Classroom management
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Classroom management

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  • I will always try to … I will never… There is no teaching unless learning occurs
  • Study by Jacob Kounin – withitness had the biggest decrease in disruptive behavior
  • Eulogy
  • Sarah
  • Amy

Classroom management Presentation Transcript

  • 1.  
  • 2.
    • Be Responsible
      • Participate in activities
      • Agree try at least 3 things from today’s session
    • Be Respectful
      • Turn off cell phones and take calls in hallway
      • Limit sidebar conversations
      • Follow Attention Getting Signal
    • Be Safe
      • Take care of personal needs
  • 3.  
  • 4.
    • Brandi Simonsen
    • Rob Horner
    • George Sugia
    • Ed Kame’enui
    • Jeffrey Colvin
    • Randy Sprick
    • Marzano
  • 5.
    • Partners A and B
      • First A tell B your name,
      • District you work for and it’s location
      • Your educational role, grade level,
      • Why you are here/ what you hope to take back from today
    • Switch and B tell A
    • Share with others at your table
  • 6.
    • “ A Leader is best when people barely know that he exists;…
    • Not so good when people obey him or acclaim him;….
    • Worse when they despise or don’t respect him.
    • Fail to honor people you lead, they fail to honor you…
    • But of a good leader, who talks little, when his work is done, his aim fulfilled, they will all say:
    • We did this ourselves!”
    Lao-Tsu, 604 BC
  • 7.
    • Consider your educational experience. How did teachers/principals manage behavioral errors when you were in school?
    • Consider your upbringing. How did your parents deal with inappropriate behavior?
  • 8.
    • Scale of 1-10
    • 1 10
  • 9.
    • Through what lens do you see your students, classroom, behavior?
    • Is teaching more or less stressful than in the past or than you thought it would be?
    • How do you handle frustration?
    • How SHOULD students act?
  • 10.
    • Paraverbals
      • Posture
      • Positioning
      • Face
      • Tone of Voice
      • What You Say
  • 11.  
  • 12.
    • Mindfulness
      • Heightened sense of situational awareness
      • A conscious control over one’s thoughts and behavior relative to the situation
    • Read the sentence on the next slide only once and count the number of F’s in it
  • 13.
    • FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC EXPERIENCE
    • DID YOU FIND 8?
  • 14.
    • With-it-ness
      • The disposition of the teacher to quickly and accurately identify problem behavior or potential problem behavior
        • Scanning
        • Roaming
        • Eye contact
  • 15.
    • Emotional Objectivity
      • Realistic attitudes toward students and student teacher relationships
      • Calm approach toward student behavior
      • A nonpersonalized perspective of the behavior of student(s)
      • Professional view of students as young learners
        • Not warm and gushy
        • Not distant and aloof
    Eulogy
  • 16.
    • Write down 7 things you know about PBS
    • A and B compare and explain your list,
    • Share list with others at your table
  • 17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
  • 18. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
  • 19.
    • Leadership team
    • Behavior purpose statement
    • Set of positive expectations & behaviors
    • Procedures for teaching SW & classroom-wide expected behavior
    • Continuum of procedures for encouraging expected behavior
    • Continuum of procedures for discouraging rule violations
    • Procedures for on-going data-based monitoring & evaluation
    School-wide Sugai, Horner
  • 20.
    • Maximize structure in your classroom.
    • Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
    • Actively engage students in observable ways.
    • Establish a continuum of strategies to acknowledge appropriate behavior.
    • Establish a continuum of strategies to respond to inappropriate behavior .
    • (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation )
  • 21.
    • Develop Predictable Routines
      • Teacher routines : attention getting signal, volunteers, communications, movement, planning, grading, etc.
        • Seven critical times:
      • Student routines : personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc .
    • Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:
      • Arrange furniture to allow easy traffic flow.
      • Ensure adequate supervision of all areas.
      • Designate staff & student areas .
      • Seating arrangements (groups, carpet, etc.)
  • 22.
    • Establish
    • Teach
    • Prompt
    • Monitor
    • Evaluate
  • 23. Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior A closer look... Monitor Student's Behavior in the Natural Context
  • 24. Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!
  • 25.
    • Provide high rates of opportunities to respond
      • Vary individual v. group responding
      • Increase participatory instruction (enthusiasm, laughter)
    • Consider various observable ways to engage students
      • Written responses
      • Writing on individual white boards
      • Choral responding
      • Gestures
      • Other: ____________
    • Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)
  • 26.
    • Direct Instruction
    • Computer Assisted Instruction
    • Class-wide Peer Tutoring
    • Guided notes
    • Response Cards
  • 27.
    • Specific and Contingent Praise
    • Group Contingencies
    • Behavior Contracts
    • Token Economies
  • 28.
    • Error Corrections
    • Differential Reinforcement
    • Planned ignoring
    • Response Cost
    • Time out from reinforcement