Classroom routines and schoolwide poster 2011 2012


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  • Classroom routines and schoolwide poster 2011 2012

    1. 1. 1<br />I DO, WE DO, YOU DO<br />Classroom expectations & routines<br />N. Nicholson SY 2011-2012<br />
    2. 2. 2<br />The Power of one--I DO, WE DO, YOU DO.<br />The Power Of One Model<br />After giving modeling and giving directions for whatever it is you want your students to do, follow these five steps:<br />1. Pause.<br />A pause creates anticipation, drawing more attention to you and interest in whatever comes next. It also gives you a moment to glance around the room and confirm that your students are attentive and ready to begin.<br />2. Choose one.<br />Choose one student to do whatever it is you want your entire class to do. This student will model the task you want completed, by him or herself, while everyone else observes. Who you choose only matters in that it must be someone you’re confident will perform the task correctly.<br />3. Student performs.<br />Don’t say a word while the chosen student is performing the task. Stand at a distance and watch to make sure it is done correctly. When the student finishes, be sure to offer a small gesture of praise.<br />4. Allow for questions prior to allowing them to complete independent practice.<br />Next, ask if there is anyone who, for any reason, will not be able to perform the task as modeled. <br />5. The rest of the class performs.<br />Now give your signal. A simple “go” will do. The rest of your students will then perform the task exactly how you want. No roughhousing, pushing, arguing, or other disruptions. No wasting time. No reteaching.<br />YOU MUST MODEL<br />
    3. 3. The Homework Dilemma<br />
    4. 4. 4<br />Homework policy—School-wide expectation<br />1. Assign what students already know in a meaningful way (not many).<br />2. Don’t involve parents.<br />3. Review before the end of the day.<br />4. Address students who don’t have completed homework immediately.<br />5. Have a plan in place for students to complete work after school or during lunch if convenient for you.<br />HOMEWORK SHOULD NOT BE A FACTOR IN WHY A STUDENT HAS FAILED FOR A PARTICULAR QUARTER.<br />
    5. 5. 5<br />Homework policy—School-wide expectation Cont’d<br />Stop Collecting Homework unless it requires extensive writing that needs to be critiqued.<br /><ul><li>Why? What are you going to do with it? Grade it and return it? Correct it so your students can analyze it later? Slap a sticker on it?
    6. 6. Collecting homework is a waste of time.
    7. 7. Upon return, nearly all students will stuff it in their desk or backpack and not give it another thought.
    8. 8. Returning it the next day–after you’ve moved on to the next lesson–is too late to be any benefit to students.
    9. 9. Homework is practice only and therefore shouldn’t be graded beyond a simple credit/no credit.</li></ul>HOMEWORK SHOULD NOT BE A FACTOR IN WHY A STUDENT HAS FAILED FOR A PARTICULAR QUARTER.<br />
    10. 10. 6<br />Homework policy—School-wide expectation Cont’d<br />Partner check<br /><ul><li>Instead of collecting it, have your students pair up and cross check their answers.
    11. 11. Thisadds ownership, motivation, and accountability to homework. It also deepens comprehension and is done before the next lesson–when it really matters.
    12. 12. If there is a discrepancy in answers, the students must work out who is right and why.
    13. 13. During this time, if there is a student whose homework is incomplete, he or she must begin work on it immediately by themselves while students are checking and may not participate in the partner activity. This student will have double the work to complete.
    14. 14. When your students are finished, allow for questions and be ready to provide further explanation. Students who have not completed their homework must finish at home or in detention (whichever you desire).</li></ul>HOMEWORK SHOULD NOT BE A FACTOR IN WHY A STUDENT HAS FAILED FOR A PARTICULAR QUARTER.<br />
    15. 15. 7<br />Homework policy—School-wide expectation Cont’d<br />Throw it away<br /><ul><li>It’s done. You squeezed all the learning you needed from it. Now it’s time to throw the homework away. There is no reason to keep it, and pitching it in the trash underscores the importance of practice—which is an often-overlooked key to academic success.
    16. 16. It’s also an opportunity to have some fun. So grab a wastepaper basket and place it on a chair or desk in front of the room. Ask your students to crumble up their homework, and on your signal, shoot it at the basket.
    17. 17. Afterward, draw a crumbled ball or two from the basket and give out a simple prize—a sticker, first to line up to leave, etc.,.
    18. 18. It’s done because it make your class more enjoyable, which is critical to effective classroom management.</li></ul>HOMEWORK SHOULD NOT BE A FACTOR IN WHY A STUDENT HAS FAILED FOR A PARTICULAR QUARTER.<br />
    19. 19. 8<br />Homework policy—School-wide expectation Cont’d<br />Double it<br /><ul><li>Any student who comes to school without homework completed, and doesn’t get it finished during partner check, must do it at home that evening along with the homework assigned for the day.
    20. 20. If a student comes to you and asks if it can be done during lunch/after school, it’s up to you.
    21. 21. If you decide to give your students the option of doing it during lunch, supervise them yourself in class and don’t accept the homework until the next morning. Make them wait.</li></ul>HOMEWORK SHOULD NOT BE A FACTOR IN WHY A STUDENT HAS FAILED FOR A PARTICULAR QUARTER.<br />
    22. 22. Classroom Routines<br />9<br />
    23. 23. Classroom Routines<br />Peak performers in every industry, including sports, business, and education, follow routines in order to focus on the things that matter most. Students, too, benefit from the use of thoroughly taught, well-established classroom routines.<br />Routines are the lifeblood of a classroom.<br />10<br />
    24. 24. Classroom Routines<br />Peak performers in every industry, including sports, business, and education, follow routines in order to focus on the things that matter most. Students, too, benefit from the use of thoroughly taught, well-established classroom routines.<br />Routines are the lifeblood of a classroom.<br />11<br />
    25. 25. Benefits of Routines<br />The Benefits Of Routines<br />Routines—also known as classroom procedures—rid students of distractions that waste time and interfere with learning. <br />Guesswork is minimized. <br />Minor frustrations and inconveniences are fewer, as are opportunities for misbehavior. The students, then, are left to focus on learning.<br />If your students know what to do and how to do it during every transitional or procedural moment of your class, they can more easily attend to what is most important. <br />Well-executed routines also save time and will lessen your workload.<br />Instead of giving directions, talking students through transitions, passing out papers, leaving and entering the classroom, and dozens more, these tasks are automated into routines, allowing you to observe and focus your thoughts on the next activity.<br />For everything your students do in your classroom repetitively, there should be a routine.<br />12<br />
    26. 26. Routines cont’d…<br />The US Marines consider routines a way of life. They drill them over and over until they become second nature. The reason is because routines help them stay safe in the field. When placed in dangerous situations, instead of being distracted by fear and panic, they’re able to fall back on their routines and focus on getting the job done.<br />You can have the highest expectations for your students and still keep a spirit of fun and enjoyment in your classroom.<br />In an article by Rick Morris, he shared the idea of using music from old television shows, like The Adams Family and The Cosby Show, to initiate routines—with each piece of music prompting a different routine.<br />For example, the music from The Simpsons might signal that students leave their desks and reconvene on the carpet in front of the room for a read aloud. Mission Impossible might mean that it’s time to get ready for literature circles.<br />13<br />
    27. 27. Routines cont’d…<br />The length of each song is the amount of time students are given to complete the procedure. So, for example, the 36-second opening theme to The Office might be used to indicate to students that it’s time to line up for lunch. <br /><br />Within those 36 seconds, the students must clean up their work area, push in their chairs, and stand behind their desk. <br />And after awhile, students will get to know the songs so well that the music acts as an internal clock, much like the iconic Jeopardy theme is used as a timer for the show’s contestants.<br />Music can make routines seem less routine, and will represent a challenge.<br />Everyday routines are thus completed quickly and efficiently. Best of all, you don’t have to open your mouth. Just point your remote at a boom box and set the routine in motion.<br />Check the Google site under “Cool Resources” for the Links.<br />14<br />
    28. 28. The Do It Again Strategy<br />The “do it again” strategy is an effective way to respond when your students don’t meet the expectations you have for a particular procedure. But to ensure that the strategy is a success, there are five steps to keep in mind.<br />To make these steps clearer, we’ll use as an example a class of students who just entered the classroom noisily.<br />Step #1 – Before asking your students to trudge outside the room and redo the procedure, wait until they’re finished doing it incorrectly and are seated, quiet, and looking at you. Only then, and after a long pause, should you begin to speak.<br />Step #2 – Simply tell your students that they did it wrong. Don’t rehash every mistake they made or remind them of how they’re supposed to enter the classroom. They already know. That is, if you taught them the procedure thoroughly enough the first time.<br />Step #3 – In a calm voice, say, “When I say ‘Go’ I want you to stand up, walk outside, and then come into the classroom like you’re supposed to.<br />Step #4 – Don’t say anything until the procedure is completed and your students are sitting and attentive.<br />Step #5 – If they did the “entering the classroom” procedure correctly the second time around, let them know. If, however, they didn’t meet your expectations, even in a small way, you need to teach it again.<br />15<br />Be consistent!<br />
    29. 29. Do It Again, and Again, and Again…<br />Pedal To The Metal<br />Whenever you feel like you’re losing control of your classroom, it’s because of something you’re doing–or not doing. It’s not about your students. It never has been and it never will be.<br />It’s about you! Accept this and hold yourself accountable.<br />Effective classroom management is a daily, hourly, commitment. As soon as you let up and relax your standards, you’re going to pay for it–with interest.<br />The solution is to keep your foot on the gas, propelling your students toward your ever-rising bar of excellence.<br />Do this, and you’ll never have to start over.<br />16<br />
    30. 30. The Bathroom Dilemma<br />17<br />
    31. 31. Bathroom Policy<br />The dilemma…<br />Monitoring restroom use is one of the most irksome things a teacher has to deal with.<br />On the one hand, you can’t deny a student who really needs to go. On the other hand, we all know students take advantage of it.<br />So what do you do?<br />18<br />
    32. 32. Bathroom Policy<br />The No-Go Restroom Policy<br />Announce to your class that they are not allowed to use the restroom during class time, that they are old enough to plan ahead and use the restroom only during transition periods.<br />Be clear--Let them know that if they ask you to use the restroom, you will always say no—so there is no reason to bother asking. Tell them that even if they have an emergency, you will still say no.<br />Your policy must be final. However…There is a secret loophole in the no-go policy.<br />THE SAC LOOPHOLE<br />19<br />
    33. 33. Bathroom Policy<br />The SAC Loophole—YOU MUST INFORM THEM ABOUT THIS AHEAD AHEAD OF TIME~<br />If a student has an emergency—in other words, they cannot hold it until the next break—they may take advantage of the SAC loophole.<br />It goes like this:<br />When your students find themselves in “dire” need of the restroom, they may leave their seat without asking permission and stand directly within your line of sight—wherever that may be.<br />Once there, they must hold up a pass written by then walk briskly to the restroom.<br />When they return, they must present you a pass from SAC. Explain to them that whatever consequence SAC issues is their responsibility. They should also be required to ask a fellow student what they missed during their short absence. Failure to return within 6 minutes (from SAC) will result in a write up. Be sure you establish a place where students should place the pass from SAC.<br />And that’s it. It’s that simple.<br />Note: Do not acknowledge them in any way, or make eye contact, while they flag their hand written pass, or at anytime before or after they use the restroom. This is a key factor.<br />20<br />