Improving Student Achievement

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Improving Student Achievement

  1. 1. Improving Student Achievement through Effective Classroom Management <ul><ul><ul><li>Presenters </li></ul></ul></ul><ul><ul><ul><ul><li>Linda Blankenhorn </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Lillie Stone </li></ul></ul></ul></ul>
  2. 2. <ul><li>Introductions </li></ul><ul><li>How Do You Feel? </li></ul>Welcome
  3. 3. <ul><li>Count off into groups of 5 </li></ul><ul><li>In your group, assign roles </li></ul><ul><li>Assignment: </li></ul><ul><ul><li>List 5 things about management/discipline you have concerns with </li></ul></ul><ul><li>Report Out </li></ul>Activity 1
  4. 4. <ul><li>What did Lucy need to know in order to be successful? </li></ul>Lucy Clip
  5. 5. <ul><li>Am I in the right room? </li></ul><ul><li>Where am I suppose to sit? </li></ul><ul><li>What are the rules in this classroom? </li></ul><ul><li>What will I be doing this year? </li></ul><ul><li>How will I be graded? </li></ul><ul><li>Who is the teacher as a person? </li></ul><ul><li>Will you treat me as a human being? </li></ul>Seven Things Students Want to Know
  6. 6. The Ineffective Teacher <ul><li>Begins the first day of school attempting to teach a subject and spends the rest of the school year running after the students. </li></ul><ul><li>From H. Wong, The First Days of School </li></ul>
  7. 7. The Effective Teacher <ul><li>spends the first weeks of school </li></ul><ul><ul><li>establishing a positive learning community (climate) </li></ul></ul><ul><ul><li>getting to know the students </li></ul></ul><ul><ul><li>teaching classroom routines & procedures </li></ul></ul>
  8. 8. When Students First Enter Your Room… <ul><li>How do you begin to build a sense of belonging (inclusiveness) </li></ul><ul><li>How do you build an environment where students feel they can contribute? </li></ul><ul><li>How do you help students feel safe? (physically and emotionally) </li></ul>
  9. 9. First Things First… Establishing a Positive Climate <ul><li>“Climate gives all students the sense that can learn and succeed, that they can collaborate and question, that they are all valued as part of a learning community…” </li></ul><ul><ul><li>Gayle Gregory Differentiating Instruction </li></ul></ul>
  10. 10. Positive Learning Climates… <ul><li>Students learn best when learning opportunities are natural, meaningful, and context-laden. </li></ul><ul><li>Lynn Erikson,Concept-Based Instruction </li></ul><ul><li>Students learn best when classrooms and schools create a sense of community in which students feel significant and respected. </li></ul><ul><li>Linda Albert, Cooperative Discipline </li></ul>
  11. 11. To Build Community… <ul><li>Students learn best when classrooms and schools create a sense of community in which students feel significant and respected. </li></ul><ul><li>Students need to feel: </li></ul><ul><ul><li>Capable </li></ul></ul><ul><ul><li>Connected </li></ul></ul><ul><ul><li>Cared for </li></ul></ul><ul><ul><li>Linda Albert, Cooperative Discipline </li></ul></ul>
  12. 12. Teacher Know Thyself… Learning Styles Inventory
  13. 13. <ul><li>at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year. </li></ul>Student achievement . . .
  14. 14. Students need to know… <ul><li>what to do and when to do it…. </li></ul><ul><ul><li>How to enter the classroom </li></ul></ul><ul><ul><li>What to do first </li></ul></ul><ul><ul><li>What to do next </li></ul></ul><ul><ul><li>Where and how to store materials </li></ul></ul><ul><ul><li>How to finish class and exit the room </li></ul></ul><ul><ul><li>What to do when they finish a project </li></ul></ul><ul><ul><li>Options they have for learning </li></ul></ul><ul><ul><li>What to do when they do not know what to do </li></ul></ul><ul><ul><ul><li>Taken from America’s Choice, Rituals, Routines and Artifacts, p. 3 </li></ul></ul></ul>
  15. 15. <ul><li>that set up the class for achievement to take place. </li></ul><ul><li>informs students what you want them to do, how things are to be done </li></ul><ul><li>are steps to be learned </li></ul>It is the procedures. . .
  16. 16. <ul><li>What the students do automatically.. </li></ul><ul><li>Overall structure of the class activities </li></ul><ul><li>“ The absolute predictability of this routine communicates to students that the work of the class is important and well planned” </li></ul><ul><ul><li>from America’s Choice, Routines, Rituals and Artifacts </li></ul></ul>Routine:
  17. 17. <ul><li>1. Clearly define classroom procedures and routines </li></ul><ul><li>2. Effectively teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing procedures until they become routines. </li></ul>Effectively Manage Your Classroom
  18. 18. <ul><li>is not discipline; it is the lack of procedures and routines. </li></ul>The number one problem in the classroom. . .
  19. 19. If you don’t have a plan, <ul><li>then you’re planning to fail. </li></ul>
  20. 20. To Effectively Manage Your Classroom <ul><li>Clearly define classroom procedures and routines </li></ul><ul><li>Effective teachers spend a good deal of time the first weeks of the school year introducing, teaching, modeling, and practicing until they become routines. </li></ul><ul><li>H. Wong, The First Days of School </li></ul>
  21. 21. Importance of Rules <ul><li>Provide structure </li></ul><ul><li>Help curb impulsive behavior </li></ul><ul><li>Provide a safe environment </li></ul><ul><li>Reinforce rights of all individuals </li></ul><ul><li>Define limits </li></ul><ul><li>Identify appropriate/inappropriate behaviors </li></ul><ul><li>Provide consistency and fairness </li></ul>
  22. 22. Discipline v. Procedures <ul><li>Discipline: Concerns how students BEHAVE </li></ul><ul><li>PROCEDURES: Concern how things are DONE </li></ul>
  23. 23. Discipline v. Procedures <ul><li>Discipline has penalties and rewards </li></ul><ul><li>Procedures have NO penalties or rewards </li></ul>
  24. 24. Parts of a Discipline Plan <ul><li>Rules </li></ul><ul><li>Consequences </li></ul><ul><li>Rewards </li></ul><ul><li>H. Wong The First Days of School </li></ul>
  25. 25. Rules Need to Be… <ul><ul><li>Observable </li></ul></ul><ul><ul><li>Measurable </li></ul></ul><ul><ul><li>Obtainable </li></ul></ul><ul><ul><li>Positively stated </li></ul></ul><ul><ul><li>Clearly defined </li></ul></ul><ul><ul><li>Practiced, reinforced, rewarded </li></ul></ul><ul><ul><li>No more than 5 </li></ul></ul><ul><ul><li>mom </li></ul></ul>
  26. 26. Types of Rules <ul><li>Compliance </li></ul><ul><li>Preparation </li></ul><ul><li>Talking </li></ul><ul><li>In/Out of Class Behavior </li></ul><ul><li>Transitions </li></ul>
  27. 27. Compliance Rule <ul><li>Follow your teacher’s directions </li></ul><ul><li>Do what your teacher ask </li></ul>
  28. 28. Preparation Rule <ul><li>Have books, pencils and paper for class </li></ul><ul><li>Have your homework completed and ready to hand in </li></ul>
  29. 29. <ul><li>Raise your hand to speak </li></ul><ul><li>Talk to your friends only during free time </li></ul>Talking Rule
  30. 30. <ul><li>Keep hands and feet to yourself </li></ul><ul><li>Ask permission to leave your seat </li></ul><ul><li>Respect other people’s property, space and ideas </li></ul>In Class Behavior Rule
  31. 31. <ul><li>Be in your seat before the bell rings </li></ul><ul><li>Be in class and prepared by 8:00 AM </li></ul>On Time Rule
  32. 32. <ul><li>Walk down the halls with hands and feet to yourself </li></ul><ul><li>Use “inside” voices in the hall </li></ul><ul><li>Walk on the right side of the hall </li></ul>Transition Behavior Rule
  33. 33. Existing school discipline procedures are ineffective: <ul><li>punishment </li></ul><ul><li>exclusion </li></ul><ul><li>counseling </li></ul>
  34. 34. The Most Effective Interventions Include: <ul><ul><ul><li>social skills training </li></ul></ul></ul><ul><ul><ul><li>academic curricular restructuring </li></ul></ul></ul><ul><ul><ul><li>behaviorally based intervention </li></ul></ul></ul><ul><ul><ul><ul><li>Expect, define, instruct, model,practice, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>reinforce, reinforce, reinforce…. </li></ul></ul></ul></ul>
  35. 36. Emphasis on Prevention <ul><li>Primary </li></ul><ul><ul><ul><li>Reduce new cases of problem behavior </li></ul></ul></ul><ul><li>Secondary </li></ul><ul><ul><ul><li>Reduce current cases of problem behavior </li></ul></ul></ul><ul><li>Tertiary </li></ul><ul><ul><ul><li>Reduce complications, intensity, severity of current cases </li></ul></ul></ul>
  36. 37. Designing School-Wide Systems for Student Success Dr. L. Eber 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
  37. 38. Instructional Approach <ul><li>Focus on teaching social behavior like academic skills </li></ul><ul><li>Emphasis on teaching & encouraging prosocial behavior that competes with development & displays of rule-violating behavior Dr. L. Eber </li></ul>
  38. 39. How Important Are YOU? <ul><li>Researchers estimate that students typically gain about 34 percentile points in achievement during one academic year. </li></ul><ul><li>A student who scores at the 50 th percentile in math in September will score at the 84 th percentile on the same test given in May. </li></ul><ul><li>Average teacher: 34 percentage points </li></ul><ul><li>Effective teacher: 53 percentage points </li></ul><ul><li>Less effective teacher: 14 percentage points </li></ul>
  39. 40. How Important Are YOU? <ul><li>The highly effective teacher </li></ul><ul><li>knows their students. </li></ul><ul><li>employs a variety of instructional strategies to meet the many needs of their students. </li></ul><ul><li>has well defined, consistent classroom </li></ul><ul><li>management techniques </li></ul><ul><li>possesses a solid understanding of curriculum and designs instruction in a fluent, seamless fashion. </li></ul><ul><ul><li>Based on What Works in Schools by Robert Marzano </li></ul></ul>
  40. 41. <ul><li>is not to grade a student. </li></ul><ul><li>The main role of the teacher </li></ul><ul><ul><li>is to help every student reach the highest possible level of achievement. </li></ul></ul>The role of a teacher . . .
  41. 42. <ul><li>When Students Are: </li></ul><ul><ul><li>Working cooperatively </li></ul></ul><ul><ul><li>Solving open-ended problems </li></ul></ul><ul><ul><li>Use higher-order thinking skills </li></ul></ul><ul><ul><ul><li>The greater the time students work together and the greater the responsibility students take for their work, the greater the learning. </li></ul></ul></ul>The highest form of Teaching Occurs. .
  42. 43. Reflect… <ul><li>Complete “Critical Attributes for the First Day of School” </li></ul><ul><li>Write down three attributes you will </li></ul><ul><ul><li>Develop </li></ul></ul><ul><ul><li>Change </li></ul></ul><ul><ul><li>Refine </li></ul></ul><ul><li>Place this list into an envelop </li></ul><ul><li>Seal the envelop and sign your name across the back flap </li></ul><ul><li>On the front, write your name and school </li></ul>
  43. 44. I have come to a frightening conclusion... <ul><li>I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture of an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or </li></ul><ul><li>de-escalated, and a child humanized or dehumanized. </li></ul><ul><li>Haim Ginott </li></ul>
  44. 45. In closing… <ul><li>Students will learn in spite of what we do. </li></ul><ul><li>Students will learn because of what we do. </li></ul><ul><li>Make every child a cause. </li></ul>

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