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Before They Enter the Classroom: Positive Classroom Management Strategies

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You need more than desire and education to teach a successful lesson; you need a plan. Use these tips to create clear procedures and classroom management strategies that work.

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Before They Enter the Classroom: Positive Classroom Management Strategies

  1. 1. Before They Enter the Classroom & What to Do When They Get There Positive Classroom Management Strategies Julie Connor, Ed.D. TED Speaker | Educator | Collaborative Leadership Expert www.DrJulieConnor.com
  2. 2. OVERVIEW This presentation outlines:  Examine organizational practices  Develop common procedures & norms  Provide resources & activities  Engage students in dialogue & build positive relationships
  3. 3. The Second Grade Homework Assignment: Draw a picture of what you would like to be when you grow up. Write a sentence about your career choice.
  4. 4. For discussion …  How would you address this issue?  What questions would you ask?  What is Mommy’s career? Mommy works as a sales clerk at Home Depot. She sells shovels.  How do our assumptions affect our relationships? Our teaching? Our expectations?
  5. 5. How would our classroom experiences be different if we believed …  All students wanted to learn?  All students wanted to be smart?  All students wanted to work hard?  All students wanted to be successful?  All students wanted the teacher to feel proud of them?
  6. 6. “Every kid needs a champion.” - Dr. Rita Pierson Recorded at TED Talks EDUCATION (YouTube, 2013)
  7. 7. The Beloit College Mindset List for the Class of 2020  The Beloit College Mindset List  Reflects cultural touchstones shaping students’ lives  Represents rapidly changing worldview of each new generation
  8. 8. What we know about U.S. students  50% White ↓, 15% Black, 25% Hispanic ↑, 6% Asian/Pacific Islander, 4% Other  21% of students live below the poverty threshold  40.2% of U.S. babies born to unwed mothers  22% of students eligible for free & reduced lunches  Approximately 1 in 10 children attend private schools National Center for Education Statistics (2016)
  9. 9. Curriculum Design (Eisner, 1994) INTENDED curriculum - official or planned curriculum EXTRA-curriculum – outside-of-class experiences HIDDEN curriculum - values & norms conveyed in the classroom & by the school NULL curriculum - information intentionally or unintentionally excluded from instruction “What schools do not teach may be as important as what they do teach” (Eisner, 1994).
  10. 10. What is it we expect students to know and be able to do? • What do we want students to know and be able to do? • How will we know when they know it? • What will we do when students are not learning? • What will we do when students already know it? (adapted from Eaker, DuFour, & DuFour, 1998)
  11. 11. Successful Classroom Management includes CLEAR NORMS & CONSISTENT PROCEDURES  Clear expectations & rules  Clear procedures & routines  Strategies that outline appropriate behaviors  Strategies to respond to inappropriate behavior  Multiple opportunities to respond  Active supervision  Clear activity instruction  Consistent activity sequence
  12. 12. Classroom Management Plan WHAT ARE STUDENTS EXPECTED TO DO WHEN:  They enter the classroom?  During lecture / instruction?  During guided / independent practice?  Before dismissal? WHAT ARE:  Classroom procedures? HOW DO YOU INFORM OTHERS?  Students?  Parents/primary caregivers?  Administrators?  Substitute teacher?
  13. 13. Things to Consider When Developing a Classroom Management Plan  What are students expected to know and be able to do?  Where is the information & resources to meet expectations?  Where do I post lesson objectives?  Where are assignments posted?
  14. 14. DepthofKnowledge
  15. 15. Category 25 – 20 19 – 13 12 – 6 5 – 0 Content Student answers all parts of the questions and fully explains responses in complete sentences. Student answers almost all of parts of the questions and explains responses in complete sentences. Student answers some of the parts of the question. Some of the responses are not written in complete sentences. Student does not answer the questions. Most responses are not written in complete sentences or answer part of the question. Neatness & Organization Work is very neat and easy to read. Work is generally neat; less than 3 words are difficult to read or understand. Work lacks neatness in much of the responses. 4- 5 words are difficult to read or understand. Work lacks neatness. Writing is difficult to read or incomplete. Grammar, Spelling, Capitalization, & Spelling Writer makes no errors in grammar, spelling, capitalization, or punctuation. Writer makes 1-2 grammar, spelling, or capitalization, or punctuation errors. Writer makes 3-4 grammar, spelling, capitalization, or punctuation errors. Writer makes more than 5 grammar, spelling, capitalization, or punctuation errors. On-Task Behavior Student stays on task throughout the entire assessment writing period. Student stays on task throughout most of the assessment writing period. Student needs 3 or more reminders to stay on-task during assessment writing period. Student is not on-task during the assessment writing period.
  16. 16. Establishing NORMS  Listen attentively  Encourage participation  Ask questions  Respect other’s points of view  Need to stay focused
  17. 17. PBIS School-Wide Behavior Matrix
  18. 18. Inform Parents / Caregivers
  19. 19. Recovery Room Procedures
  20. 20. Recovery Room Procedures
  21. 21. Team / Administration Interventions
  22. 22. Passes & Coupons
  23. 23. STUDENTS NEED COOPERATIVE LEARNING EXPERIENCES Job force requires people who can work in teams 90 – 95% of those who lose their jobs: They can’t get along with others
  24. 24. Cooperative Learning provides students with opportunities to:  Communicate & resolve conflict  Follow rules  Develop personal growth skills (patience, respect, listening, etc.)  Increase individual & collective accountability Kagan cooperative learning strategies COOPERATIVE LEARNING
  25. 25.  Agreed upon goals  Members encourage & support each other  Open communication  Clear roles  Mutual respect  Members speak as “we” instead of “I” or “them”  Team pride  Individual contributions recognition Each member considers him/herself a “team player” Evidence of Successful Teamwork
  26. 26. Teaching Cooperative Group Skills
  27. 27. Track Group “On-Task” Points
  28. 28. “No significant learning occurs without a significant relationship.” -Dr. James Comer Teddy and Miss Thompson  Which teachers inspired you?  What influence has your role models had on the type of teacher you strive to be?  How do you want to be remembered as a teacher?
  29. 29. 12 Norms of a Healthy School Culture 1. Collegiality 2. Experimentation 3. High Expectations 4. Trust & Confidence 5. Tangible Support 6. Reaching out to the Knowledge Base 7. Appreciation & Recognition 8. Caring, Celebration, & Humor 9. Involvement in Decision-making 10. Protection of What’s Important 11. Traditions 12. Honest & Open Communication “Good Seeds Grow In Strong Cultures ” Educational Leadership (March, 1985)
  30. 30. Iterative Systematic Assessment Cycle Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes & Methods to Gather Data Gather Data Interpret Evidence • Make decisions to improve programs •Enhance student learning • Inform institutional decision-making • Planning • Budgeting • Policy • Public accountability
  31. 31. For Discussion ... How can we work more effectively as teams? What can we do to promote understanding and collaboration as a staff? Where do we go from here?
  32. 32. Julie Connor, Ed.D. Speaker, Educator, Collaborative Leadership Consultant www.DrJulieConnor.com julie@drjulieconnor.com Dreams to Action Trailblazer’s Guide Transform your DREAM into ACTION & attainable GOALS Available on • Visioning & Missioning • Goal-Setting Strategies • Collaboration & Teamwork • Training (youth & adults) • Diversity & Inclusion Dialogue • Motivate Students to DREAM

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