Beginning Teacher Support Classroom Management
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Presentation given during one of the Carolina International School Mentor - Mentee meeting 2015-2016
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Beginning Teacher Support Classroom Management
- 1. Beginning Teacher Support Program Carolina International School
- 3. Essential Question How can expectations, procedures, and proactive approaches foster a positive classroom environment? I will be able to implement classroom management strategies that will increase positive behavior and keep students focused on learning. Objective
- 4. Agenda • PEP • Being Proactive • Procedures • Prevention vs. Revenge • Logical Progression • Wrap-up
- 5. Classroom Management PEP Procedures Expectations/Rules Positive student/teacher relationships
- 6. Classroom Management PEP Procedures What procedures do I need? How do I teach a procedure? How do I help my students choose to follow procedures? How does my classroom set-up support my procedures? Expectations/Rules Positive student/teacher relationships
- 7. Classroom Management PEP Procedures Expectations/Rules What are the expectations for my students? What are the expectations for myself? Positive student/teacher relationships
- 8. Classroom Management PEP Procedures Expectations/Rules Positive student/teacher relationships How do I motivate my students? How do I establish a positive connection with my students? How do I make instruction engaging?
- 9. Be Proactive Many teachers believe that students misbehave out of defiance. A large portion of misbehavior is actually caused by student misunderstanding or another motive altogether.
- 10. Procedures During Lessons • Each activity within your class will have specific procedures. • Example: Independent Practice • When students are working without direct teacher supervision, off-task behavior can be a result. • There is more of a potential for off-task behavior during this time than any other activity.
- 11. Goal Discuss with a partner: When a student misbehaves, what is the goal of the teacher?
- 12. Prevention Vs. Revenge Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again
- 13. Prevention Vs. Revenge Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again Goal: Revenge
- 14. Prevention Vs. Revenge Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again Goal: Revenge Want to prevent misbehavior
- 15. Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again Goal: Revenge Want to prevent misbehavior Want to punish misbehavior Prevention Vs. Revenge
- 16. Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again Goal: Revenge Want to prevent misbehavior Want to punish misbehavior Focus on the future and what to do next Prevention Vs. Revenge
- 17. Great Teacher Least Effective Teacher Goal: To keep that behavior from happening again Goal: Revenge Want to prevent misbehavior Want to punish misbehavior Focus on the future and what to do next Focus on the penalty and the past Prevention Vs. Revenge
- 18. Correcting Student Behavior Goal: To get 100% compliance so you can teach. Method: Use the least invasive form of intervention. Rule of Thumb: Don’t pull randomly from the bag of tricks. Instead, ensure we move through our bag of tricks strategically and gradually.
- 19. Sample Logical Progression Least Invasive to More Invasive Non-Verbal Positive Behavior Narration Group Correction Verbal Redirection Logical Consequence: These must also be in a hierarchy
- 20. According to our philosophy, the progression is as follows: 1. Conversation 2. Practice procedures 3. Student reflects on behavior 4. Logical consequence – A way of responding to students’ misbehaviors that not only is effective in stopping the misbehavior but respectful of students and helps them to take responsibilities for their actions. What if a Student Still Doesn’t Follow the Procedure?
- 21. Consequences to Avoid Are there any consequences that we may want to avoid? Why?
- 22. Why Do We Want to Avoid This? “You are getting suspended!” Do not state consequences that are outside of your locus of control.
- 23. Consequences to Avoid Students in hallway Permanent Loss of Privilege Why not? Other solutions?
- 24. Consequences to Avoid Writing Extra Homework Why Not?
- 25. Reflect On a sticky note, create your logical progression of consequences for your classroom.
- 26. • People are motivated by the positive far more than the negative. • Seeking success and happiness will spur stronger action than seeking to avoid punishment. • Your interventions with students will be far more effective if they are framed positively. (positive behavior narration) What Motivates People?
- 27. Follow-Up Activity Observe your mentor sometime in the next week. You will take notes on effective classroom management techniques. Set up a time where your mentor can come observe your classroom. Allow them to give you feedback on your classroom management strategies you have implemented.
- 28. Essential Question How can expectations, procedures, and proactive approaches foster a positive classroom environment? I will be able to implement classroom management strategies that will increase positive behavior and keep students focused on learning. Objective
Editor's Notes
- Explain that a classroom management plan includes PEP. Explain that an effective management plan is a framework that supports a variety of rituals, routines, rules, consequences, and motivational techniques you can use to ensure students are engaged in learning. Throughout today, we will develop plans to address procedures, and positive student/teacher relationships.
- Review the questions that fall under the procedures portion of PEP. These are questions we want to ask as we develop our classroom management plan.
- Review the questions that fall under the expectations portion of PEP. These are questions we want to ask as we develop our classroom management plan. PEP. *You will revisit developing expectations with your school leader during RTO.
- Review the questions that fall under the positive student/teacher relationships portion of PEP. These are questions we want to ask as we develop our classroom management plan.
- In order for what that teacher did, she had to be proactive. She was aware of her classroom, and waited for every student to be ready before moving forward. She was able to curb any issues before they began by clarifying the procedure to the student—NOT by punishment.
- Before each activity, we want to ensure students are clear of their expected behaviors during the activity by outlining the procedures. For example, during independent practice, what procedures should students follow? One way to explain those behaviors to students is through CHAMPS.
- Ensure that during this discussion, the following is stated: The goal of the teacher is to ensure the misbehavior does not happen again and to continue teaching.
- Click through each of these components to differentiate between what great teachers do and what the least effective teachers do.
- Notice that each time, the goal is to keep the behavior from happening again, it is not to punish the student.
- We want to start with least invasive so we don’t interrupt instruction. If the behavior escalates, then we move up the progression.
- This graphic represents a progression through logical consequences for misbehavior. Look at how they begin with the least invasive. Instruction can continue that way. If we have a plan, we ensure that we don’t pull out a trick that is ineffective.
- Now, what if we follow the progression but a student still does not follow the procedure or continues the behavior? There are extended steps in those cases. First, the teacher has a conversation with the student—worded in a positive way. Then, the teacher has the student practice the procedure again. The student can also reflect on their behavior. Finally, the teacher could assign a logical consequence—which we will expand on.
- Ask participants, what are some consequences we may want to avoid? Have them list it on their white board.
- As a teacher, you do not have the authority to suspend a student from school. Do not state consequences that are outside of your locus of control. Ask participants to do a turn and talk with a neighbor to discuss why this is important to note. Explain to teachers that at their school, other consequences may fit in this same category. For example, at some schools, detentions can only be assigned by administration. The same guidelines would apply- don’t state consequences you are unable to give.
- You are responsible for students in your classroom. You can’t monitor students who are in the hallway and if you are in the hallway with a student, you can’t monitor the rest of your class. If a student fails to work in a group appropriately, a logical consequence is to lose the privilege to work in that group- TEMPORARILY. They should be able to earn their right to return to the group. Every day is a new day and every class is a new class. It is important to remember that you and your students get a fresh start each day. Ask partners to brainstorm other solutions.
- Ask participants to reflect on why we would not want to assign writing or extra homework as a punishment. Ensure discussion leads to: we don’t’ want to equate learning or practice as a punishment. Reflections are okay. Having them write a 5 paragraph essay is not. Be careful of what you deny for your students (creative students need art, hyperactive students need PE)
- Focusing on the positive will yield better results than the negative and allows the relationship in the classroom to be developed.