Terry EspejoGuitar 11/12Pre-Employment 11/2Prince George Secondary SchoolUnion Staff RepresentativeIncome Security CommitteeBargaining Committee

Tuesday, October 4, 2011University of Northern British

Columbia

I never teach my pupils,

I only create an environment in

which they can learn….

1. Introductions

1.1 Name1.2 School & Location - Practicum1.3 Position / Assignment1.4 Practicum - Teaching Experience

2. Classroom Management - Definition

3. Activity # 1 – Managing Classroom behavior is like….

4. Components of Classroom Management

5. Activity # 2 – Classroom Structure / Arrangement

6. Classroom Struct./Arrange. Main Points – Discussion

7. Classroom Routines

8. Classroom Rules / Expectations

9. Building Relationships

10. Prevention / Front Loading

11. Modeling – Discussion

12. Behavior Management Techniques

13. Targeted Strategies

14. Activity # 3 – Teacher Interventions

15. Summary / Conclusion

1.1.Activity # 1: Managing Classroom behavior is like…

Ten Minutes

2.1 Get into groups of 3 or 4, select a recorder and presenter. On a sheet of paper, record main points of your discussion. Present.

Managing classroom behaviour is like….

…because…

…process of ensuring that classroom

lessons run smoothly despite disruptive

behavior by students;

….the orchestration of the learning

environment of a group of individuals;

…also implies the prevention of

disruptive behavior;

Classroom Management Defn. Cont.

…possibly the most difficult aspect of

teaching for many teachers;

…experiencing problems in this area

causes some to leave teaching altogether;

Classroom Management Defn. Cont.

…some research reported that 36% of teachers said they would probably not go into teaching if they had to decide again.

…See handout…SD # 57 – Teacher Evaluation Manual Defn. for Classroom Management

Classroom Management - Components

1. ClassroomPhysical

Arrangement / Structure

2. ClassroomRoutines

3. ClassroomRules &

Expectations4. Building Relationships

5. Prevention & Front Loading

6. Modeling

7. Behavior ManagementTechniques

8. Targetted Strategies

2.2 Imagine that you were given this room to teach in….

Examine the structural arrangement of this classroom and identify:

A. AdvantagesB. Disadvantages / ProblemsC. Would an arrangement like this work for your students and teaching style – why / why not?D. What would you change? Why?

Pay attention to flow, avoid obstructions (students on crutches, wheelchair, size, etc.)

Allow for movement Avoid blind spots, Keep it clean Appropriate furniture Plan your space – clutter vs. dull Use setting to plan for groupings Small / Large group instruction Redirecting / Separating students

Discussion on Routines / Structures: What routines do you have in place for…

When students first enter your class (or when students are late)

When class is about to end (shop, music or P.Ed.classes)

Entering/Leaving the classroom (when a lesson is in progress)

What routines do you have in place for… Students who are continuously disruptive,

(remove from class, referrals to office, electronics)

Students finishing early or ahead of everyone else – (enrichment activities / survival kit)

Asking for help (peer helpers) Using the washroom (hall pass)

What routines do you have in place for…

Fire Drills, Intruders (lockdowns), Earthquakes, Family Emergencies

People (students, teachers, TTOCs, admin.) visiting your class

Collecting / handing in work Dealing with incomplete work Poor hygiene, sick students

Brainstorm with students behavior that will promote a positive learning environment, e.g., raising hand to ask questions or participate in class discussions (hidden curriculum)

Create a list of expectations /agreements:

-Based on principles of mutual respect; (Example: everyone listens when someone is talking)

Description of expected behavior(e.g., strings down during guitar / band class, hold on to ball during demonstrations in P.Ed., tools down/ machines off in shops)

Phrased in positive terms, e.g., please walk instead of don’t run

Minimized number of rules for ease of remembering

Post rules for visibility and reminder Teach, practise, reinforce and remind

“ Relationships are the primary medium of learning”

Chris Kelly Former Superintendent of VSB

If there is no relationship established, is it possible for learning to take place?

How do you build rapport in the classroom?

Know students’ names (or what they want to be called)

Greet each student daily Make connections (how?) Plan fun activities (ideas?) Include students in planning Be genuine – share yourself

Daily check ins Provide students with:

choicesresponsibilities time for decision-making (when should we have

a test?)opportunities to earn privilegesa respectful method for dealing with their

emotions (anger, coarse language, violence, happy, sad)

Give lots of positive feedback Be consistent, Be ‘fair’, not ‘equal’ (each student

is an individual)

Set students up for success

Preview of the day / month/ year (Daily outline of activities)

Samples / examples of expected outcomes Outlines and visual maps (charts for station

studies, e.g., geography) Use / change existing posters as stations

(Feudal System, Criminal Code, Chords / Scales)

Lesson Delivery Components: 1. Introduction (PLO), Connect to

previous learning;2. Discussion of Concept(s) or

Skill(s)…today we are going to learn..)

3. Demonstration4. Guided Practice5. Independent Practice

(homework)6. Teach / Re-teach (check for

understanding7. Evaluate – discuss where skill belongs

in scope or sequence of course outline

Ensure course outlines include assessment schemes for learning (evaluation rubrics)

Curricular integration & relevance (FN), variety in lesson delivery, e.g., Cooperative Learning, Active Participation, station studies, individual / group research and presentations, MET (maximize engagement time), Field Trips, Guest Speakers, etc.

In class prepared & on time

Use respectful language

Remain calm

Leave your problems at home

Be honest

Low Key Strategies Develop classroom radar (try and sense what’

going on between students or in the school) Use proximity control, move around the

classroom (during guided and independent practise

Non-verbal signals for attention (ideas?) Be aware of your voice & body language (eye

contact) Use pauses and wait time (during questioning,

lesson transitions)

Distract (planned explosion) / redirect / no threats, use bribes,

negotiate… Praise publicly/discipline privately Use humour/avoid sarcasm Use school resources / programs, e.g.,

Connections, LSP, Behavior Contracts, administrative referrals, IEP meetings, SBTs, Behavior Teams, Teaching Assistants, etc.

Use parental / guardians support, ongoing communication with home, social workers, group homes, probation officers

Use incentives Class-wide or individual Informal or formal

Class meetings Change the physical

environment/seating Private conferences (student, parent,

teacher, admin.) Informal contracts Limit-setting Behaviour Plans

In a group of 2 or 3: try and remember a situation or incident when a student misbehaved…

1. Describe the student(s) behavior;2. Describe how your response (or how would you

respond) – how did you handle the situation?3. Did (Would) your response defuse or escalate

the situation? / Why?4. How would you handle the situation now? What

would you do differently?5. Share?

The ultimate goal of student behaviour is The ultimate goal of student behaviour is to fulfill a needto fulfill a need

CountedCounted

I am a significant member of the class…the I am a significant member of the class…the teacher notices me and cares about what I teacher notices me and cares about what I have to sayhave to say

CapableCapableI have the ability to do whatever is asked of I have the ability to do whatever is asked of meme

ConnectedConnected The teacher likes me and cares about who I The teacher likes me and cares about who I amam

StudentsStudents need to feel: need to feel:

Set a positive tone Provide structure, structure, structure Make expectations clear Teach the behavior you want to see Focus on prevention Curricular relevance, lesson variety, fun, fair,

relationships

Students may not remember what we teach them, but they will never forget how we treat them.