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Classroom management 1 2013
- 1. + Welcome! Where should I sit? K-2 Teachers sit nearest the entrance 3-5 Teachers sit in row along the column 6-8 Teachers sit in row aligned with back window & screen 9-12 Teachers sit nearest the wall with the clock & podium SJUSD Human Resources
- 2. + CLASSROOM MANAGEMENT Presented By: Darren Battaglia and Kelly Mack SJUSD Human Resources
- 3. + Management Trainings I. Framework II. Engagement & Motivation III. Culturally Responsive Management SJUSD Human Resources
- 4. + AGENDA 1. Welcome 2. Relationships 3. Rules and Procedures 4. Rewards and Consequences SJUSD Human Resources
- 5. + SHARE Write a classroom management success you have had this school year in your note taking guide SJUSD Human Resources
- 6. + Outcomes: Deepen understanding and application of classroom management as a system. Create an action plan for using rules, procedures and building student relationships. Share your successes and get ideas for some of the challenges you might be facing. SJUSD Human Resources
- 7. + Great Educators in History DIRECTIONS Who was your favorite teacher and why? SJUSD Human Resources EXAMPLE
- 8. + SHARE Share your memory with a new partner What did that teacher do to build relationships? SJUSD Human Resources
- 10. + Teacher : Student All read pp. 56-57 Focus on relationship building strategies, be ready to share JIGSAW: Module 12: Demonstrating Personal Interest pp. 59-62 Module 13: Behaving Equitably pp. 63-66 Module 14: Exhibiting an Assertive Connection pp. 67-70 Module 15: Being Aware of the Needs pp. 71-76 SJUSD Human Resources
- 11. + Teacher:Student Using Equitable & Positive Classroom Behaviors SJUSD Human Resources Taking Personal Interest in Students Balanced Dominance/Authority & Cooperation
- 12. + Student : Student Relationships What’s the difference? Human Bingo Think, Pair, Share Ice breakers SJUSD Human Resources
- 13. + Student : Class Relationships Class meeting Compose a chant Photo wall/collage Mural Mission statement SJUSD Human Resources
- 14. + Action Plan for Relationships Write an activity to improve each type of relationship Describe next steps: tomorrow, next week, month & year SJUSD Human Resources
- 16. + Teacher as a Warm Demander Read “The Teacher as a Warm Demander” Be ready to share one insight from the reading with the group SJUSD Human Resources
- 17. + Management is a system SJUSD Human Resources
- 19. Action Plan for Rules + Write your classroom rules on the action plan. SJUSD Human Resources
- 20. Rules: “The function of a rule is to prevent or encourage behavior by clearly stating + student expectations.” Harry Wong SJUSD Human Resources
- 21. + The 6 Rules for Rules: Simple Positively stated Behavioral objectives (Doing Verbs) Always true Easily observed Physically doable SJUSD Human Resources
- 22. What will you enforce? SJUSD Human Resources +
- 28. Action Plan for Rules + Re-write your classroom rules using the 6 rules for rules. SJUSD Human Resources
- 42. + What procedures do we need? SJUSD Human Resources
- 44. + What procedures do we need? SJUSD Human Resources
- 45. + Procedures Highlight procedures that are working in your class Number the top 3 that you need to change or implement Brainstorm procedures that are not on list Share with your group SJUSD Human Resources
- 46. + Self- Reflection Think about a typical day. What procedure works really well? SJUSD Human Resources
- 47. + Teaching Procedures Effectively Break them into 3 – 5 simple steps Teach the visually, orally & kinesthetically Check for understanding Practice, reinforce, periodically review, quiz/assess SJUSD Human Resources
- 48. The most difficult behavior for a child to do is the one he has never seen. A. Harris SJUSD Human Resources
- 49. + Action Plan – Procedures Write one new procedure Include it Google Form: http://bit.ly/mgmtsteps How might you implement it? SJUSD Human Resources
- 50. + Procedure: Passing out textbooks Step Looks like Table monitors walk to the back shelf & pick up books One student from each table stands up and walks quietly to the back of the classroom Place one textbook (quietly) in front of each student One student passes out one textbook per student Table monitor walks back to seat All students are seating at assigned seats Sounds like SJUSD Human Resources Quiet and the rest of the students are listening to the lesson All students are ready to learn
- 51. + Action Plan – Procedures Write one new procedure Include it Google Form: http://bit.ly/mgmtsteps How might you implement it? SJUSD Human Resources
- 52. + REWARDS & CONSEQUENCE S SJUSD Human Resources
- 54. + Extrinsic vs. Intrinsic rewards Do they work? Motivation? SJUSD Human Resources
- 55. + Individual Recognition Students of the month Tickets for drawings Student store Cupcakes Jobs SJUSD Human Resources
- 56. + Group Recognition Preferred activity time Attendance & Behavior Charts Marbles in a jar Table points SJUSD Human Resources
- 57. + Be aware… SJUSD Human Resources
- 58. + When things go wrong… SJUSD Human Resources
- 59. + Criteria of Effective Consequences SJUSD Human Resources
- 60. + Criteria of Effective Consequences SJUSD Human Resources
- 61. + Closure Think of two ideas that might work for you in your classroom Write each idea on a separate sheet of paper SJUSD Human Resources
- 62. + Snow Ball Fight! Crumple up paper into a snow ball On the signal, begin throwing your snowballs! At the second signal, stop & pick up two snowballs around you Forming a group of 2 – 3 people, take turns sharing and discussing the snowball ideas with your group SJUSD Human Resources
- 63. + “Education is not about filling a bucket, but lighting a fire” William Yeats SJUSD Human Resources
- 64. + Closure Evaluations http://bit.ly/mgmt2014 Next Steps SJUSD Human Resources
- 65. + Images Clevercupcakes, Homemade agave sweetened marshmallow topped cupcake, http://www.flickr.com/photos/clevercupcakes/3245835028/ Clevercupcakes, Giant baby naming cupcake, http://www.flickr.com/photos/clevercupcakes/3785413314/sizes/s/in/phot ostream Kelly Sue, Henry Leo’s 1st birthday cupcake, http://www.flickr.com/photos/kellysue/2831068087 Oliver Wagemann, Total Relaxation, http://www.flickr.com/photos/glimeend/4859663048/sizes/z/in/photostrea m/ Dangerous Weapon, http://www.flickr.com/photos/akb778/2966594650/sizes/m/in/photostream / SJUSD Human Resources
Editor's Notes
- 4:00 – 4:03
- 4:03 – 4:06
- 4:03 – 4:06Also, we want to acknowledge that you bring to tonight’s session a very practical understanding of classroom management that you have likely developed from prior coursework, observation, conversations, research, and necessity and that tonight’s session is not an end-all-be-all word in classroom management, but rather an opportunity to deepen your understanding and application of classroom management as embedded within your current context and within the support structures of the BTSA experience. Thank you in advance for your participation and engagement, which we know is often challenging at this time of day, please sugar up as needed. To begin, please consider your current classroom management practice, write an intention or hope you have for tonight’s session and place it on the wall titled ____________. We’ll address these as much as possible as the session progresses. Resources: packet/note taking guide, reading, computer to access sharing and evaluation
- 4:06-4:11At your tables you have sticky-notes, please write a classroom management success you have had this school year. Once you have finished writing please share with your neighbor.
- 4:11 – 4:13
- 4:13 – 4:15Think of your favorite teacher. Preferably from a similar grade to the one that you currently teach. Why was that teacher your favorite? Write your response on the note taking guide.
- 4:15 – 4:21Find a different partner, introduce yourself and share your thoughts. Once everyone’s finished, we’ll return to our seats.
- 4:21 – 4:22Relationships are one of the most important things in Classroom Management. The better you know your studentsandthe better they know each other, the more unity your class will have.
- 4:22 – 4:42You will have 8 minutes to read the Introduction on pages 56-57 and assigned Module noticing specific strategies for building relationships. You will need to form a group of four and number off within your group 1-4.Each person will read assigned Module. Ones-will read Module 12, Twos-will read Module 13, Threes-will read Module 14, Fours-will read Module 14.Form a group of four and number off within your group.1s will read Module 122s will read Module 133s will read Module 144s will read Module 15As you read highlight key points that stand out to you. After the reading you will have a 10 minutes to debrief specific relationship building strategies from your section within your table groups.18 mins.
- 4:42 – 4:45As we have gathered from the reading building relationships is a critical piece of classroom management. Modules 12 and 13 were about taking personal interest in students and using equitable and positive classroom behaviors.Balance between dominance and cooperation. Kids shouldn’t be scared of the teacher. The Teacher should have students cooperating on class rules and have control over the class. The more you know your students, the better you can understand and help get them engaged.Think of a success you have had building relationships with your students. Take 1 minute and share your success with a partner.
- 4:45 – 4:50What reasons are there to build student relationships amongst each other? By understanding how other students think and feel, this fosters a basis for community. Community isn’t only built in cooperative learning environments, but in everyday interactions between students. Students that work cooperatively learn to value others worth and develop compassion and acceptance.Practice a Community Building Activity Here
- 4:50 – 4:56Connections among students. Class community building is important because all students bring their own strengths to the table. Take a few minutes, with a partner and brainstorm as many ways you can think of (share ways to build relationships with students or among student in order to build community.)Whole group share out-share a couple of community building ideas
- 4:56 – 5:06Now that we have had the opportunity to discuss the three types of relationships we are going to create an action plan for relationships.You will need to fill in first row of the Relationship building action plan. What are your next steps to build relationships from Teacher to Student, Student to Student and Student to Class or School that you might be taking on Monday, next week, month or next year?Think about each relationship type you are building. Take one activity you have heard or seen or thought of and include action plan. Take a moment and write it individually and then, we will be asked to share one idea as a whole group.Teacher – StudentStudent – StudentStudent – Class (community)Fill in the first row of the Teacher: Student, Student: Student and Student to Class or School Relationship Action Plan.
- 5:11 – 5:26Warm DemanderMarzanno calls this a Balance between dominance & cooperation, but we prefer the term warm demander. Dominance refers to the teachers authority while cooperation refers to the students input into the class. Marzanno suggests that neither one of these aspects are extremes but that there is a balance of these two aspects much like the warm demander.
- 5:26 – 5:27Management is a system. Typically we think of this system in terms of Rules, procedures, rewards & consequences. One part that is typically left out of this equation is the relationship aspect. Before break we discussed the importance of building relationships to help students be engaged and encourage positive behavior.This equation would fall apart if these students weren’t working together.
- 5:27 – 5:28Why rules? What are they? Set of expectations for student behaviors. Help students to understand what is expected of them. Rules are different than procedures. Procedures are routines that help the class run smoothly whereas rules are much more broad. Many of your schools use PBIS where some very simple rules are stated, keep that in mind as we continue today and how might use those effectively in your class.
- 5:28 – 5:324 minutesYou will have four minutes to write your Classroom Rules on the action plan for Rules (in the handout) You’ll have an opportunity to revise your rules after we do some more thinking about them.
- 5:32 – 5:33Take a moment and read the Harry Wong quote. It’s critical to explicitly state the rules many students don’t know how they need to behave in the classroom. We need to teach students rules and not assume they already know how to behave a certain way.
- 5:43 – 5:44Rules need to be simple and positively stated. Set student expectations.Tell students how you want them to behave as opposed to how you don’t want them to behave.
- 5:44 – 5:45A rule is only a rule when you are willing to enforce it. What are you willing to enforce? Many teachers have a rule, “Keep hands, feet & objects to yourself.” However when items get thrown, erasers, pencils, etc. if it isn’t enforced, then students learn that rules don’t need to be followed.Some teachers involve the class when they create rules in order to get buy in from their students and build community at the same time.Darren, was really good at enforcing his classroom rules…tells story
- 5:45 – 5:47This is an example of a high school teacher clearly posting his classroom expectations. Alec Kerins from San Jose High SchoolAlec Karen (Araceli’s notes)
- 5:45 – 5:47Mellissa Duran, Hoover
- 5:45 – 5:47Art teacher. Julie Van Duarc from Trace.
- 5:45 – 5:47Generic rules. Positively stated. You’ll notice the difference between these and the Positive, Behavior Intervention and Support schools.
- 5:45 – 5:47First grade teacher. Vicki Foshay.Schallenberger.
- 5:47 – 5:55You have read the Marzano reading pp.9-12 regarding RulesFor your reference as you re-write your classroom rules, on pages 11-12 in the Marzano book there are some examples of Teacher & Student Rights and Rules. Turn the page to Action Plan for Rules-in your hand outYou will have 5 minutes to revise your classroom rules. After you have revised your classroom rules, you will have few minutes to discuss your revisions with a partner.
- 5:56 – 5:57Procedures are simply a method or process for how things are to be done in the classroom.“The number one problem in the classroom is not discipline, but lack of routine” Harry Wong
- 6:01 – 6:05The weekly calendar is posted so that students will know what is assignments are discussed in class during the week. It can include homework as well.
- 6:01 – 6:05Student binders are color coded for easy identification. Mellissa Duran WGHS. Mellissa Duran also uses these types of binders and has the table get out everyone’s binder every day to add any handouts, even if the student is absent.
- 6:01 – 6:05Melissa Duran at Hoover organizes note books & papers to return to students
- 6:01 – 6:05Table names in Julie Van Dewarks art class at Trace.
- 6:01 – 6:05Pic from Willow Glen High SchoolThis is the daily agenda that is posted on the board via the projector. The agenda is then archived in wiki and emailed to the students.
- 6:01 – 6:05Screen shot of a tweet from Jennifer French, English teacher from SJ High.
- 6:01 – 6:05“The number one problem in the classroom is not discipline, but lack of routine” Harry WongGive Me 5- procedure used by one of the teachers we observed to get students attention:1.Eyes are on me2. Ears are listening 3. Mouth is quiet4. Hands are empty5. Body is still
- 6:01 – 6:05Vicky’s ClassroomStudent supplies are on the table and they are responsible for maintaining the group baskets.
- 6:01 – 6:05Vicky’s classroomAnother example of group baskets Students learn color names and spelling
- 6:01 – 6:05Another procedure of snack and back packs storage
- 6:01 – 6:05Julie VanDewark at Trace Elementary SchoolTeaches ArtMs. VanDewark prepares carefully and materials are in trays. She teaches students procedures and practice procedures before delivering art lesson.
- 6:01 – 6:05Example of what Vicky says….1. When I say one, you are going to push in your chairs and stand quietly behind your desk.2. When I say two, you are going to walk quietly and stand in line on your number.3. When I say three, we are going to walk out the door and go to recess.Students are assigned a number at the beginning of school year.
- 5:57 – 6:01Using the “What procedures do we need?” handout, highlight the procedures that are currently working well in your class. Prioritize the top 3 that you need to change or implement to make your class run more smoothly.Here are a few examples of procedures that some teachers use.
- 6:01 – 6:05A hall pass from Willow Glen High School’s Teacher from Jim Bernstein
- 6:05 – 6:10 5 minutes-Using the “What procedures do we need?”highlight the procedures that are currently working well in your class. Prioritize the top 3 that you need to change or implement to make your class run more smoothly. Come up with things that are not on the list.
- 6:10 – 6:15 5 minutes-Using the “What procedures do we need?”highlight the procedures that are currently working well in your class. Prioritize the top 3 that you need to change or implement to make your class run more smoothly. Come up with things that are not on the list.
- 6:15 – 6:18Think to yourselfWhat procedures do you already have in place? Why are they working?
- 6:18 – 6:20Look like, sound like, feel like.
- 6:20 – 6:21Rules and Procedures must be taught and re-taught throughout the year. If students are no longer following the rules and procedures then the teacher must think…. Are these rules still important to you then they need to be re-taught and re-enforced. You can have the students do skits of examples and non-examples or just ask students to model them. If they are no longer important than your rules and procedures should be revised. If something doesn’t work, change it. These rules aren’t set in stone.
- 6:34 – 6:39Look at the second to the last page on your handout, choose one of the procedures that you highlighted from a few minutes ago.Write down 3 – 5 simple steps to that procedure, include what it will look and sound like. You may want to include cues for students to follow. For example, when Ms. Bauer’s class, her cues for moving to the rug. Her cues were non-verbal, one finger meant stand up, two fingers meant push in your chair, three fingers meant move to the rug and sit, “Crisscross, applesauce.”
- 6:23 – 6:34Look at the second to the last page on your handout, choose one of the procedures that you highlighted from a few minutes ago.Write down 3 – 5 simple steps to that procedure, include what it will look and sound like. You may want to include cues for students to follow. For example, when Ms. Bauer’s class, her cues for moving to the rug. Her cues were non-verbal, one finger meant stand up, two fingers meant push in your chair, three fingers meant move to the rug and sit, “Crisscross, applesauce.”
- 6:34 – 6:39Look at the second to the last page on your handout, choose one of the procedures that you highlighted from a few minutes ago.Write down 3 – 5 simple steps to that procedure, include what it will look and sound like. You may want to include cues for students to follow. For example, when Ms. Bauer’s class, her cues for moving to the rug. Her cues were non-verbal, one finger meant stand up, two fingers meant push in your chair, three fingers meant move to the rug and sit, “Crisscross, applesauce.”
- 6:39 – 6:40Write why you do your job or put extra effort into your job. I won’t ask you to share, so your answer doesn’t have to be perfectly worded. Just think independently for a few moments and jot it down.We’re going to come back to it in a few minutes.A crucial element of classroom management are the rewards, or acknowledgement, systems you put in place. It can take many forms and may be elaborate or simple but should recognize and reinforce positive behaviors – thereby minimizing unwanted behaviors.
- 6:40 – 6:43Think Cupcakes:Have Vicky tell her story about her cupcake apron.Explain that while this technique will not necessarily work for everyone, each person must create their own authentic technique, the idea is the same. That when Vicky wants to see behaviors change she gets out her cupcake apron and students immediately know to monitor their behaviors.The system needs to be consistent and taught over and over again. The system also has to be authentic and work for the individual teacher.Authenticity. This is what worked for Vicki. When things aren’t working, think cupcakes. Try something new. Be authentic. What works for you may not for somebody else. What’s worked for years may not work next year.
- 6:43 – 6:45Research re: extrinsic rewards and adults. What’s your experience with offering rewards to students? Consider the role of extrinsic vs. intrinsic reward systems in a class. What some of the benefits of each might be.Research on adults and kids tends to bear out that intrinsic rewards work better for rote, non creative exercises. Extrinsic rewards – work better for creative thinking.
- 6:45 – 6:47
- 6:47 – 6:50 Lynn Bauer at Reed awards Preferred activity time.Keeps tally of things & good behavior that she likes and when she feels like it she’ll give them good time. Each tally point is one minute. Consider one to two strategies you use to recognize your students.Take a few moments with your group and, using the final page of the handout, brainstorm ways to recognize your students.
- 6:50 – 6:51Be with it, be aware.Be proactiveOccupy the entire roomNotice potential problemsDon’t turn your back on students.
- 6:51 – 6:52You may not really need consequences if the system of rules, procedures & rewards is set up correctly. However, sometimes, things may go wrong.ProximityTeacher LookTalk privately with studentCause the least disruption possible. When I yell, “Johnny, step away from the fish tank. What do the res of the students do?”Refer to the rulesRefer to the school discipline policy.Change your rules, change your procedures.
- 6:51 – 6:52A reasonable consequence is one that follows logically from the behaviorThe best logical consequence teaches students to choose between acceptable and unacceptable actions.What do consequences say about what you believe. Does writing standards say that writing is a punishment? Do timeouts for not doing work work as rewards for those students? Personal relationships are critical here for understanding why students are not following classroom rules to help them make a better choice.
- 6:52 – 6:53Melissa Duran at Hoover uses assignments to helps students make responsible choices without causing too much disruptions. Each of these consequences are specific to the action and require a parent signature to help inform parents about student behaviors.
- 6:53 – 6:55Think of two ideas that might work for you in your classroom and write each idea on a separate sheet of paper.
- 6:55 – 6:58Think of two ideas that might work for you in your classroom and write each idea on a separate sheet of paper.
- 6:58 – 7:00Thank your partners and come back to your seats.
- 6:58 – 7:00Kelly and I will be passing out the evaluations. We appreciate and value your feedback. Think about your next steps regarding your action plan.
- 6:58 – 7:00