Mtn.view school discipline presentation 12 13


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oThis is the expectations for discipline.

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  • Mtn.view school discipline presentation 12 13

    1. 1. Mtn. View ElementarySchool Classroom Management and Discipline Strategies 2012-2013
    2. 2. Characteristics of EffectiveTeaching1. The teacher makes wise choices about the most effective instructional strategies to employ2. The teacher designs the classroom curriculum to facilitate student learning3. The teacher makes effective use of classroom management techniquesSource: Marzano, Robert J. “Classroom Management that Works.”
    3. 3. Source: Marzano, Robert. "Classroom Management that Works."How do you feel about yourclassroom management? “One very disturbing finding from the research is that teachers generally believe that they are not only unprepared to deal with disruptive behavior, but the amount of disruptive behavior in their classes substantially interferes with their teaching (Furlong, Morrison, & Dear, 1994; Lowry, Sleet, Duncan, Powell, & Kolbe, 1995.)”
    4. 4. Source: Marzano, Robert. "Classroom Management that Works"Rules & Procedures Establish rules and procedures for the following:  General classroom behavior  Beginning of the school day or beginning of the period  Transitions and interruptions  Use of materials and equipment  Group work  Seatwork and teacher-led activities Involve students in the design of rules & procedures  You present the rules and procedures you have designed to the class  Allow the students to provide input and suggest alternatives, additions, or deletions  However, you have the final say on the rules and procedures  The fact that this discussion occurred communicates to the students that you will listen to their input
    5. 5. Source: Marzano, Robert. "Classroom Management that Works."Disciplinary Interventions Reinforce acceptable behavior and enforce negative consequences for unacceptable behavior  Commend student privately for good behavior, positive parent phone call, note on student’s desk, pat on the back Establish clear limits for unacceptable behavior and an effective system to record the behavior Removal from the classroom should be the result of all other strategies being exhausted
    6. 6. Source: Marzano, Robert. "Classroom Management that Works."Relationships The best teacher-student relationships are characterized by a balance of “high dominance” and “high cooperation”  High Dominance – clarity of purpose and strong guidance  Clear learning targets, rubrics, clear about what mastery looks like  High Cooperation – concern for the needs and opinions of others and a desire to function as a member of a team as opposed to an individual  Getting student input on learning goals; finding out their interests or what they like about a topic; taking a personal interest in students; including all students in discussion and activities; responding appropriately to incorrect student responses
    7. 7. Source: Marzano, Robert. "Classroom Management that Works."Relationships “As Wubbels and his colleagues (1999) notes: ‘Briefly, teachers should be effective instructors and lecturers, as well as friendly, helpful, and congenial. They should be able to empathize with students, understand their world, and listen to them. Good teachers are not uncertain, undecided, or confusing in the way they communicate with students. They are not grouchy, gloomy, dissatisfied, aggressive, sarcastic, or quick tempered. They should be able to set standards and maintain control while still allowing students responsibility and freedom to learn. (p. 167)’”
    8. 8. Source: Marzano, Robert. "Classroom Management that Works."Mental Set “Withitness” – the ability to identify and quickly act on potential behavioral problems  It’s having “eyes in the back of your head”  It is being proactive in the classroom  Moving closer to students that exhibit signs of a potential discipline problem  Scanning the classroom  Addressing unacceptable behavior immediately before it escalates
    9. 9. Source: Marzano, Robert. "Classroom Management that Works."Mental Set Emotional Objectivity – the ability to interact with students in a businesslike, matter-of-fact manner even though you might be experiencing strong emotions  You need to enforce rules and consequences without becoming emotionally involved in the outcome or personalizing the actions of students – this is very difficult to do because it is natural for you to feel hurt and/or angry  Hesitation kills effective classroom management  It is critical that you remember that you are a professional educator and they are children that are still maturing
    10. 10. The Decision Is YoursDo everything you can to address student behavior:  De-escalate conflicts  Make parent contact  Meet with the student individually  Ask colleagues for help if they are successful with the student  Have a parent-student-teacher conferenceIf the behavior warrants the involvement of an administrator, call Mrs. Mastin or Mrs. Dowell immediately
    11. 11. Involving an Administrator If your grade level discipline plan has been implemented completely and the situation requires an administrator, we are here to help and support you Please understand that once an administrator becomes involved the administrator controls the outcome and consequences
    12. 12. Some Ideas To Think About Source: Maxwell, John. "Everyone Communicates Few Connect." According to John Maxwell, there are 3 questions people (students) are asking about you:  “Do you care for me?”  “Can you help me?”  “Can I trust you?” Can every student in your classroom answer “YES!” to all three of these questions?
    13. 13. Why does misbehavior occur?The student…  is bored because the material is not relevant to them  Show the student how the material can help him/her in life  is scared to try because he/she thinks it is too hard and he/she is not good at the subject  Show the student that he/she can trust you enough to take a risk and that you will provide help in order to achieve mastery  thinks you do not like him/her or that you have given up on him/her  Show the student that you care about him/her by taking the time to develop a positive relationship
    14. 14. Ron “There are a lot of quick fixes that can be used for discipline, but the Clark best technique I have found for long-term results involves getting the students to a point where they don’t want to let you down…If the students respect the teacher and see that he or she cares about them and is truly trying to help them, they are going to be far less likely to cause problems in the classroom.”  “In reality, you can have 1,000 rules and it still won’t matter unless you have a good relationship with the students.”
    15. 15. 2-10 Principle When you have a child that is misbehaving or struggling take 2 minutes a day for 10 days to get to know the child better  There is usually a reason for their behavior and most of the time it has nothing to do with their teacher  “Seek first to understand and then to be understood.” ~Stephen R. Covey
    16. 16. Grade Level Discipline Plan This year each grade level will develop and implement a discipline plan that meets their needs for classroom management and the maturity level of their students All grade level members must reach consensus on their plan and all team members must consistently implement the plan
    17. 17. Next Steps Please meet with your grade level to develop a discipline plan Please submit an electronic copy of the discipline plan to Mrs. Mastin and Mrs. Dowell
    18. 18. Something to Think About“On the first day of school, students hand us respect on a platter. We determine what happens with that gift.” ~Todd Whitaker