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TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
TCHR 6020   Class 4   Spring 2010
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TCHR 6020 Class 4 Spring 2010

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Brian Housand, PhD …

Brian Housand, PhD
East Carolina University
Spring 2010

Published in: Education
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  • * DORF (Ford) * TRANG (Grant) * JANSOCK (Jackson) * SINGNOWHAT (Washington) * LIONSW (Wilson) * HUBS (Bush) * VELLDANCE (Cleveland) * COLLINN (Lincoln) * TNNOLIC (Clinton) * RUNMAT (Truman) * MY NICKEL (McKinley) * AM SAD (Adams) * RASH IRON (Harrison) * GOOD LICE (Coolidge) * A NIGHT SNOW (Washington) * COLT INN (Clinton) * JEFF SNORE (Jefferson) * A RANGE (Reagan) * VEND A CELL (Cleveland) * AH YES (Hayes)
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    • 1. TCHR 6020MAT Classroom ManagementClass #4
      Dr. Brian Housand
      East Carolina University
      Monday, February 1, 2010
    • 2. Welcome Back
      Get a laptop.
      Go to http://moourl.com/6020
      Take Today’s Poll.
      Log onand post a message at
      http://todaysmeet.com/6020
    • 3. Today’s Agenda
      Week in Review / Tales from the Field
      Charles & Moorish
      RTM: Developing a Hypothesis
      GimmeFive
      The Wong Way
      CMP: Protocols and Procedures
    • 4. My Week in Review
      Anchorage
      Google Buzz
      NC Gifted Conference
      Snow
      Olympics
    • 5. Tales from the Field
    • 6. Strategy 3:
      Clarifying Expectations
      Explicitly Teaching Students How They Are Expected to Conduct Themselves in the Classroom
    • Teacher / Student Cooperative Approach
      Introductions
      Educational Experiences
      Traits of a Good Teacher
      Positive Student Behaviors
      Negative Student Behaviors
      Dealing with Misbehavior
      Establishing a Positive Learning Environment
    • 9. Ronald MoorishReal Discipline
    • 10. Ronald Morrish’sReal Discipline
      Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone.
      To acquire these essential skills, they need supportive guidance from enlightened, caring teachers.
    • 11. Morrish: Choice has Failed
      Does not demand proper behavior from students.
      Requires teachers to bargain and negotiate with students.
      Does not teach students how they are supposed to behave.
    • 12. Real Discipline is…
      a lot more than simply giving choices to children and then dealing with the aftermath.
      We have to teach them right from wrong.
      We have to teach them to respect legitimate authority.
      We have to teach them the lesson that have been learned by others and by ourselves.
      Then, and only then will we enjoy watching them develop into adults.
    • 13. Phase 1: Training for Compliance
      Should be a Non-thinking activity. Students should comply automatically and habitually.
      Rules and Compliance
      You don’t have rules unless you can enforce them.
      Insistence is the best strategy for enforcing rules.
      Limits and Compliance
      Never give students a choice when it comes to limits.
      Bargaining shifts the power to the students
      Authority and Compliance
      Reestablish teacher as the authority
      Respect first, appreciation second
    • 14. Phase 2: Teaching Students How to Behave
      Teacher sets the classroom rules
      Quickly teach rules through explanation, demonstration, practice, and corrective feedback.
      Students must be taught what to do
      Direct instruction and carefully supervised practice
      Don’t scold or punish. Instead have them redo the behavior in an acceptable manner and continue to practice it.
    • 15. Phase 3: Managing Student Choice
      Develop greater independence by providing more choice as students prove they are able to handle choice
      Choice must have limits and compliance
      If students don’t care much about outcome of a goal, they should not be allowed to make choices about it.
      Teachers make decisions for students until they begin to sincerely care
    • 16. Phase 3: Managing Student Choice
      Independence requires balancing personal rights with responsibility
      The rights and needs of others must be taken into account
      Students should look at every unsupervised situation as an opportunity to demonstrate personal responsibility
    • 17. Moorish on Independence
      Independence is not “doing your own thing”
      Independence is doing what is right when you are own your own.
    • 18. Table Talk
      What would it be like to be a student in Moorish’s Classroom?
      What would it be like to be a teacher using Real Discipline?
    • 19. Reflective Teaching Module
    • 20. Gimme Five!
      Five Fabulous Tricks, Tips, and Tools for Today’s Teacher
      Today’s Five
      Challenge
      Children’s Literature
      Curriculum Connection
      Content Resource
      Computer Tool
    • 21. February 17, 2009
      Unscramble These Presidential Names
      MY NICKEL
      AM SAD
      RASH IRON
      GOOD LICE
      A NIGHT SNOW
      COLT INN
      JEFF SNORE
      A RANGE
      VEND A CELL
      AH YES
      DORF
      TRANG
      JANSOCK
      SINGNOWHAT
      LIONSW
      HUBS
      VELLDANCE
      COLLINN
      TNNOLIC
      RUNMAT
    • 22.
    • 23. http://tinyurl.com/685vko
    • 24.
    • 25. Tech Tool of the Day
    • 26. Harry K. Wong
      Rules
      Procedures
      Routines
    • 27. “ The first day of school or a class – even the first few minutes – will make or break a teacher.”
    • 28. Harry Wong’s Beliefs about Teaching
      • The more capable the teacher, the more successful the student
      • 29. Good teachers enhance the life and spirit of students they teach
      • 30. What you do on the first day of school determines the success for the rest of the year!
      • 31. Those who teach well never cease to learn
    • Harry Wong’s Beliefs about Classrooms and Procedures
      • The main problem in teaching is not poor student discipline, but poor classroom management
      • 32. On the first day of school teachers should begin to establish a structure of procedures and routines for their class
      • 33. Effective teachers spend most of the first two weeks teaching students to follow classroom procedures
    • The Three Characteristics of an Effective Teacher
      • Effective teachers have positive expectations for student success
      • 34. Effective teachers are effective classroom managers
      • 35. Effective teachers know how to design lessons for students’ mastery
    • “The three most important things that must be taught the first week of school are Discipline,
      Procedures,
      and Routines.”
    • 36. Discipline Plan
      • All teachers need a discipline plan that contains rules and consequences
      • 37. The teacher should think of behavior expectations for students and write the rules—no more than 5
      • 38. Consequences should be attached to rules
      • 39. Positive consequences for compliance and negative consequences (but not punishment) for non compliance
    • Discipline Plan, Cont…
      • Explain your discipline plan (expectations, rules, and consequences) to students the First Day of school.
      • 40. Behavior associated with rules must be taught through discussion, demonstration, and practice
    • Procedures
      • To establish good procedures do two things:
      • 41. Decide what routines are needed for the activities in your classroom
      • 42. Make lists of the procedural steps students must follow to participate—i.e. How to move about the classroom
      • 43. Every time you want students to do something—you need a procedure!
      • 44. You have to teach students procedures, not just talk about them
    • Three Step Method for Teaching Procedures
      • Explain
      • 45. Teacher states, explains, and demonstrates the procedure
      • 46. Rehearse
      • 47. students rehearse and practice the procedure under teacher supervision
      • 48. Reinforce
      • 49. Teacher reteaches, rehearses, practices, and reinforces the classroom procedure until it becomes a habit
    • Routines
      • As procedures are taught and used, they become routines.
      • 50. Routines are procedures that are done automatically without prompting or supervision
      • 51. A routine becomes a habit, practice, or custom for the student
    • Harry Wong’s To Do List (Before School Starts)
      • Arrange room so that teaching and grouping is possible
      • 52. Make sure equipment is working properly
      • 53. Have supplies ready before the first day
      • 54. Know how to greet the class
      • 55. Practice introducing yourself... know what you want to say
      • 56. Know the school and district rules
      • 57. Post your rules and their consequences
    • The First Day of Class
      • Stand at the door and greet students as they enter
      • 58. Establish high expectations for your students!
      • 59. Have assigned seats established
      • 60. Position yourself in the room near the students
      • 61. Problems are proportional to distance between you and the students
      • 62. In a consistent location, post an assignment for students to begin when they enter the room
      • 63. Dress in a professional manner that models success and shows you expect achievement
    • 64. There’s a Procedure for that.
      List all of the things that happen in your classroom that you will want to create a procedure for.
    • 65. Classroom Management Plan
      Daily Protocols – Inclusive of all routines necessary to conduct a productive classroom; assists in reducing management time.
    • 66. Preventing Problems
    • 67. Physical Environment
      A well-ventilated room
      Glare free lighting
      Colorful and informative bulletin boards
      A clean and orderly room
      Private spaces for students
      Visibility from all areas of the room
      Compatible seatmates
      Match of layout with teaching style
    • 68. Meeting Individual Differences
      Differentiated Assignments
      Grouping
      Choices and Decisions
      Realistic Expectations
      Capitalizing on Interests
    • 69. Meaningful Activities
      Procedures
      Student Engagement
      “Sponge” Activities
    • 70. Instruction
      Focus Attention
      Avoid Over-Dwelling and Fragmentation
      Practice Kounin’sWithitness
      Variety and Group Alerting
      Overlappingness
      Smooth Transitions
      Know When to Stop
      Check for Understanding
    • 71. Emotional ObjectivityFocus on the behavior and the causes.Do Not Personalize.Do Not Blame. Remain Positive.
    • 72. Entering and Exiting the Classroom
      Beginning and Ending the Day
      Materials Storage and Distribution
      Bathroom and Water Fountain Permission
      Movement within the Room
      Getting Help
      Hand Raising
      Noise Control
      Free Time
      Collection, Distribution, and Labeling of Papers
      Instructional Management
    • 73.
    • 74. February 22, 2010
      Charles #4
      TGS: 19 and 20
      Behavior Management & Motivation
      Designing an Instructional Intervention
      Next Time
    • 75. I am a teacher.

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