TCHR 6020 Class 4 Spring 2010


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Brian Housand, PhD
East Carolina University
Spring 2010

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  • * DORF (Ford) * TRANG (Grant) * JANSOCK (Jackson) * SINGNOWHAT (Washington) * LIONSW (Wilson) * HUBS (Bush) * VELLDANCE (Cleveland) * COLLINN (Lincoln) * TNNOLIC (Clinton) * RUNMAT (Truman) * MY NICKEL (McKinley) * AM SAD (Adams) * RASH IRON (Harrison) * GOOD LICE (Coolidge) * A NIGHT SNOW (Washington) * COLT INN (Clinton) * JEFF SNORE (Jefferson) * A RANGE (Reagan) * VEND A CELL (Cleveland) * AH YES (Hayes)
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  • TCHR 6020 Class 4 Spring 2010

    1. 1. TCHR 6020MAT Classroom ManagementClass #4<br />Dr. Brian Housand<br />East Carolina University<br />Monday, February 1, 2010<br />
    2. 2. Welcome Back<br />Get a laptop.<br />Go to<br />Take Today’s Poll. <br />Log onand post a message at <br /><br />
    3. 3. Today’s Agenda<br />Week in Review / Tales from the Field<br />Charles & Moorish<br />RTM: Developing a Hypothesis<br />GimmeFive<br />The Wong Way<br />CMP: Protocols and Procedures<br />
    4. 4. My Week in Review <br />Anchorage<br />Google Buzz<br />NC Gifted Conference<br />Snow<br />Olympics<br />
    5. 5. Tales from the Field<br />
    6. 6. Strategy 3: <br />Clarifying Expectations<br />Explicitly Teaching Students How They Are Expected to Conduct Themselves in the Classroom<br /><ul><li>Charles
    7. 7. Morrish
    8. 8. Wong</li></li></ul><li>Teacher / Student Cooperative Approach<br />Introductions<br />Educational Experiences<br />Traits of a Good Teacher<br />Positive Student Behaviors<br />Negative Student Behaviors<br />Dealing with Misbehavior<br />Establishing a Positive Learning Environment<br />
    9. 9. Ronald MoorishReal Discipline<br />
    10. 10. Ronald Morrish’sReal Discipline<br />Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone. <br />To acquire these essential skills, they need supportive guidance from enlightened, caring teachers.<br />
    11. 11. Morrish: Choice has Failed<br />Does not demand proper behavior from students.<br />Requires teachers to bargain and negotiate with students.<br />Does not teach students how they are supposed to behave.<br />
    12. 12. Real Discipline is…<br />a lot more than simply giving choices to children and then dealing with the aftermath.<br />We have to teach them right from wrong. <br />We have to teach them to respect legitimate authority. <br />We have to teach them the lesson that have been learned by others and by ourselves. <br />Then, and only then will we enjoy watching them develop into adults. <br />
    13. 13. Phase 1: Training for Compliance<br />Should be a Non-thinking activity. Students should comply automatically and habitually. <br />Rules and Compliance<br />You don’t have rules unless you can enforce them. <br />Insistence is the best strategy for enforcing rules. <br />Limits and Compliance<br />Never give students a choice when it comes to limits.<br />Bargaining shifts the power to the students<br />Authority and Compliance<br />Reestablish teacher as the authority<br />Respect first, appreciation second <br />
    14. 14. Phase 2: Teaching Students How to Behave<br />Teacher sets the classroom rules<br />Quickly teach rules through explanation, demonstration, practice, and corrective feedback. <br />Students must be taught what to do<br />Direct instruction and carefully supervised practice<br />Don’t scold or punish. Instead have them redo the behavior in an acceptable manner and continue to practice it. <br />
    15. 15. Phase 3: Managing Student Choice<br />Develop greater independence by providing more choice as students prove they are able to handle choice<br />Choice must have limits and compliance<br />If students don’t care much about outcome of a goal, they should not be allowed to make choices about it. <br />Teachers make decisions for students until they begin to sincerely care <br />
    16. 16. Phase 3: Managing Student Choice<br />Independence requires balancing personal rights with responsibility<br />The rights and needs of others must be taken into account<br />Students should look at every unsupervised situation as an opportunity to demonstrate personal responsibility<br />
    17. 17. Moorish on Independence<br />Independence is not “doing your own thing”<br />Independence is doing what is right when you are own your own. <br />
    18. 18. Table Talk<br />What would it be like to be a student in Moorish’s Classroom?<br />What would it be like to be a teacher using Real Discipline? <br />
    19. 19. Reflective Teaching Module<br />
    20. 20. Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Challenge<br />Children’s Literature<br />Curriculum Connection<br />Content Resource<br />Computer Tool<br />
    21. 21. February 17, 2009<br />Unscramble These Presidential Names<br />MY NICKEL<br />AM SAD<br />RASH IRON<br />GOOD LICE<br />A NIGHT SNOW<br />COLT INN<br />JEFF SNORE<br />A RANGE<br />VEND A CELL<br />AH YES<br /> DORF<br /> TRANG<br /> JANSOCK<br /> SINGNOWHAT<br /> LIONSW<br /> HUBS<br /> VELLDANCE<br /> COLLINN<br /> TNNOLIC<br /> RUNMAT<br />
    22. 22.
    23. 23.<br />
    24. 24.
    25. 25. Tech Tool of the Day<br />
    26. 26. Harry K. Wong<br />Rules<br />Procedures <br />Routines<br />
    27. 27. “ The first day of school or a class – even the first few minutes – will make or break a teacher.” <br />
    28. 28. Harry Wong’s Beliefs about Teaching<br /><ul><li>The more capable the teacher, the more successful the student
    29. 29. Good teachers enhance the life and spirit of students they teach
    30. 30. What you do on the first day of school determines the success for the rest of the year!
    31. 31. Those who teach well never cease to learn</li></li></ul><li>Harry Wong’s Beliefs about Classrooms and Procedures<br /><ul><li>The main problem in teaching is not poor student discipline, but poor classroom management
    32. 32. On the first day of school teachers should begin to establish a structure of procedures and routines for their class
    33. 33. Effective teachers spend most of the first two weeks teaching students to follow classroom procedures</li></li></ul><li>The Three Characteristics of an Effective Teacher<br /><ul><li>Effective teachers have positive expectations for student success
    34. 34. Effective teachers are effective classroom managers
    35. 35. Effective teachers know how to design lessons for students’ mastery</li></li></ul><li>“The three most important things that must be taught the first week of school are Discipline,<br />Procedures,<br />and Routines.”<br />
    36. 36. Discipline Plan<br /><ul><li>All teachers need a discipline plan that contains rules and consequences
    37. 37. The teacher should think of behavior expectations for students and write the rules—no more than 5
    38. 38. Consequences should be attached to rules
    39. 39. Positive consequences for compliance and negative consequences (but not punishment) for non compliance</li></li></ul><li>Discipline Plan, Cont…<br /><ul><li>Explain your discipline plan (expectations, rules, and consequences) to students the First Day of school.
    40. 40. Behavior associated with rules must be taught through discussion, demonstration, and practice</li></li></ul><li>Procedures<br /><ul><li>To establish good procedures do two things:
    41. 41. Decide what routines are needed for the activities in your classroom
    42. 42. Make lists of the procedural steps students must follow to participate—i.e. How to move about the classroom
    43. 43. Every time you want students to do something—you need a procedure!
    44. 44. You have to teach students procedures, not just talk about them</li></li></ul><li>Three Step Method for Teaching Procedures<br /><ul><li>Explain
    45. 45. Teacher states, explains, and demonstrates the procedure
    46. 46. Rehearse
    47. 47. students rehearse and practice the procedure under teacher supervision
    48. 48. Reinforce
    49. 49. Teacher reteaches, rehearses, practices, and reinforces the classroom procedure until it becomes a habit</li></li></ul><li>Routines<br /><ul><li>As procedures are taught and used, they become routines.
    50. 50. Routines are procedures that are done automatically without prompting or supervision
    51. 51. A routine becomes a habit, practice, or custom for the student</li></li></ul><li>Harry Wong’s To Do List (Before School Starts)<br /><ul><li>Arrange room so that teaching and grouping is possible
    52. 52. Make sure equipment is working properly
    53. 53. Have supplies ready before the first day
    54. 54. Know how to greet the class
    55. 55. Practice introducing yourself... know what you want to say
    56. 56. Know the school and district rules
    57. 57. Post your rules and their consequences </li></li></ul><li>The First Day of Class<br /><ul><li>Stand at the door and greet students as they enter
    58. 58. Establish high expectations for your students!
    59. 59. Have assigned seats established
    60. 60. Position yourself in the room near the students
    61. 61. Problems are proportional to distance between you and the students
    62. 62. In a consistent location, post an assignment for students to begin when they enter the room
    63. 63. Dress in a professional manner that models success and shows you expect achievement</li></li></ul><li>
    64. 64. There’s a Procedure for that. <br />List all of the things that happen in your classroom that you will want to create a procedure for. <br />
    65. 65. Classroom Management Plan<br />Daily Protocols – Inclusive of all routines necessary to conduct a productive classroom; assists in reducing management time.<br />
    66. 66. Preventing Problems<br />
    67. 67. Physical Environment<br />A well-ventilated room<br />Glare free lighting<br />Colorful and informative bulletin boards<br />A clean and orderly room <br />Private spaces for students<br />Visibility from all areas of the room<br />Compatible seatmates<br />Match of layout with teaching style <br />
    68. 68. Meeting Individual Differences<br />Differentiated Assignments<br />Grouping<br />Choices and Decisions<br />Realistic Expectations<br />Capitalizing on Interests <br />
    69. 69. Meaningful Activities<br />Procedures<br />Student Engagement<br />“Sponge” Activities<br />
    70. 70. Instruction<br />Focus Attention<br />Avoid Over-Dwelling and Fragmentation<br />Practice Kounin’sWithitness<br />Variety and Group Alerting<br />Overlappingness<br />Smooth Transitions<br />Know When to Stop<br />Check for Understanding<br />
    71. 71. Emotional ObjectivityFocus on the behavior and the causes.Do Not Personalize.Do Not Blame. Remain Positive.<br />
    72. 72. Entering and Exiting the Classroom<br />Beginning and Ending the Day<br />Materials Storage and Distribution<br />Bathroom and Water Fountain Permission<br />Movement within the Room<br />Getting Help<br />Hand Raising<br />Noise Control<br />Free Time<br />Collection, Distribution, and Labeling of Papers<br />Instructional Management<br />
    73. 73.
    74. 74. February 22, 2010<br />Charles #4<br />TGS: 19 and 20 <br />Behavior Management & Motivation<br />Designing an Instructional Intervention<br />Next Time<br />
    75. 75. I am a teacher.<br />