!Maine Education Association I Can Do It!

*AnticipationSurvivalDisillusionmentRejuvenationReflectionAnticipationSource: Trainers manual, Support Provider Training, Revised May 1996

Phases of First Year Teachers Attitudes Toward TeachingMaine Education Association I Can Do It!


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*What do you know about classroom management? KMaine Education Association I Can Do It!


*What do you want to know about classroom management? WMaine Education Association I Can Do It!


Learn about the elements necessary for successful classroom management.

Discover communication styles and how they relate to student/teacher/parent communication.

Learn about interventions for selected difficult behaviors encountered in the classroom.

Have opportunities to find out about hints that help create the smoothly flowing classroom.

Acquire information that will build successful parent/teacher relationships.

Have the opportunity to link with a support partner at or near one's grade and/or content level.

Maine Education Association I Can Do It!*CLASSROOM MANANGEMENTTraining Goals

Participants will:


*Training TopicsGetting to Know Your StudentsRules and RoutinesReinforcersPolishing Your TechniquesSmoothly Flowing ClassroomsCommunications StylesHome and School CommunicationDealing with Difficult BehaviorsMaine Education Association I Can Do It!


*Review the Agenda Maine Education Association I Can Do It!


*What are the two comprehensive objectives for classroom management?Maine Education Association I Can Do It!


*Ensure the safety of staff and students. Create a learning environment.Maine Education Association I Can Do It!


CLASSROOM MANAGEMENT

Objectives

*How can we achieve this climate in the classroom? Maine Education Association I Can Do It!


*Please read page 4 in your binder.Maine Education Association I Can Do It!


Classroom Needs Hierarchy

SurvivalSafetyBondingCommunity

PersonalResponsibility

Learning begins to occur at this level.

Nebraska State Education Association I Can Do It!

*Go SLOW to go FAST Maine Education Association I Can Do It!


*Getting to know youBreaking the ice! Maine Education Association I Can Do It!


*Getting to Know Your Students Turn to pages 6-9 of your binderTake two minutes to write down two activities you might use to get to know your students.Take five minutes at your tables to discuss how you going to begin the school year, or next year or Monday morning?Report outMaine Education Association I Can Do It!


*Come To The Edge

Come to the edge.It's too tall.Come to the edge.I'll fall.Come to the edge.And they came.And you pushed them. And they flew.Maine Education Association I Can Do It!


*What does this poem mean to you? Maine Education Association I Can Do It!


*I have come to a frightening conclusion.I am the decisive element in the classroom.It is my personal approach that creates the climate.As a teacher, I possess tremendous power to make a childs life miserable or joyous.I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal. In all situations, it is my response thatdecides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.- Hiam Ginott Teacher and Child 1976 Avon BooksMaine Education Association I Can Do It!


Maine Education Association I Can Do It!*Lecturette


Maine Education Association I Can Do It!* Make eye contact with each student

Call all students by their first or preferred name

Move toward and stay close to the learners

With-it-ness


Creating

Acceptance

EMBED MS_ClipArt_Gallery

Maine Education Association I Can Do It!*Room TemperatureFurniture ArrangementPhysical ActivityBreaksBulletin Boards (Walls)Climate (Humor and Tone)ORDERRoutinesGuidelinesPerceptions of Safety


ENHANCING ACCEPTANCE

COMFORT

16

Maine Education Association I Can Do It!* Provide Wait Time - pausing to allow a student more time to answer instead of moving on to another student when you dont get an immediate response Dignify Responses - giving credit for the correct aspects of an incorrect response Restate the Question - ask the question again using the same words or a paraphrase Rephrase the Question - use different words that might increase the probability of a correct response Provide Guidance - giving enough hints and clues so that the student will eventually determine the correct answer


RESPONDING THE RIGHT WAY

These are power behaviors that influence a student's sense of acceptance and thereby enhance their creativity and engagement with the lesson.

19

Maine Education Association I Can Do It!*Break


Maine Education Association I Can Do It!*The chief source of the problem of discipline in schools is thata premium is put on physical quietude; on silence, on rigid uniformity of posture and movement; upon a machine-like simulation of the attitudes of intelligent interest. The teachers business is to hold the pupils up to these requirements and to punish the inevitable deviations which occur.John Dewey Democracy and Education


Maine Education Association I Can Do It!*What does this quote mean to you in the context of todays teaching environment?


Maine Education Association I Can Do It!*Lecturette


Maine Education Association I Can Do It!*Please read page 13 in your binder.


Maine Education Association I Can Do It!*What rules will guide our workshop?


Maine Education Association I Can Do It!*Voice + Choice = Loyalty


Maine Education Association I Can Do It!*HOW TO ESTABLISH RULESInvolve the class in making the rules.

Keep the rules short and easy to understand.

Phrase rules in a positive way.

Remind the class of the rules at times other than when someone has misbehaved.Make different rules for different kinds of activities.

Key children in to when different rules apply.

Post the rules and review them every so often.

If a rule isn't working, change it.


Maine Education Association I Can Do It!*Rules are unclear or seen as unfairly or inconsistently enforced.

Students did not believe in the rules.

Teachers & administrators did not know the rules.

Teachers & administrators disagreed on responses to student misconduct.

Teacher & administrator cooperation was poor.

Administration was inactive.

Teachers had punitive attitudes.

Misconduct was ignored.

Schools were too large.

Schools lacked adequate resources for teaching.John Hopkins University Researchers, Gottfredsons CARS Newsletter, April/May 1995


SCHOOL/CLASSROOM CHARACTERISTICS

ASSOCIATED WITH DISCIPLINE PROBLEMS

15

Maine Education Association I Can Do It!*Tomorrow is the mostimportant thing in life.

Comes in to us at midnight very clean.

Its perfect when it arrives and it puts itself in our hands and hopes weve learnt something from yesterday. John Wayne, Actor (1907-1979)


Maine Education Association I Can Do It!*Make it a rule of lifenever to look back.Regret is an appalling waste of energy; you cant build it; its only good for wallowing in.Katherine Mansfield, Writer (1888-1923)


Maine Education Association I Can Do It!*What are your reflections on these two quotes as they relate to classroom management?


Maine Education Association I Can Do It!*If you punish a child for being naughty, and reward him for being good, he will do right merely for the sake of the reward, and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who thinks about how he may get on in the world, and does right or wrong according as he finds of advantage to himself. Immanuel Kant Education


Maine Education Association I Can Do It!*What does this quote suggest about rewards? Other thoughts?




(Children) fail because they are afraid...They are afraid, above all else of failing, of disappointing or displeasing the many anxious adults around them, whose limitless hopes and expectations for them hang over their heads like a cloud...Schools give every encouragement to producers, the kids whose idea is to get the "right answers" by any and all means...These schools are often very discouraging places for thinkers...The expectation and fear of failure, if strong enough, may lead children to act and think in a special way...like an animal fleeing danger - go like the wind, don't look back, remember where the danger was, and stay away from it.

John Holt

How Children Fail

Maine Education Association I Can Do It!*Each child is living the only life he/she has ~ the only one he/ she will ever have. The least we can do is not diminish it.

Bill Page



Asking the child

Consider:2. Observing the Child

3. Use what worked before

Every Time You Can!Selecting Appropriate Reinforcers4. Give the student a choice


Maine Education Association I Can Do It!*Ask the child.

Observe the childs preferences.

Use what worked elsewhere.

Give the student choices.

A reinforcer loses value over time.Goals for Dealing with Inappropriate Behavior



Quietly

Do It:2. Calmly

3. Privately

Every Time You Can!Discussing Inappropriate Behaviors


Maine Education Association I Can Do It!*Instructions for Give One, Get One

Jot down three (3) of your own ideas.

Get up and find someone from another table. Share your lists.

Give one new idea from your list to your partner. Get one new idea from your partner's list.

Move on to a new partner and repeat Steps 2 and 3.

If your list and your partner's list are identical and you have no new ideas to exchange, you must remain together and brainstorm something that can be added to each of your lists.**Note: Exchange no more than one idea with any one person.


Maine Education Association I Can Do It!*KWLWhat you know What you want to know What you learned


Maine Education Association I Can Do It!* Use a classroom signal for attention Whatever signal you use, be consistentGIVING DIRECTIONS Plan your directions ahead of time

Use 3 step directions

Give directions immediately before the activity

Get the attention of every student

Get feed back from students

Tell them and show them

Keep your voice low

Use signals for whole class response

Thumbs up = yes Thumbs down = no Fist = ? or I don't know


SIGNALS

Where to get materials What to do if they have a question Where to work Where to put finished work What the classroom rules are How to focus on the task What the limitations are If and why the teacher is unavailable



INDEPENDENT ACTIVITIES

Students should know:

Maine Education Association I Can Do It!*TransitionsRead over the transition problem at your table. Discuss solutions to this problem at your tableWe will then share with the group.


Maine Education Association I Can Do It!*What is an educational sponge?Please read page 51 in your binder.


Maine Education Association I Can Do It!* On a blank piece of paper, write one sponge on the top. For the next 5 minutes, walk around the room and gather as many sponges from folks as you can. Stop when the music ends.


Maine Education Association I Can Do It!*Communication Survey

Example:Sometimes I suspect I may appear to others as being:__4___ too emotional (b) __2___ almost too controlled (c)__1___ too concerned (d) __3___ overly wrapped up


Maine Education Association I Can Do It!*Sensor FeelerThinker Intuitor(a)__4__ (b)___2__ (c)__1____ (d)___3__(b)__3__ (c)___1__ (d)__2____ (a)__4___(a)_____ (d)______ (c)_______ (b)______

Total: __20__ __5__ __3___ __18__Scoring Your Survey


Maine Education Association I Can Do It!*Scoring Your Survey Sensor Feeler Thinker Intuitor

22201816

6420


Maine Education Association I Can Do It!*Stand By Your Style! Builders Identify those activities or characteristics of a learning environment which help you to learn.Blockers Identify those activities or characteristics of a learning environment that interfered with your learning.Builders Blockers


Maine Education Association I Can Do It!*Teacher/ Student Learning StylesSENSOR

Teacher

UNSTRUCTURED DISCIPLINESPONTANEOUSHANDS-ON IMMEDIACYEXPECTS STUDENT VARIETYUSES INNOVATIVE APPROACHESLEARNING LINKED TO THE HERE AND NOWVARIETY OF ACTION/ EXPERIENCESEMPHASIS ON RELEVANCYStudent

DIRECT APPLICATION OF KNOWLEDGECOMPETITIVE INSTRUCTIONOPPORTUNITIES TO DISCOVER BY DOINGRECOGNITION FOR IMMEDIATE APPLICATIONPHYSICAL, FUN ACTIVITIESSIMULATIONSVARIETY OF INSTRUCTIONAL STRATEGIES


Maine Education Association I Can Do It!*Teacher/ Student Learning StylesFEELER

Teacher

FAIR DEMOCRATIC DISCIPLINENURTURING FORMATINDIVIDUALIZATIONCOOPERATIVE LEARNINGEXPECTS STUDENT INITIATED LEARNINGUSES VARIETY OF MATERIALSLEARNING LINKED TO INDIVIDUAL NEEDSEMPHASIS ON APPLICATION & OWNERStudent

OPEN, INTERACTIVE ATMOSPHEREGROUP/ COOPERATIVE LEARNINGOPPORTUNITIES FOR SELF-ESTEEMREASSURANCERECOGNITION FOR BEING AN INDIVIDUALIMAGINATIVE/ CREATIVE SHARINGOPEN-COMMUNICATION INSTRUCTIONCONCEPTUAL & CONTENT LEARNING


Maine Education Association I Can Do It!*Teacher/ Student Learning StylesTHINKER

Teacher

FIRM DISCIPLINEORGANIZED ROUTINESOUTLINED LECTURESEXPECTS STUDENT ACCOUNTABILITYSTRONG USE OF TEXT LEARNING LINKED TO PAST TRADITION

Student

Structure with clearly defined goalsTraditional InstructionStudents share responsiblyRecognition for being on-taskFoundation of subject firstRoutine, rules, directed instructionContent learning


Maine Education Association I Can Do It!*Teacher/ Student Learning StylesINTUITOR

Teacher

DISCIPLINE EXPECTED DUE TO INTERESTSHARING OF INSTRUCTOR RESEARCHLECTURE/ DISCUSSIONEXPECTS CRITICAL THINKINGSTRONG USE OF OUTSIDE MATERIALLEARNING LINKED, ANSWER ?LOGICAL, BUT CHANGING LESSON PLANSEMPHASIS ON FUTURISTIC APPLICATION

Student

THEORY, INVESTIGATIONINDEPENDENT INSTRUCTIONOPPORTUNITIES TO EXPLORE NEW KNOWLEDGERECOGNITION FOR COMPETENCEIMMEDIATE CHALLENGEBEYOND TEXT INSTRUCTIONCONCEPTUAL LEARNING


Maine Education Association I Can Do It!*Does your school have special activities designed to build home-school connections?


Maine Education Association I Can Do It!*Parent Communication Log Month ____________ Year__________

DateParent or Guardian Contact NamePhoneEmailNoteVisit

NotesDateParent or Guardian Contact NamePhoneEmailNoteVisit

Notes


Maine Education Association I Can Do It!*Reach out to parents.Know the importance of parent support.Demonstrate concern for the student, I care too much about your daughter not to ask you and use the SANDWICH TECHNIQUE.Involve others.Invite fathers.Prepare for conference use your grade book, notes on the students work and behavior.Document all parent involvement (use parent contact sheet).Follow up.DONT GIVE UP !Effective Family Involvement


Maine Education Association I Can Do It!*Please read page 69-70 in your binder.


If you anticipate trouble, ask a peer, guidance, teacher, principal, or department head to sit in on the conference.Give emotional first aid. LISTENIgnore an attack and then redirect the conference, focus on the child.Become the parents ally.End the conference and reschedule if you feel that the situation is out of hand.



Maine Education Association I Can Do It!*FERPA(Family Educational Rights and Privacy Act)www.ed.gov/policy/gen/guid/fpco/ferpa/index.html Information about students - their home lives, their school careers, their grades - is considered confidential information by federal law - FERPA Only those with a need to know should have this kind of information - for example, guidance staff or parents or the childs other teachers. Never casually discuss a student, even if you mean to compliment him or her, unless there is an educational reason for doing so. Avoid inappropriate conversations at parties or in restaurants or the grocery store. Make appointments when you need to discuss a student. Have educational goals for the discussion.




The number one problem

in the classroom

is not discipline;

it is the lack of

procedures and routines.

18



GOALS WHEN DEALING WITH

DIFFICULT BEHAVIOR

1. To eliminate or minimize the behavior.

2. To maintain students self

esteem.

3. To maintain the lesson.


Quietly

Do It:2. Calmly

3. Privately

Every Time You Can!Discussing Inappropriate Behaviors


Maine Education Association I Can Do It!*Write down your three most frustrating or challenging student behaviors.Take five minutes to share your list with others at your table.Choose one to report out to the large group. Each table will visit a chart located around the room. For two minutes the group will brainstorm solutions to the problem and record those in the groups assigned color. At the signal, move to the next chart.Carousel Activity




GOALS WHEN DEALING WITH

DIFFICULT BEHAVIOR

1. To eliminate or minimize the behavior.

2. To maintain students self

esteem.

3. To maintain the lesson.



Whenever you are dealing with an unacceptable behavior

always question whether the behavior in question is an

isolated event or a recurring symptom

of a greater problem.

Maine Education Association I Can Do It!*Pages 79-99 in your binder have specific tips for dealing with difficult behaviors.


Maine Education Association I Can Do It!*What have you learned?


You Can Do It!

Nebraska State Education Association I Can Do It!

*Tell the participants that this day will be spent exploring some useful paths to successful classroom management. Tell them we will be using techniques used by successful teachers.*Note: before formally beginning the training, you should introduce the members of the training team and welcome the participants to I Can Do It! Tell them that I Can Do It! is a workshop developed by the California Teachers Association, a group of expert teachers, and a California county superintendents association.*Tell participants that this is a good illustration of how newer younger teachers and more experienced older teachers view their week. ON any school staff there are big differences in how new teachers and experienced teachers will tackle their responsibilities and solve their problems but there are also some common times as well!*Tell participants that this is a graph illustrating the phases of a first yea teachers attitudes toward teaching. Review the stages and note at what point in the year participants might be now. Tell them that this cycling of phases happens to all teachers new and experienced, but the disillusionment dip gets less deep the more experienced and able to cope they become. *On a piece of chart paper, divide it into thirds the long way, at the top of the first column make a capital K, on the top of the second column make a W and for now, leave the third column blank. Ask the participants to share some of the concepts and ideas that they know K about classroom management. Record these responses in the K column. After recording for about 3 or 4 minutes, post the paper.*Ask the participants what it is that they want to know W about classroom management. Record these responses in the W column. After recording for about 3 or 4 minutes, post the paper on the wall where it can be seen during the day.* Note: These are the first two steps in the KWL lesson planning sequenceK: What do you know? W: What do you want to know? L: What did you learn. This strategy develops a common agenda for trainer and participants, or teacher and students and is discussed later in the day during a session on instructional techniques. *Use the Training Goals slide. Share that these are some of the classroom management concepts that focus groups of experienced and novice teachers involved in designing this workshop thought were essential for new educators to know *Tell the participants to turn to the Table of Contents in their manuals. Share with them the idea that we have included these areas or domains of classroom management in the training in order to meet the goals. Show the slide, Training Topics. Tell the participants that we will explore all of these topics today. Point out that many of the want to knws that were recorded on the chart can be found in the topics listed. *Review the agenda and schedule for the day and hang that sheet of chart paper on the wall. Note the break times are approximate but you will honor them as closely as possible. Ask if there are any questions. Also, create a chart that says Parking Lot at the top and hang it towards the back of the room. Let participants know that the parking lot is a place for them to put questions that they have that they may not want to ask during the day, or on a topic that they think we might not get to. They should feel free to use the post-it notes on their to place any questions or observations on the Parking Lot any time throughout the day. *Tell the participants there are 2 comprehensive objectives for classroom management. While saying this, draw a horizontal line on the easel paper, dividing it in two. Write a large 1 in the upper left hand corner of the paper, and a large 2 in the left corner just below the line. Ask the participants what they think the objectives are. Record their responses: put those related to safety on the top half after the 1, those related to an optimal learning environment on the bottom half after the 2.Note: Usually participants suggest behaviors or characteristics of an environment that reflect the two objectives. *Show the slide Classroom Management Objectives and say that the results of their discussion can be summarized in the two main objectives, and read them. Remind them that safety is both physical and psychological. Ask the participants to record these objectives on page 3 of their Participants Manuals.*Ask the group, How can we achieve this climate in the classroom? How can we ensure safety and create a learning environment? Lead them to the awareness that familiarity and knowledge of one another are the first steps toward a supportive community, which is explored in the next section.*Ask participants to read page 4 in their manuals silently.*Show the Classroom Needs Hierarchy slide and walk through the steps in the pyramid. Emphasize that learning for the whole class is impaired unless every student feels, at a minimum, safe in the classroom, and that the first stage in feeling safe is feeling known and accepted.*Ask participants to talk about the idea of getting to know their students, their role in helping students get to know each other. Introduce the idea of go slow to go fast to set the foundation for a productive learning environment.Ask the participants if they know of any other components of the classroom community that set the foundation, and are part of the go slow to go fast agenda for the beginning of the yearfor example, class rules, etc.*Tell them we will begin with some activities which help each student find a place in the classroom. First, we will get to know each other. Ask for a show of hands to divide the group by grade levelselementary, middle, high school, K-12 teachers. Ask for a show of hands to find out about the teaching experience level of the groupfirst year, 1-5 years, 5-10 years, 10 or more.Introduce the birthday probability pairs activity: ask participants to get up and form a circle around the tables in order of the month and day of their birthday. Join the line. After the line is complete, tell the group that in every random group of 26 or more people, there is a 50% probability that two people will share the same birth date, month and day. Ask for any pairs and have them step forward. Tell them this is a getting to know you activity they can use with their classes. Tell them that if there are no pairs, often adding information about a family member of the students will produce a match.*Ask everyone to go to new tables, by grade level, only elementary at one table, and so forth. Indicate which table is assigned to which grade level, and allow a few minutes to move notebooks and personal effects.Ask them to open their Participant manuals and look at the getting to know you inventories for classroom use on pages 6-9. Ask them to take a sheet of paper from the table and write down two activities they might use to help students get to know each other. At the end of two minutes, ask each table group to discuss how they plan to begin the school year (or the next year, or refocus the group Monday morning). Allow 5 minutes. Ask each table to pick a reporter and select one activity to share with the large group. Share out. *Show the slide Come to the Edge, telling participants it is on page 9A of their manuals. Ask for a volunteer to read it. Give a poster to the volunteer.*Ask the participants what the meaning of the poem is to them, and what it says about how students approach the school year. Ask, Why is it important to make the first steps from the nest as easy as possible? Tell the group that you will make their first steps comfortable, as well.*Show the slide, I Have Come to a Frightening Conclusion and ask for a volunteer to read it. Give away a poster to the volunteer. *Our attitudes and perceptions are the filters through which all learning happens. Some attitudes affect learning positively and some affect it negatively. Without positive attitudes and perceptions, students have little chance of learning well. There are two learning categories that attitudes and perceptions affect: (1) learning climate, which is psychological, and (2) classroom tasks.Today we will focus on learning climate. Two types of attitudes and perceptions affect learners mental climate: a sense of acceptance and a sense of comfort and order. We know that learning is inhibited if students do not feel accepted by the teacher and by their peers. These negative perceptions distract students from learning.Classroom research has shown that effective teachers help students feel accepted in the classroom. *Show the slide, Creating Acceptance. Tell them this is in their manuals, on page 11. Read and discuss the transparency. Ask participants about activities that they have used to help create acceptance.*Show the slide Enhancing Acceptance. Review the text and point out it is in their manuals on page 11-B. Tell participants that comfort and order are essential to creating a safe learning environment.You may want to review the Classroom Needs Hierarchy, page 5 in their manuals.*Tell the group that their role in creating acceptance is critical, and show the slide, Responding the Right Way, on the projector. Tell them that what they model sets the standard for student behavior in the classroom, and that these guidelines are in their manuals, page 11-A. *Show the slide of this Dewey quote and ask a volunteer to read it. Give away a poster to the volunteer. *Ask the participants to take a minute to think about the meaning of this quote in the context of todays teaching environment. Ask participants to share their thoughts. Make the following points during the discussion:The philosophy of each teacher will determine in large part the climate of the classroom and direction of discipline for the classWhether or not a teacher has consciously adopted a philosophy about discipline and climate, he or she is acting upon oneThat philosophy is reflected in the rules and community of the classroom*Read the following lecturette:Students are amazingly adaptable. In 13 years of schooling they learn 30 or 40 different sets of rules and routines, one set for each teacher from kindergarten through twelfth grade.When we assume that students know how to behave by the time they get to our classroom, we are asking that students pick from all the expectations they have been asked to meet by every classroom they have been in and to guess which ones fit our classrooms.When we clearly define and teach our own sets of rules and routines, we can increase the chance that the students will follow our expectations.Any one of us will be comfortable with a range of behaviors in the classroom.Some of us will accept more noise and student directed activity than others.The most important factor to keep in mind regarding rules and routines is that when there is a lack of them or they are poorly enforced, the result is a definite negative impact on the amount of learning for students and an increased degree of stress for the teacher.We can consider that the students have a finite amount of energy to devote to instruction. When much of this energy is spent figuring out what the teacher expects and how much you will put up with, less learning occurs.Additionally, time spent correcting behavior cuts into the amount of available instructional time.*Ask participants to read page 13 in their manuals silently. *When they are done, tell them you and they are going to establish some rules to guide the rest of the workshop. Ask for suggestions and record them on the easel. Assist the group in rephrasing suggestions that begin with dont to a more positive statement. To demonstrate that the teacher can add rules, add one to the list such as return on time from breaks. Post the 10. rules on the wall. *Ask the participants to share in their table groups how rules in their classes were established this year.Write Voice + Choice = Loyalty on the easel and tell the group that when people have the opportunity to express their opinions or choose, they are more apt to support the decisions.*Show the slide, How to Establish Rules, on the projector and review. *Show the slide School/Classroom Characteristics on the screen and review. Tell the class that new teachers often find themselves stymied by student behaviors. Tell them this also happens to experienced teachers, but those experienced teachers have discovered something very useful: when something doesnt work, it is time to try something different. Any Monday can be a new beginning of the year.

*Show the slide John Wayne quote and read or have a volunteer read. If you use volunteers, give away a poster.

*Ask for a volunteer to read the Katherine Mansfield quote. If you use volunteers, give away a poster. *Ask the participants to share their reflections on these. Remind them that they can change the behaviors in their class and achieve good results, which students do not know and do not need to know the reason for changing the rules. Tell them these quotes are on page 24 of their manuals. *Ask participants to open to page 14 in the Participants manual and read. When they are done, tell them when routines are used a very important structure is in place in the classroom. Ask if anyone has substituted. Talk about the differences between the classes that worked well and those that were somewhat chaotic. Use the metaphor of a car moving down a road which suddenly loses engine power: it keeps moving. Point out that well run classes and a moving object have something in common, and ask the group to name itmomentum.Tell them that classes with momentum keep moving when the teacher is gone, due to established routines. Share examples from your own teaching experience.*Show the slide Kant quote. Ask a volunteer to read the quote and give away a poster. Tell participants the quote is on page 24. *Ask participants to share their thoughts on the meaning of the Kant quote, and what it suggests about rewards.*Tell the participants that most classrooms use both positive reinforcements and negative consequences to mold student behavior. Show the slide Holt quote and ask for volunteer to read. Give away a poster. Remind participants that all rules, reinforcements and discipline must meet childrens needs for safety and community. *Show the slide Bill Page quote ask the participants to turn to the person next to them and take one minute each to reflect what this means to each of them. After each person has shared with each other, ask for a few volunteers to report out. If a participant read the quote, give away a poster. *Show the slide Selecting Appropriate Reinforcers. Read and ask group to share their reflections on the guidelines. *Ask participants to turn to page 25 in their manuals and read Reinforcing Strategies for Behavior Management. *Show the slide Goals When Dealing with Difficult Behavior and review. *Show the slide Discussing Inappropriate Behavior and review. Talk to participants about the importance of praise and of ignoring some inappropriate behavior. Tell them about three tools used by teachers to shape behavior: the look, proximity, and with-it-ness. Use examples from your teaching experience.*Ask participants to take a sheet of paper and write down three ideas for positive reinforcement. Tell them they will hear a musical cue when time is up, and allow them 2 minutes to work. Tell participants they will use the technique, Give One, Get One (page 27 in participant manual) an activity useful with any subject and at any grade level. Explain that they are to move around the room collecting as many reinforcements as possible and the winner will receive a prize. Put the Give One, Get One overhead on the projector and tell them the content for the activity will be, ideas for reinforcements. Tell them they have 5 minutes to collect ideas, and use the musical cue to start and end the activity. Give away a poster to the winner. Point out to them that you have been giving out posters as a reinforcement for participation in the workshop, and that they can use this technique. Tell them pages 26-28 contain ideas for reinforcements.*Tell participants that many of the instructional strategies you have used during the workshop can be used in the classroom and encourage them to think about classroom applications for the workshop activities. Place the KWL transparency on the overhead, and refer them to the chart paper on the wall, What they Know and What they Want to Know about Classroom Management, done at the beginning of the workshop. Tell them that these can be used to help guide the teacher in meeting the needs of students during the class, and are parts of a strategy called KWL. The last part of KWL happens when studentsor workshop participantssummarize what they have learned at the end of the day, or class, or instructional unit.Tell them the next few pages of the Participant manual contain some useful instructional techniques, which help build an orderly, safe and productive classroom community. *Tell participants the next section of the workshop will focus on hints, transitions and sponges in order to deal with those dynamics in the classroom that can lead to either chaos or order. Ask them what signal has been used in the workshop today (answer: music). Ask them to share signals they use in their own classes. Ask them to turn to page 47 in their manuals and review steps for giving directions; do the same for independent activities on page 48. Put the transparency, Signals, on the overhead and review. *Show the slide, Independent Activities, and review. *Ask participants to turn to page 49 and read the essay on transitions. *Then ask them to look at the transition problems on page 50. Assign one to each table, and give them 5 minutes to solve. Ask each table to share its problem and solution. Encourage them to make notes in the manual. Then point out the expert answers on 50-A. Note that they have likely exceeded the experts in detail and variety of options.

*Ask the group if any one knows what an educational sponge is. Ask them to turn to page 51 in the manual and read it. *Then, tell them they will do a Give One, Get One activity to develop a list of sponges. Have each person write a sponge they might use on a sheet of paper, then tell them they have 5 minutes to get as many as possible. Use a musical signal when time is up. At the end of the activity, show them the suggested sponge activities on pages 53-39. *Tell participants that the next activity will help them discover their own communication styles, and that they will learn something about themselves and their students as teachers and learners.Ask them to turn to the Styles survey on page 60. Review the sample question and scoring. *Them ask them to turn to the scoring sheet on page 60C and note the sequence of letters after item 1 and item 2. Ask them to take the inventory individually, and then transfer their answers to the scoring sheet. Ask participants to total their scores under each communication style. Take those scores and record them to make a line graph. Tell them to then take the highest scoring areatheir dominant styleand find the descriptor on pages 61-64. Tell them that no one fits any style perfectly because each person is a blend of two or more styles. And, that every group is likely to have all four styles present among its members.*Ask participants to total their scores under each communication style. Take those scores and record them to make a line graph. Tell them that their highest scoring area is their dominant style. and find the descriptor on pages 61-64. Tell them that no one fits any style perfectly because each person is a blend of two or more styles. And, that every group is likely to have all four styles present among its members.

*Tell them we are now going to look at how communications styles affect the learning environment. Ask them to go to the station under a communications style banner for their dominant style and make sure each group has a marker pen.Ask them to have a conversation with the other members of their group about their strengths and what they bring to a larger group. Ask someone from each group to report to the whole group.Next, place the Builders and Blockers transparency on the projector, and ask each group to choose someone to draw a T chart on the chart paper under their banner, and label the two halves of the paper builders and blockers.Now tell them to have a conversation with members of their group about their own experiences as K-12 students, to identify those activities or characteristics of a learning environment which helped them learn buildersand those which interfered with learningblockers.Ask them to write these lists on the T chart. When all the groups are done, ask someone from each group to report out their findings to the whole group. Ask if anyone has any questions for another group. Ask if anyone has had some discoveries about students in their classes as a result of what they have just learned. *Tell participants to turn to pages 61-64 to find the descriptors for each of the styles. Review what both students and teachers look like in each of the styles. Point out that pages 61-65 of their manuals contain useful information that will help them plan activities that are builders for all the learning styles in their classes.

*Tell participants to turn to pages 61-64 to find the descriptors for each of the styles. Review what both students and teachers look like in each of the styles. Point out that pages 61-65 of their manuals contain useful information that will help them plan activities that are builders for all the learning styles in their classes.*Tell participants to turn to pages 61-64 to find the descriptors for each of the styles. Review what both students and teachers look like in each of the styles. Point out that pages 61-65 of their manuals contain useful information that will help them plan activities that are builders for all the learning styles in their classes.

*Tell participants to turn to pages 61-64 to find the descriptors for each of the styles. Review what both students and teachers look like in each of the styles. Point out that pages 61-65 of their manuals contain useful information that will help them plan activities that are builders for all the learning styles in their classes.

*Tell participants that parents are critical partners in their students education. Tell them that they need to establish communication with parents early in the year. Encourage them to send a letter like the sample on page 67 of the manual to their students families at the beginning of the school year. Ask the group what activities they have used for communicating with parents. Talk about the need for establishing a relationship before there is a problem.Tell the participants that many parents have barriers to working with their childrens schools, such as bad personal experience with education (up to 25% of a typical high school class does not graduate with their classmates), or other personal concerns. Ask the group if any of their schools have special activities designed to overcome these kinds of barriers. Ask participants to review the ideas on page 68 of their manuals.*Show this sample inventory for collecting important information and talk about why this is important to collect and have in an organized place in their classroom. *Show this sample communication log and talk about why this would be helpful information to keep track of. *Show the slide, Effective Family Involvement. Ask for a volunteer to read it, and give away a poster. Tell the participants that parent conferences are often the only direct contact educators have with parents, and are a critical time for establishing a working relationship. Tell them that conferences are a time for two-way communication, and often involved the student. Planning is key. *Ask participants to turn to pages 69-70 in their manuals and read the tips for successful conferences. When the group is done, ask for any reflection or comments. *Ask them if anyone in the group has ever faced a hostile parent at a conference or other school event.Share with them strategies for coping with hostile parents: listen to and support the parents, redirect the conversation to the child and his educational needs, become the parents ally, and if necessary, end the conference. Ask the group if anyone has been threatened by a parent. Suggest strategies for dealing with threats, such as: tell the parent threats are unacceptable, invite the parent to meet with you and the principal. Remind participants of the importance of communicating regularly with their supervisors when a complaint or hostile contact with a parent occurs, of asking for assistance and support, and of keeping records of contacts with parents.*Show the slide, Meeting with Parent/Guardian, and share the form for recording parent contacts. A participant may raise concerns about out of school contacts with students and their families. Talk with the participants about the need for separation of their private lives from their work, and about their roles in the community. This is a sample form to document those meetings. *Ask participants to raise their hands if they know what FERPA is and what their obligations are in relation to this law. Talk about what it is and the serious nature of this law. Review the points of the slide and provide any personal stories that might be appropriate in illustrating a point. Also, point out that the website is a good source for them to use to explore more about FERPA. *Show the slide The Number One Problem .Tell the participants we will spend the rest of the day on challenging student behaviors. Talk to them about the different between the student and the behavior: we are concerned about the students aggressive pushingnot about the aggressive student.Place the following transparencies on the projector to review what they have learned so far about dealing with challenging behaviors: The Number One Problem, Goals When Dealing with Difficult Behavior, and Discussing Inappropriate Behaviors.*Show the following slides and review what they have learned so far about dealing with challenging behaviors: Goals When Dealing with Difficult Behavior, and Discussing Inappropriate Behaviors.*Show the following slides and review what they have learned so far about dealing with challenging behaviors Goals When Dealing with Difficult Behavior, and Discussing Inappropriate Behaviors.*Ask the participants to take a blank sheet of paper from the middle of the table and, in two minutes, write down the three most frustrating or challenging student behaviors that they have to deal with. Use a signal at the end of the time. Ask them to share their lists with others at their tables and choose one of the behaviors to forward to the large group for discussion. Ask each table to report out one behavior, and write one of those behaviors at the top of each sheet of chart paper hung on the wall. You may need to refocus statements about students to statements about behaviors.Explain how a carousel works: Each group goes to a station and works there until the musical signal to move on is given. Check that grade-level groupings at the tables are intact. Assign one of the four marker colors to each of: early elementary, elementary, middle, high schoolor other groupings as appropriate. Ask each table to select a recorder who should take a marker. Give the participants their assignment: ask them to go stand at a station, directing each table to a station. Tell them that their job is to develop solutions for the challenging behaviors at each station, and record them. Tell them solutions will be typed up and mailed to them. *Show the slide, Goals When Dealing with Difficult Behavior, and leave on.Tell them they will have three minutes per station, and tell them to begin. At the end of the time frame, play music to tell them to move on. At the end of the carousel, announce a break time and walkabout: ask them to walk around and read the responses, while taking a break for refreshment as necessary. Participants should return to their tables for the remainder of the day.After the break and walkabout, ask for comments and reflections. Tell them that they have the ability to solve most student problems, and may only need to talk it over with a colleague to clarify their ideas. Usually a participant will raise a concern about a particularly difficult behavior at this point. Provide advice and make it clear that some behaviors pose safety threats to the student or others, or make the learning environment unproductive. Some are indications of a larger problem. *Show the slide, Whenever you are Dealing.Tell them that some behaviors require teacher intervention and cannot be ignored. *Ask them to look at pages 79-99 for some specific tips related to specific behaviors. Talk to them about resources available to assist students and them with particularly difficult problemsguidance counselors, special education staff, principal, certification support teams, and others.

*Summarize their learnings for the day: Review the K and W charts posted at the beginning of the day, reminding them of their essential learnings of the day. Review the Parking Lot and make sure that all of the questions have been addressed if not, take a moment or two to do so. If there is time, have participants at their tables take an index card and write down something they intend to do at school Monday morning. Ask them to pair up with someone at the table and exchange plans.*Tell them the workshop is complete, their work has been excellent, and from what you have seen, you know that they CAN DO IT. Distribute certificates of completion and participant evaluation forms. Draw names for door prizes.

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I Can Do It! Presented by Ellen Holmes [email protected].

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