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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
  • 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

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