How To Manage Your Classroom So You Can Teach

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How To Manage Your Classroom So You Can Teach

  1. 1. How to Manage Your Classroom So You Can Teach! IMPACT on Behavior Thomas J. Stacho Ed.S. State Support Team 11 Educational Service Center of Central Ohio
  2. 2. Others
  3. 3. Others
  4. 4. Responding to Problem Behaviors4 Insubordination, noncompliance, defia nce, late to class, nonattendance, truancy, fighting , aggression, inappropriate Exist in every school language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, u Vary in intensity nresponsive, not following directions, inappropriate use of school Are associated with variety of materials, weapons, harassment contributing variables 1, harassment 2, harassment 3, unprepared to learn, not following Are concerns in every directions, parking lot community violation, irresponsible, trespassing, di srespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc…..
  5. 5. Behavior is Learned at it Serves a Purpose  Behavior is learned at it serves a purpose  It’s taught & someone has reinforced it!5
  6. 6. Behavior is Related to the Context in Which it Occurs  School is a very different place than home which is why parents/teachers do not necessarily see the same behaviors  Hard wood or plastic chairs, fluorescent lights, restroom requirements, drinks, food, entertainment, working, breaks etc.6
  7. 7. For every year a behavior has been in place, consider one month of consistent appropriate intervention for us to see a change!7
  8. 8. Hard Facts  Behavior is learned and serves a purpose  Behavior is related to the context in which it occurs  For every year a behavior is in place it takes at least one months for that behavior to have significant change  Children comply with the rules 80% of the time. However they are complimented for their8 behavior less than.....
  9. 9. 9 MESSAGE Something effective for most
  10. 10. SIMPLE SOLUTION #1 Over-reliance on “Role-Bound” Authority10  “Students should behave because I’m the teacher”  Thinking that the person with the most power can MAKE THE KID STOP (principal)  “SYMBOLIC POWER” of authority
  11. 11. SIMPLE SOLUTION #2An Increase in Emotional Intensity
  12. 12. SIMPLE SOLUTION #3 Over-Reliance on PUNISHMENT12 WHY DO WE OVER-RELY On PUNISHMENT?  It’s Quick!  It’s Easy to Administer?  It’s Cheap!  It Works!!! (with students without challenging behaviors 80- 95%)
  13. 13. A quote from Haim Ginott…I have come to a frightening conclusion that I amthe decisive element in the classroom. It is mypersonal approach that creates the climate. It ismy daily mood that makes the weather. As ateacher I possess tremendous power to make achild’s life miserable or joyous. I can be a tool oftorture or an instrument of inspiration. I canhumiliate or humor, hurt or heal. In allsituations, it is my response that decideswhether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Between Teacher and Child
  14. 14. Evidence Based Practices in the Classroom will have an IMPACT on Behavior!14 I Interact positively with students M Monitor behavior and actively supervise P Prepare and deliver effective instruction A Arrange and organize learning environments C Correct misbehavior effectively T Teach clear behavioral expectations
  15. 15. Interact Positively Monitor Behavior Prepare Effective InstructionArrange and Organize Correct Misbehavior Effectively Teach Expectations
  16. 16. Interact Positively (We can improve behavior by 80% by pointing out what the student is doing correctly!) Provide frequent non-contingent attention to buildrelationships Provide frequent, age-appropriate positive feedbackto acknowledge students’effort to be successful Strive to provide a high ratioof positive interactions (4:1) Avoid embarrassingfeedback
  17. 17. It’s Not Only What You Say, But18 How You Say It!  Eye contact  Facial expressions  Gestures  Posture and body orientation  Proximity  Paralinguistics (tone, pitch, rhythm, loudness etc.)  Humor
  18. 18. 3 Stars and a Wish19 You’re story is so easy to I love the way you use read because of your personification when neat handwriting and describing the forest trees you’re sitting up straight. and sitting with your feet on the floor. The way you built the climax of the story made me really want to turn the pages and you’re facing forward.
  19. 19. And a Wish20 I wish you’d add more detail to your main characters and finish you work by the end of class today.
  20. 20. Interact Positively21 1. Do you interact with every student in a Yes No welcoming manner (e.g., saying hello, using the student’s name, talking to the student at every opportunity? 2. Do you provide age appropriate, non- Yes No embarrassing feedback? 3. Do you strive to provide positive Yes No interactions with students AFTER a negative behavior?
  21. 21. Monitor Behavior Active Supervision Circulate, Scan & Interact! Model friendly, respectful behavior Monitor behavior through Moving &
  22. 22. Monitor and Collect Data23 Are rules being followed? Guiding Questions: If there are errors, -who is making them? -where are the errors occurring? 1. What do we want students -what kind of errors are being to learn? made? 2. How will we know when they have learned it? Summarize data (look for 3. How will we respond when patterns) students don’t learn? 4. How will we respond when Use data to make decisions students have already learned?
  23. 23. Monitor Behavior and Actively Supervise24 1. Do you circulate and scan as a means of Yes No observing/monitoring student behavior? 2. Do you model friendly respectful behavior Yes No while monitoring the classroom? 3. Do you periodically collect data to make Yes No judgements about what is going well and what needs to be improved in your management plan?
  24. 24. Prepare Effective Instruction Do lessons have learning goal strategies for progress monitoring, new knowledge, practice, review and application? Assess and monitor Opportunities to Respond (OTR’s)25
  25. 25. Prepare and Deliver Effective Instruction26 1. Are lessons designed establishing learning Yes No goals, strategies for monitoring progress, introducing new knowledge, practicing, reviewing and application? 2. Do you frequently assess performance and Yes No monitor students academic progress? 3. Do students have ample opportunity to Yes No respond (OTR’s) during instruction?
  26. 26. Arrange and Organize Level of Classroom Structure Positive Working Environment Attention Signal Effective Rules27 Effective Schedule
  27. 27. Classroom Structure Example (use of the pencil sharpener)28 Low Structure When someone is not teaching or speaking When you need to sharpen your pencil Medium Structure When there is no one in line at the sharpener Sharpen quietly with no talking Respect personal space of others High Structure Always have 2 sharpened pencils Raise hand for permission Sharpen and return quickly and quietly
  28. 28. Attention Signal29  Point of Order  “Class, your attention please”  Given in any location  Can be used outside of room  Visual and auditory  Ripple effect
  29. 29. Teach, Review, Monitor, and Reinforce a Small Number of Positively Stated Rules/Expectations30
  30. 30. 31
  31. 31. Rules within Routines Matrix32 Routines Entering Small Group Leaving Seat Work Classroom Activity Classroom Rules Respect Responsibility Pride
  32. 32. Typical Contexts/ Classroom-Wide Rules/Expectations Routines Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best.All Raise hand to Put writing tools inside Ask. answer/talk. desk. 33 Put announcements in Eyes on speaker. Put check by myMorning Meeting desk. Give brief answers. announcements. Keep feet on floor. Put homework neatly in Turn in lesson on time. Do own work.Homework box. Do homework night/day Turn in before lesson. Touch your work only. before. Use inside voice. Put/get materials first. Have plan.Transition Keep hands to self. Keep hands to self. Go directly. Raise hand or show “Assistance Card”. Have plan.“I Need Assistance” Have materials ready. Wait 2 minutes & try Ask if unclear. again. Eyes on speaker. Use materials as Have plan.Teacher Directed Keep hands to self. intended. Ask. Use materials as Use inside voice. Use time as planned.Independent Work intended. Keep hands to self. Ask. Return with done. Stop, Step Back, Think, Stop, Step Back, Think, Stop, Step Back, Think,Problem to Solve Act Act Act
  33. 33. SETTING FamilyTeaching Morning Meal Matrix At home Routine Homework Times In Car Play Bedtime Respect OurselvesExpectations Respect Others Respect Property
  34. 34. Arrange and Organize Learning Environments(s)35 1. Is the room arranged promoting a positive Yes No working environment? 2. Does the schedule create consistency, Yes No variety, and opportunities for movement? 3. Do you have effective beginning and Yes No ending routines?
  35. 35. Correct Misbehavior EffectivelyDo you correct misbehaviorcalmly, immediately andbriefly? In a business-like fashion?Menu of in classconsequences? Do you have a plan when... Gentle verbal reprimand36
  36. 36. BEHAVIORRESPONSE
  37. 37. Correct Misbehavior Effectively38 1. Do you correct consistently? Yes No 2. Do you correct calmly? Yes No 3. Do you correct immediately? Yes No 4. Do you correct briefly? Yes No 5. Do you correct respectfully? Yes No 6. Do you have a menu of in-class consequences? Yes No 7. Do you have a plan how to respond to Yes No different types of misbehavior fluently?
  38. 38. Teach Expectations Have you created lessons and TAUGHT behavioral expectations for all types of activities and transitions? Do you provide teaching and reteaching as needed?39
  39. 39. Teach Clear Behavioral Expectations40 1. Have you created lessons on expectations Yes No and explicitly taught them for classroom activities and transitions? 2. Have you created lessons and explicitly Yes No taught expectations for classroom routines and rituals? 3. Have you provided teaching and Yes No reteaching as needed?
  40. 40. Evidence Based Practices in the Classroom will have an IMPACT on Behavior!41 I Interact positively with students M Monitor behavior and actively supervise P Prepare and deliver effective instruction A Arrange and organize learning environments C Correct misbehavior effectively T Teach clear behavioral expectations
  41. 41. IMPACT on Behavior at All Levels42
  42. 42. 43 References and Resources  Dr. Laura Riffel at www.BehaviorDoctor.org  Dr. Randy Sprick at www.SafeAndCivilSchools.com
  43. 43. Contact Info:44 Thomas J. Stacho Ed.S. State Support Team 11 Educational Service Center of Central Ohio (ESCCO) 614.753.4693 thomas.stacho@escco.org

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