Effective Classroom Management


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  • Effective Classroom Management

    1. 1. Effective Classroom Management: Rules and Procedures Mark Benthall 2007
    2. 2. <ul><li>Here’s a secret: </li></ul>
    3. 3. You CAN’T learn classroom management from a book.
    4. 4. Not even from a LOT of books.
    5. 5. You can’t learn it in college.
    6. 6. You can’t even learn it from a presentation!
    7. 7. So what gives?
    8. 8. <ul><li>You can’t TRULY learn classroom management until you have your own class to manage! </li></ul>
    9. 9. But you better get ready for that class! <ul><li>Books and presentations won’t make you an expert on the first day of school… </li></ul>
    10. 10. …but they are the foundation
    11. 11. … for you to build on in the future!
    12. 12. So read all the books you can… <ul><li>Especially this one!!! </li></ul>
    13. 13. <ul><li>And pay attention today… </li></ul>
    14. 14. <ul><li>… so you can be prepared to take control of a well-managed classroom where the students can learn in a task-oriented environment. </li></ul>
    15. 15. The most important factor that affects student learning is classroom management. <ul><li>How you manage the classroom is the primary determinant of how well your students will learn. </li></ul>
    16. 16. The first day of school is the most important day of the school year. <ul><li>Effective classroom management practices must begin as soon as your kids walk through the door on the first day of school. </li></ul><ul><li>Unless you hear them cutting up in the hall… then it starts sooner! </li></ul>
    17. 17. The three main characteristics of master teachers: <ul><li>#1- They have good classroom management skills </li></ul><ul><li>#2- They teach for lesson mastery </li></ul><ul><li>#3- They practice positive expectations </li></ul>
    18. 18. What is classroom management? <ul><li>Classroom management refers to all of the things a teacher does to organize students, space, time, and materials so that lessons can happen and learning can take place. </li></ul>
    19. 19. You MANAGE a classroom, you don’t discipline a classroom. <ul><li>Managing a class is a much bigger concept than disciplining a class. </li></ul><ul><li>Part of managing a class is to teach the students how to discipline themselves. </li></ul><ul><li>Self-discipline is ONE of the many things you will teach the kids all year long. </li></ul>
    20. 20. The Characteristics of a Well-Managed Classroom <ul><li>The students are deeply involved with their work </li></ul><ul><li>Students know what is expected of them and are generally successful </li></ul><ul><li>There is relatively little wasted time, confusion, or disruption </li></ul><ul><li>The climate of the classroom is work-oriented, but relaxed and pleasant </li></ul>
    21. 21. A well-managed classroom is a task-oriented and predictable environment. <ul><li>Students know what is expected of them and how to succeed. </li></ul><ul><li>The teacher AND the students know what to do and what is supposed to happen in the classroom. </li></ul>
    22. 22. The Effective Teacher <ul><li>Works on having a well-managed classroom </li></ul><ul><li>Trains students to know what they need to do </li></ul><ul><li>Has students working on tasks right away </li></ul><ul><li>Has a classroom with little confusion or wasted time. </li></ul>
    23. 23. Get Ready...
    24. 24. <ul><li>Teachers who are ready maximize student learning and minimize student misbehavior. </li></ul>
    25. 25. A successful teacher is ready! <ul><li>The work is ready. </li></ul><ul><ul><li>The assignments, materials, board work, etc. are ready when the bell rings. </li></ul></ul><ul><li>The room is ready. </li></ul><ul><ul><li>The desks are straight, room is clean, and things look organized. </li></ul></ul><ul><li>The teacher is ready. </li></ul><ul><ul><li>The teacher is excited about teaching and has positive expectations that everyone will succeed. </li></ul></ul>
    26. 26. Have your room ready. <ul><li>Your room needs to look like you are ready to work. </li></ul><ul><li>Have your desks arranged so that all kids can see the boards. Never have a kid sitting with his back to you when you are teaching. </li></ul><ul><li>Have one or two EXTRA desks so you can move kids who need to be separated. </li></ul>
    27. 27. Have your room ready. <ul><li>To start, desks in a row with names on them is a good way to get to know the kids. </li></ul><ul><li>Have places designated for where kids store their extra supplies, hang their coats, turn in their work, etc. </li></ul><ul><li>Don’t worry, no one will judge you by your room… NOT!!!!! </li></ul>
    28. 28. Have your walls ready. <ul><li>Have a place to show student work. </li></ul><ul><li>Have your rules posted. </li></ul><ul><li>Have a calendar where you can show upcoming events and due dates. </li></ul><ul><li>Have a LARGE area where you can post daily assignments. </li></ul><ul><li>Post a large example of the proper heading for your school or grade level. </li></ul>
    29. 29. Have your teacher area ready. <ul><li>Have your desk where you can monitor kids. </li></ul><ul><li>Have a place where you ALWAYS put your books and TE’s. </li></ul><ul><li>Have your file cabinets where you can easily get to them. </li></ul><ul><li>Have a place for forms that you will use each day… attendance, lunch, nurse, hall pass, etc. </li></ul>
    30. 30. Have yourself ready: your reputation precedes you. <ul><li>Right or wrong, accurate or not, your reputation will precede you. </li></ul><ul><li>Students WILL talk about you. </li></ul><ul><li>Parents WILL talk about you. </li></ul><ul><li>Teachers WILL talk about you. </li></ul><ul><li>Administrators WILL talk about you. </li></ul><ul><li>Work your butt off to get a good reputation. </li></ul>
    31. 31. Have yourself ready: win the parents over before school even begins. <ul><li>Make a phone call to each parent telling them how pleased you are that their child is in your class. </li></ul><ul><li>Have a letter to send home on the first day of school that further introduces yourself and tell the class and the parents some of the exciting things you will be doing this year. </li></ul>
    32. 32. Be ready to greet the kids. <ul><li>How you introduce yourself that first day goes a long way toward how much respect and success you will have all year long. </li></ul><ul><li>Stand at the door and welcome each kid. </li></ul><ul><li>Have a smile on your face and act genuinely happy to meet them. </li></ul>
    33. 33. Be ready to greet the kids. <ul><li>When they walk in the door have something for them to do immediately. </li></ul><ul><li>Outside the door, and inside the room have your name, room number, what subject, schedule, etc. </li></ul><ul><li>Assign seats or not? </li></ul><ul><li>Be sure and have the names of the kids posted outside the door. Elementary should make a big deal with this. </li></ul>
    34. 34. You greatly increase the probability that school will start successfully for both you and your students when these 4 things are true: <ul><li>1- Your room is ready. </li></ul><ul><li>2- You greet the kids at the door. </li></ul><ul><li>3- You have assigned seats. </li></ul><ul><li>4- You have the first assignment ready. </li></ul>
    35. 35. JUST MY LUCK!!! <ul><li>What if someone enters the room inappropriately? </li></ul><ul><li>Ask any student who enters the door inappropriately to go back (to the door) and enter the room again. </li></ul><ul><li>Don’t get medieval on him… simply smile and teach him how you want kids to enter. Praise him when he does it right. </li></ul>
    36. 36. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>10) You’re wearing a sports jacket, other teachers are wearing flak jackets. </li></ul><ul><li>9) You ask if anyone goes by a nickname and three kids give you aliases. </li></ul><ul><li>8) A kid hands you last year’s report card and you notice it was signed by his parole officer. </li></ul>
    37. 37. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>7) Kid’s art supplies consist of box of crayons, watercolors, and 5 cans of spray paint. </li></ul><ul><li>6) Kid comes through the door and immediately tries to bum a cigarette off you… which sets a bad example for the other kindergarteners. </li></ul>
    38. 38. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>5) One kid enters the room shadowed by the television crew of SuperNanny. </li></ul>
    39. 39. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>4) After 10 minutes with your class SuperNanny gives up and runs out the door screaming! </li></ul>
    40. 40. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>3) Dad of the little girl who’s been giving you grief all day calls to say he’s going to be late picking her up because he needs to have an emergency meeting with his anger management counselor. </li></ul><ul><li>2) You find out that the rudest, meanest, and laziest kid in your class is the school board president’s son. </li></ul>
    41. 41. Top 10 Ways to Know on the First Day of School You’re Going to Have a Tough Year <ul><li>1) You are hired after first two weeks of school since the kindergarten enrollment exceeded the state ratio. You are now the 6 th kinder teacher. Principal asks the 5 other kinder teachers to each give you 4 students. </li></ul><ul><li>Think about it… </li></ul>
    42. 42. The Success of Your First Request <ul><li>How the class reacts to your first directions will be an indication of how they will react to your directions for the remainder of the year. </li></ul><ul><li>Your first request will probably be to tell each one of them where to sit. </li></ul>
    43. 43. How To Make Your First Request Effective <ul><li>Smile! </li></ul><ul><li>Welcome each student at the door, making sure they belong in your class. </li></ul><ul><li>Tell the students as they walk through the door whether the seating is assigned or open. </li></ul><ul><li>Follow this with, “When you sit down you will find an activity on your desk. I think you will enjoy doing it. Please begin working on it right away.” </li></ul>
    44. 44. Your first request will be ineffective… <ul><li>if you do not welcome the students. </li></ul><ul><li>if you reassign seats after everyone has taken a seat. </li></ul><ul><li>if you grumble or complain about anything! </li></ul><ul><li>if you have not given the kids an assignment and they just sit there while you register the class. </li></ul>
    45. 45. Your first request will be ineffective… <ul><li>if you are not in the room when the students enter. </li></ul><ul><li>if you have to check to see if everyone is in the correct room after the kids are seated. </li></ul><ul><li>if you do not tell the students your name, the room number, the grade level, and the class. </li></ul>
    46. 46. Your First Priority When Class Starts <ul><li>Your very first priority when class starts is to begin engaging the students. </li></ul><ul><li>Have some activity to do the minute the kids walk in the door. </li></ul>
    47. 47. When class starts you can easily get students to work if three criteria have been met: <ul><li>1- The students have an assignment. </li></ul><ul><li>2- They know where to find the assignment. </li></ul><ul><li>3- They know why they are to do the assignment and what to do. </li></ul>
    48. 48. The ineffective teacher keeps the assignment a mystery until it is announced. <ul><li>He announces it in different ways and posts it in different places each day. </li></ul><ul><li>You can always tell classes where no assignment is posted. The teacher says things like: </li></ul><ul><ul><li>“Where did we leave off yesterday?” </li></ul></ul><ul><ul><li>“Has anyone seen my TE?” </li></ul></ul><ul><ul><li>“Lisa, can I see your homework from yesterday?” </li></ul></ul>
    49. 49. For students who are absent… <ul><li>Get an attendance helper! </li></ul><ul><li>Have a folder for every student you teach. </li></ul><ul><li>When you pass out materials have a routine where helpers know to put materials in the folder of any absent student. </li></ul><ul><li>When the students return, they simply look on the board to see what they missed and check their folders for any materials they need. </li></ul>
    50. 50. Discipline with a Plan
    51. 51. The 3 most important student behaviors that must be taught the first days of school are these: <ul><li>Discipline </li></ul><ul><li>Rules </li></ul><ul><li>Procedures </li></ul>
    52. 52. Effective teachers present their rules clearly and provide reasonable explanations of the need for them.
    53. 53. Every teacher K-12 needs a posted discipline plan. <ul><li>Do this on the first day of school. </li></ul><ul><li>If you do not have a plan, you are planning to fail. </li></ul>
    54. 54. “ The most successful classes are those in which the teacher has a clear idea of what is expected of the students and the students have a clear idea of what the teacher expects from them.”* <ul><li>* Some study somewhere that probably wasted a lot of money (possibly tax dollars) to tell us what we already know. </li></ul>
    55. 55. You need rules. <ul><li>Rules are expectations of student behavior. </li></ul><ul><li>Try and state them POSITIVELY. </li></ul><ul><li>Rules immediately create a work-oriented atmosphere. </li></ul><ul><li>Rules create a strong expectation about the things that are important to you. </li></ul>
    56. 56. You will probably have a school-wide discipline plan. <ul><li>These are rules for the entire school like: </li></ul><ul><ul><li>Respect self, others, and property. </li></ul></ul><ul><ul><li>Keep your hands to yourself. </li></ul></ul><ul><ul><li>Maintain proper hall behavior. </li></ul></ul><ul><li>Find out what these are ahead of time and have them posted in your room. </li></ul><ul><li>You still need your own rules. </li></ul>
    57. 57. Rules are either general or specific. <ul><li>General rules offer greater range and flexibility… </li></ul><ul><li>…but you have to explain them. </li></ul><ul><li>Specific rules are to the point and clearly state the expected behavior… </li></ul><ul><li>…but you can’t have too many. </li></ul>
    58. 58. Some guys don’t listen…
    59. 59. Examples of rules: <ul><li>Follow directions the first time they are given. </li></ul><ul><li>Raise your hand and wait for permission to speak. </li></ul><ul><li>Keep hands, feet, and objects to yourself. </li></ul><ul><li>Stay in your seat unless you have permission to get up. </li></ul>
    60. 60. WORD OF WARNING: <ul><li>NEVER NEVER NEVER refuse to allow a child to go to the restroom!!! </li></ul><ul><li>If a child truly has to go and you say no , that is a public relations disaster… not to mention what the poor kid goes through. </li></ul><ul><li>See also… “How angry can you get a parent?” </li></ul>
    61. 61. Specific Rules for Elementary <ul><li>Listen quietly when the teachers is talking. </li></ul><ul><li>Eyes always on the teacher during directions or lessons. </li></ul><ul><li>Change tasks quickly and quietly. </li></ul><ul><li>Do not play with things when you should be working or paying attention to the lesson. </li></ul>
    62. 62. Specific Rules for Middle and High Schools <ul><li>Be in your seat when the bell rings. </li></ul><ul><li>Bring all books and materials to class. </li></ul><ul><li>Sit in your assigned seat daily. </li></ul><ul><li>Go to the restroom before class. </li></ul><ul><li>Follow directions the first time they are given. </li></ul><ul><li>No personal grooming in class. </li></ul>
    63. 63. Rules Shouldn’t be Carved in Stone <ul><li>You can always add or delete a rule later. </li></ul><ul><li>Problems at the beginning of the year may not be problems toward the end. </li></ul><ul><li>Don’t use your few classroom rules for lunchroom or playground behavior. </li></ul><ul><ul><li>The school should have those posted in the appropriate places. </li></ul></ul>
    64. 64. Why Only 3 to 5? <ul><li>Ever notice how groups of numbers on credit cards, phone numbers, social security numbers, etc. are always written in groups of 3 to 5? </li></ul><ul><li>People remember things better when they are in small groups. </li></ul><ul><li>Choose the most important 3 to 5 rules for you. </li></ul>
    65. 65. <ul><li>Go away, Ron. </li></ul>
    66. 66. Ron Clark’s “Essential 55” <ul><li>Definitely worth reading, but… </li></ul><ul><li>Most are common sense things any good teacher should tell her kids. </li></ul><ul><li>Some are weird… No Doritos. </li></ul><ul><li>Some are wrong… Complaints About Homework Will Result in the Class Getting DOUBLE Homework! </li></ul>
    67. 67. Your rules or the class’s rules? <ul><li>Studies show that students “buy in” to the rules better when they have a say in creating them. </li></ul><ul><li>Do you really need to do everything studies show? </li></ul><ul><li>You’re just going to direct the kids to do the rules you want anyway, so don’t worry about who came up with them as long as they are GOOD rules. </li></ul>
    68. 68. Instead of spending time coming up with rules together, it’s better to let the kids discuss the rules you have already chosen. <ul><li>Why are rules needed? </li></ul><ul><li>Why is this rule important and necessary? </li></ul><ul><ul><li>Discuss each one. </li></ul></ul><ul><li>Specific examples of any general rules. </li></ul><ul><ul><li>What does it mean to “respect others” ? </li></ul></ul>
    69. 69. Your turn… <ul><li>Come up with 3-5 rules of your own. </li></ul><ul><li>Get with 8-10 people in and share your rules. </li></ul><ul><li>Discuss why you chose those rules as your top 5. Get feedback from the others. </li></ul><ul><li>Remember: the rules you choose says a lot about YOU! </li></ul>
    70. 70. Mark Benthall’s Classroom Rules <ul><li>Give total attention to the teacher. </li></ul><ul><li>Be prepared to learn. </li></ul><ul><li>Follow all directions. </li></ul><ul><li>Treat everyone with respect. </li></ul><ul><li>Put effort and quality into all you do. </li></ul>
    71. 71. Discipline Plans Have Consequences <ul><li>Rules are used to set limits. </li></ul><ul><li>Limits tell a student how far they can go. </li></ul><ul><li>You will always have students pushing the limits or boundary testing. </li></ul><ul><li>Students need to know that breaking the rules will have consequences. </li></ul>
    72. 72. Some students know they can break certain rules because the consequences are predictable: <ul><li>Nothing will happen! </li></ul><ul><li>Sad but true, many people (children AND adults) believe that nothing is wrong until they are caught. </li></ul>
    73. 73. Consequences can be negative or positive. <ul><li>Positive consequences (Rewards that result when people abide by the rules.) </li></ul><ul><li>Extra recess. </li></ul><ul><li>Extra free time. </li></ul><ul><li>Game day. </li></ul><ul><li>Lunch bunch. </li></ul><ul><li>Trick-or-Treat in May!!! </li></ul>
    74. 74. Negative consequences or penalties: <ul><li>Check to see if your entire grade level has the same discipline plan. Don’t follow what doesn’t work! </li></ul><ul><li>Consequences must be reasonable and logical. </li></ul><ul><li>A reasonable consequence is one that follows logically from the behavior instead of one that is arbitrarily imposed. </li></ul>
    75. 75. Student Behavior: Turning in a sloppy paper. <ul><li>Logical Consequence: </li></ul><ul><ul><li>Rewrites the paper. </li></ul></ul><ul><li>Illogical Consequence: </li></ul><ul><ul><li>Teacher gives the student a zero and refuses to allow the child to redo the paper. </li></ul></ul>
    76. 76. Student behavior: Walks in noisily. <ul><li>Logical Consequence: </li></ul><ul><ul><li>Student walks in again. </li></ul></ul><ul><li>Illogical Consequence: </li></ul><ul><ul><li>Student signs name in conduct record, student given lunch detention, etc. </li></ul></ul>
    77. 77. Student behavior: student forgets a pencil. <ul><li>Logical Consequence: </li></ul><ul><ul><li>Student completes a form to borrow and return a pencil from the teacher. </li></ul></ul><ul><li>Illogical Consequence: </li></ul><ul><ul><li>Student sits through all class period without a pencil, signing a conduct record, lunch detention, etc. </li></ul></ul>
    78. 78. Consequences: Conduct record <ul><li>First offense: student’s name entered in conduct record. </li></ul><ul><li>Second offense: student’s name entered in conduct record and misses out on 20 minutes recess, free time, or a desirable class activity. </li></ul><ul><li>Third offense: Conduct record, lunch detention and note or e-mail home to parents. </li></ul><ul><li>Fourth offense: Conduct record and office referral. </li></ul>
    79. 79. Be careful with your consequences! <ul><li>Do NOT mix conduct or behavior with academic grades. </li></ul><ul><li>Don’t count off points for no name on their paper. </li></ul><ul><ul><li>Better to have them write their name on the back of the paper 10 times. </li></ul></ul>
    80. 80. Be careful with your consequences! <ul><li>The consequence should be suitable and proportional to the violation. </li></ul><ul><ul><li>The penalty should fit the crime. </li></ul></ul><ul><li>Most students accept reasonable consequences because they recognize the need for the teacher to keep an orderly classroom to help them learn. </li></ul>
    81. 81. Be careful with your consequences! <ul><li>Explain the consequences ahead of time whenever you introduce a rule. </li></ul><ul><li>Choose consequences that are uncomfortable for the student. </li></ul><ul><li>Tell the student that the consequence was the result of his or her CHOICE. </li></ul><ul><li>When delivering the consequence, encourage the student to use appropriate behavior in the future. </li></ul>
    82. 82. Do NOT Stop the Lesson… if possible. <ul><li>Try and give out smaller consequences on the fly. </li></ul><ul><li>Ask the child to sign his name in his conduct record and you need to not forget to sign his name in your conduct record. </li></ul><ul><li>In some grades you can have a helper of the day who can write things down for you on a piece of paper and give it to you later. </li></ul>
    83. 83. If you need to step into the hall to talk, always ask the student these 4 questions: <ul><li>1- What did you do wrong? </li></ul><ul><li>2- What is wrong with wrong with ______ ? </li></ul><ul><li>3- What will you do next time? </li></ul><ul><li>4- If you ____________ next time what will happen? </li></ul>
    84. 84. But everybody else was doing it, too… <ul><li>When kids try and get out of trouble by saying everybody else was breaking the rule too, ask them the following question: </li></ul>
    85. 85. “ If everybody else jumped off a bridge would you do it, too?” <ul><li>Just Kidding!!!! </li></ul>
    86. 86. Because most kids would!
    87. 87. Catch who you can! <ul><li>Only give a consequence to the ones you know for a fact broke the rule. </li></ul><ul><li>Don’t accept the word of one child over another. </li></ul><ul><li>For those you didn’t see or hear, simply ask them to be honest. </li></ul>
    88. 88. Get Administrative Support <ul><li>Check to see if there is a grade level discipline plan that every teacher must follow. </li></ul><ul><li>Make sure it’s good plan. If you have questions bring them up before school starts. </li></ul><ul><li>If you need to come up with your own plan (what I prefer) get administrative support. </li></ul>
    89. 89. Get Administrative Support <ul><li>Show the principal what YOU plan to do if the students violate the rules. </li></ul><ul><li>Any plan that involves sending a child to lunch detention or to the principal will need her approval. </li></ul><ul><li>Try and keep your problems out of her office whenever possible. </li></ul>
    90. 90. Get Parental Support <ul><li>Write up you behavior plan and it’s consequences and rewards and send it home to the parents. </li></ul><ul><li>Get the parents to sign the bottom and return the signature section. </li></ul><ul><li>Have a reward if everyone returns the signed signature sections the next day. </li></ul>
    91. 91. How to Contact the Home <ul><li>If part of your discipline plan involves contacting the parent, have the student fill out a Student Plan of Action first. </li></ul><ul><li>The Student Plan of Action goes along with what you and the student have already talked about. </li></ul><ul><ul><li>What’s the problem? </li></ul></ul><ul><ul><li>What’s causing the problem? </li></ul></ul><ul><ul><li>What plan will I use to solve the problem? </li></ul></ul>
    92. 92. Activate Your Discipline Plan <ul><li>Now that you have a plan, put your plan to work: </li></ul><ul><li>Practice daily. </li></ul><ul><li>Make your behavior fair, predictable, and consistent. </li></ul>
    93. 93. Activate Your Discipline Plan <ul><li>Post your rules. </li></ul><ul><li>Post your consequences and rewards. </li></ul><ul><li>Immediately give a consequence when a rule is broken. </li></ul><ul><li>Give positive feedback and reinforce good behavior. </li></ul><ul><li>Make your behavior fair, predictable, and consistent. </li></ul>
    94. 94. Procedures
    95. 95. A procedure is a method or process for how things are to be done in the classroom.
    96. 96. Do not confuse procedures with discipline. There are two major differences: <ul><li>1- Discipline: Concerns how children behave. </li></ul><ul><li>Procedures: Concern how things are done. </li></ul><ul><li>2- Discipline: Has penalties and rewards. </li></ul><ul><li>Procedures: Have NO penalties and rewards. </li></ul>
    97. 97. The Problem is Not Discipline <ul><li>The number one problem in the classroom is not discipline, it’s the lack of procedures and routines. </li></ul><ul><li>Your attention to procedures and routines will determine whether you have a classroom that is chaotic or one that is smooth running. </li></ul>
    98. 98. The main reasons students do not follow procedures: <ul><li>1- The teacher has not thought out what happens in the classroom. </li></ul><ul><li>2- The students have not been trained to follow the procedures. </li></ul><ul><li>3- The teacher doesn’t spend enough time managing the classroom. </li></ul>
    99. 99. Example of a Fire Drill Procedure <ul><li>1-When the fire alarm rings the designated Fire Captain 1 grabs the red and the green Fire Tags and the black overhead marker and is the first one out the door. </li></ul><ul><li>2-The entire class quickly follows her with the teacher and Fire Captain 2 exiting last. </li></ul><ul><li>3-Fire Captain 1 takes the class to the designated safe area outside. </li></ul>
    100. 100. Example of a Fire Drill Procedure <ul><li>4- Once the class arrives at the designated safe area they turn around and face the front. Fire Captain 1 now becomes the back of the line. </li></ul><ul><li>5- Fire Captain 1 now looks at the class roster which is posted on the back of the red Fire Tag. If everybody is accounted for then she hands the green Fire Tag to the teacher. </li></ul><ul><li>6- The teacher verifies that all students are accounted for then hands the green Fire Tag to Fire Captain 2 who carries it to the administrator standing in the center of the field. </li></ul>
    101. 101. Example of a Fire Drill Procedure <ul><li>7- If Fire Captain 1 discovers a missing student in the bathroom or in the library, etc. she circles his name on the red Fire Tag and gives it to the teacher. </li></ul><ul><li>8- The teacher then gives the red Fire Tag to the Fire Captain 2 who then runs to alert the administrator. </li></ul><ul><li>9- The administrator then radios other sections to look for the missing child. </li></ul>
    102. 102. Example of a Fire Drill Procedure <ul><li>10- After Fire Captain 2 returns, he assumes his position in the front of the line and the entire class remains silent until the “all clear” bell is sounded. </li></ul><ul><li>11- When the “all clear” bells sounds, the class quietly walks back to the classroom. </li></ul><ul><li>12- When the class returns, Fire Captain 2 hangs the one Fire Tag and the overhead marker back on the wall and goes to the office to get the other Fire Tag kept by the administrator. </li></ul>
    103. 103. Example of a Fire Drill Procedure <ul><li>13- Fire Captain 2 then returns and places the remaining Fire Tag with the other. </li></ul><ul><li>14- He makes sure the red one is erased and both tags and the marker are ready for the next fire drill. </li></ul>
    104. 104. Why Procedure are Important <ul><li>Students must know from the very beginning how they are expected to behave and work in the classroom. </li></ul><ul><li>Discipline dictates how they are to behave. </li></ul><ul><li>Procedure and routines dictate how they are to work . </li></ul>
    105. 105. Why Procedures are Important <ul><li>Since a procedure is how you want something done, it is the responsibility of the teacher to have procedures clearly stated. </li></ul><ul><li>A routine is what the student does automatically without prompting or supervision. </li></ul>
    106. 106. Why Procedure are Important <ul><li>Classroom procedures are statements of student expectations necessary to participate successfully in classroom activities, to learn, and to function effectively in the school environment. </li></ul><ul><li>Classroom procedure allow many activities to take place efficiently during the school day, often several at the same time. </li></ul>
    107. 107. Why Procedure are Important <ul><li>Classroom procedures allow activities to take place with a minimum of wasted time and confusion. </li></ul><ul><li>Classroom procedures increase on-task time and greatly reduce classroom disruptions. </li></ul><ul><li>They tell a student how things operate in the classroom, thus reducing discipline problems. </li></ul>
    108. 108. Students Accept and Want Procedures <ul><li>Effective teachers manage with procedures. Every time the teacher wants something done there must be a procedure or a set of procedures. </li></ul><ul><li>You will need procedures for taking roll, checking papers, what to do with finished work, moving from task to task, quieting the class, going to lunch, etc. </li></ul>
    109. 109. Three-Step Approach to Teaching Procedures <ul><li>Explain - State, explain, model and demonstrate the procedure. </li></ul><ul><li>Rehearse - Rehearse and practice the procedure with teacher supervision. </li></ul><ul><li>Reinforce - Re-teach, rehearse, practice, and reinforce the procedure until it becomes a habit or routine. </li></ul>
    110. 110. Explain <ul><li>Effective teachers know what activities need to be done and have worked out the procedures for each of them. </li></ul><ul><li>Define the procedure in concrete terms. </li></ul><ul><li>Demonstrate the procedure, don’t just tell. </li></ul><ul><li>Demonstrate a complex procedure step by step. </li></ul>
    111. 111. Rehearse <ul><li>Rehearse classroom procedures until they become routines. </li></ul><ul><li>Do not expect students to learn procedures in a day. </li></ul><ul><li>Students need guided practice step by step where they watch you and you watch them. </li></ul>
    112. 112. Reinforce <ul><li>Determine whether the students have learned the procedure or whether they need further explanation, demonstration, or practice. </li></ul><ul><li>Re-teach the correct procedure and give corrective feedback. </li></ul><ul><li>Praise the students when the rehearsal is acceptable. </li></ul>
    113. 113. Every time a procedure needs to be corrected: <ul><li>REMIND the class of the procedure. </li></ul><ul><li>Then have the students see, feel, and EXPERIENCE the procedure. </li></ul><ul><li>REMEMBER: Ineffective teachers only TELL students what to do! </li></ul><ul><li>If the students don’t EXPERIENCE the procedure, it will not become a routine. </li></ul>
    114. 114. Making Procedures Routines <ul><li>Continue to use POSITIVE REINFORCEMENT when your students do their procedures correctly. </li></ul><ul><li>Sometimes when procedures become routines we just assume they will continue… watch out! </li></ul><ul><li>Occasional staggered POSITIVE REINFORCEMENT is the oil that keeps the procedures running smoothly. </li></ul>
    115. 115. Procedure for Quickly Getting the Class Quiet: Give Me Five
    116. 116. Procedure for Quickly Getting the Class Quiet: If You Can Hear Me…
    117. 117. Procedure for Collecting Papers
    118. 118. This procedure works when the room is divided into rows with a center aisle. <ul><li>Every student passes the paper to the center. </li></ul><ul><li>Each student makes sure that all papers are facing the same direction and that they all have names on them. </li></ul><ul><li>The students next to the center aisle double check the procedure and straighten the papers neatly. </li></ul>
    119. 119. This procedure works when the room is divided into rows with a center aisle. <ul><li>One person is designated class helper for the week. </li></ul><ul><li>The class helper walks down the center aisle collecting papers from everyone and stacking them neatly. </li></ul><ul><li>The class helper places the papers in the subject area tray located next to the teacher’s desk. </li></ul>
    120. 120. A procedure can be an activity you do each day. <ul><li>A morning procedure (also called BELL WORK) is what you want the students to do when they walk in the door. </li></ul>
    121. 121. Sample Pre-K Procedure <ul><li>Beginning your Day Have a designated place for all items backpacks, folders, library books, and anything else your students may need to turn in. Then have students mark themselves present by moving a clothespin or card with their name on it. Then have the students do an independent activity such as math tubs with specific activities or a writing exercise for 10-15 minutes. </li></ul>
    122. 122. Bell Work Procedure, K-12 <ul><li>Bell Work When the bell rings and the children come in after I meet them at the door, they have work to do. I put a quiz, problem or a review of some work on the chalk board. This is called &quot;Bell Work.&quot; The children have a &quot;bell work book&quot; that they complete the work in. They date the page and begin the work as soon as they enter class. This gives me time to do all the administrative jobs that I need to do first thing in the morning. The work is collected and I mark it or I assign someone to mark it. It prevents many disruptions and lets the children realize that they come to class to work. </li></ul>
    123. 123. Procedure from AtoZteacherstuff.com <ul><li>Daily Geography Submitted by:  Miley Since I teach social studies at a middle school, as the students come in I have a daily geography question on the board they have to complete before we start the activity of the day. All the questions come straight out of the book! Grade Level(s): 6-8 </li></ul>
    124. 124. Find the ONE Mistake <ul><li>My two favorite subjects are spanish and geography. </li></ul><ul><li>Joes favorite subject is social studies. </li></ul><ul><li>The three favorite subject’s of Lisa are math, science and spelling. </li></ul><ul><li>Lunch and recess is what Tucker likes best! </li></ul><ul><li>What are you’re favorite subjects? </li></ul>
    125. 125. Remember… <ul><li>You can have several procedures going on at once. </li></ul><ul><ul><li>Find the Mistake </li></ul></ul><ul><ul><li>Chess Challenge (Checkmate in One Move) </li></ul></ul><ul><ul><li>Word Problem of the Day </li></ul></ul><ul><ul><li>Vocabulary Words </li></ul></ul>
    126. 126. Your turn… Choose two student procedures and write them out. <ul><li>When you have a question </li></ul><ul><li>When you finish an assignment early </li></ul><ul><li>When an announcement comes on the speakers </li></ul><ul><li>When you need a pencil or pen </li></ul><ul><li>Coming to class late </li></ul><ul><li>When you walk in the door </li></ul><ul><li>When you need to go to the bathroom </li></ul><ul><li>When you leave at the end of the day </li></ul><ul><li>Working in groups </li></ul><ul><li>Participating in class discussions </li></ul>
    127. 127. Special Thanks to Harry Wong, The Biggest Thief of All <ul><li>Many of the ideas in this presentation came from Harry Wong’s The First Days of School. I stole them from Harry and he stole them from hundreds of other teachers. I’ve used them for years because they really work. Please buy the book and follow it religiously. </li></ul><ul><li>And remember, when you find something good that another teacher is doing… </li></ul><ul><li>STEAL IT!!! </li></ul>