2011-2012
Conversation                   Voice Level 0-No Talking unless                               you have permission to do so....
(High-Risk Students)    Individual Intervention      5-10% of Students           Targeted                                 ...
   You have made    reservations to your    favorite restaurant.   It is packed, full of    anxious    people, waiting t...
   After 10 minutes of    being polite, you begin    to raise your voice and    finally catch his    attention.   He che...
   You are finally    seated but are so    agitated that you do    not notice the    excellent food and    wait staff.
   Imagine the same    scenario, but this    time you find that    the restaurant is so    organized, you    easily get t...
   Notice how the degree    of organization has    affected no just your    behavior, but your    attitude toward the    ...
   To effectively manage    and motivate a class of    students, you need a    clear vision of your ideal    classroom. ...
 Task 1-Understand  How to Shape  Behavior Task 2-Understand  Motivation Task 3-Identify  Long-Range  Classroom Goals ...
 Task 5-Maintain  Positive  Expectations Task 6-  Implement  Effective  Instructional  Practices Task 7-Initiate  and M...
   Objective: I can develop an    understanding of fundamental    management principles so that    I can make effective d...
   Objective: I can develop an    understanding of    ________________ so that I can    make effective decisions and    t...
   Some tendencies and    personality traits seem to be    present from birth.   However, most human    behavior is lear...
   When a student frequently behaves    irresponsibly, it’s likely that the    student hasn’t experienced the    benefits...
   Structure your class to promote    responsible student behavior.   Effectively acknowledge responsible    student beh...
A-Antecedents   B-Behavior       C-Consequences                                   Consequences-                           ...
   Effective teachers spend    more time promoting    responsible behavior    than responding to    irresponsible behavio...
   You will prevent most misbehavior from    ever occurring when you focus the majority    of your time and energy on the...
   Make sure students understand what the    behavioral expectations are and how they can    meet them.   Physical space...
   Give verbal praise.   Write positive notes.   Encourage students to praise themselves.   Contact parents regarding ...
   Avoid embarrassing students with praise.   Ensure that no student is the target of    laughter for making a mistake d...
   Often difficult to understand why a student    behaves irresponsibly, even when the    consequences of that behavior a...
   Student doesn’t know exactly what you expect.   Student doesn’t know how to exhibit the    responsible behavior.   S...
   Provide lessons to teach the student how to    behave responsibly.   Assign different seats to two students who    ta...
   Ignore misbehavior that is designed to get    attention.   Respond calmly to a student who likes to    make adults an...
   Use a system of demerits.   Timed owed.   Use a classroom point system.   Contact student’s parents about problem  ...
   Structure your class to promote    _____________________________.   Effectively ___________ responsible    student be...
   Objective: I can understand    that a person’s level of    motivation on any given task is    a product of both how mu...
   Motivation = “to provide an    incentive, to move to action, to drive    forward.”   Behavior that is repeated is    ...
   Motivation may be intrinsic or    extrinsic.   Intrinsic-a person is motivated    because they find pleasure in    do...
   As teachers, we must enhance    both their intrinsic and    extrinsic motivation.   The extrinsic rewards must be    ...
   Expectancy-the degree to    which an individual expects to    be successful at the task.   Value-the degree to which ...
   Expectancy and Value can be calibrated    using a scale ranging from 0 to 10.
Expectancy          Value                MotivationI know I can be     I really enjoy the   100successful in the   rewards...
   Objective: I can understand    that a person’s level of    motivation on any given task is    a product of both    ___...
Conversation                   Voice Level 0-No Talking unless                               you have permission to do so....
Storm academy chapter 1 january 3
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Storm academy chapter 1 january 3

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Storm academy chapter 1 january 3

  1. 1. 2011-2012
  2. 2. Conversation Voice Level 0-No Talking unless you have permission to do so.Help Raise your hand and wait for recognition.Activity Whole class instruction and discussion when appropriate.Movement Water, restroom, stretching.Participation (What does the Listen, answer, ask questions,activity look like? and/or share.Success Awesome Job!
  3. 3. (High-Risk Students) Individual Intervention 5-10% of Students Targeted (FEW) (At-Risk Students) Selected Classroom/Small Group Strategies (SOME) 15-25% of Students (All Students)School-wide Systems of Support 75-80% of Students
  4. 4.  You have made reservations to your favorite restaurant. It is packed, full of anxious people, waiting to be seated. It takes you 10 minutes to squeeze through to the host. He is so busy, he does not hear you politely stating that you have reservations.
  5. 5.  After 10 minutes of being polite, you begin to raise your voice and finally catch his attention. He checks the reservation book and informs you that your reservation was for 20 minutes ago and cannot seat you at this time. You angrily state that you had arrived 20 minutes ago, but were only now able to get his attention.
  6. 6.  You are finally seated but are so agitated that you do not notice the excellent food and wait staff.
  7. 7.  Imagine the same scenario, but this time you find that the restaurant is so organized, you easily get to the host, who politely greets you and leads you to your seat. You find the service, food, and price to be fantastic.
  8. 8.  Notice how the degree of organization has affected no just your behavior, but your attitude toward the setting. Can this be true for our students’ behavior and their attitude about their classroom and school?
  9. 9.  To effectively manage and motivate a class of students, you need a clear vision of your ideal classroom. What should it look like? What should it feel like? What do you want your students to accomplish? Once you have a clear idea of what you want for your classroom, you can design procedures that will ensure that you achieve those goals.
  10. 10.  Task 1-Understand How to Shape Behavior Task 2-Understand Motivation Task 3-Identify Long-Range Classroom Goals Task 4-Develop Guidelines for Success
  11. 11.  Task 5-Maintain Positive Expectations Task 6- Implement Effective Instructional Practices Task 7-Initiate and Maintain Family Contacts
  12. 12.  Objective: I can develop an understanding of fundamental management principles so that I can make effective decisions and take appropriate actions to help students learn to behave responsibly.
  13. 13.  Objective: I can develop an understanding of ________________ so that I can make effective decisions and take appropriate actions to help students ____________.
  14. 14.  Some tendencies and personality traits seem to be present from birth. However, most human behavior is learned, which means it can also be unlearned, or shaped into a more desirable form.
  15. 15.  When a student frequently behaves irresponsibly, it’s likely that the student hasn’t experienced the benefits of responsible behavior enough, or even at all. It’s also likely that this student has learned that irresponsible behavior is a more effective or efficient way of getting his needs met……power, control, admiration from peers Even your best students can behave irresponsibly when no one notices that they are on task, works, hard, and is respectful to others.
  16. 16.  Structure your class to promote responsible student behavior. Effectively acknowledge responsible student behavior. Effectively respond to irresponsible student behavior.
  17. 17. A-Antecedents B-Behavior C-Consequences Consequences- Pleasant Outcomes result in Conditions- behavior What is Behavior-What increasing.prompting or is the personenabling the doing? Consequences- behavior? Unpleasant Outcomes result in behavior decreasing.
  18. 18.  Effective teachers spend more time promoting responsible behavior than responding to irresponsible behavior. Effective teachers recognize that misbehavior occurs for a reason, and they take that reason into account when determining a response.
  19. 19.  You will prevent most misbehavior from ever occurring when you focus the majority of your time and energy on these three major categories of teacher based actions for promoting responsible behavior. Conditions Implement pleasant consequences. Eliminate unpleasant consequences.
  20. 20.  Make sure students understand what the behavioral expectations are and how they can meet them. Physical space. Fast paced schedule and provide interesting lessons. Run efficient transitions between activities. Interact responsibly and respectfully with all students. Show an interest in student work.
  21. 21.  Give verbal praise. Write positive notes. Encourage students to praise themselves. Contact parents regarding students’ responsible behavior. Occasionally reward individuals or the whole class with a special activity.
  22. 22.  Avoid embarrassing students with praise. Ensure that no student is the target of laughter for making a mistake during class participation. Ensure that no student ever feels like a geek for behaving responsibly. Ensure that no one is ridiculed as a teacher’s pet for behaving responsibly.
  23. 23.  Often difficult to understand why a student behaves irresponsibly, even when the consequences of that behavior are unpleasant.
  24. 24.  Student doesn’t know exactly what you expect. Student doesn’t know how to exhibit the responsible behavior. Student is unaware that he or she engaged in the misbehavior. Student is experiencing some pleasant outcome. (likes the attention) Student is successfully avoiding some unpleasant outcome by exhibiting the misbehavior. (avoiding assigned work) Once you have determined the reasons, you can take action.
  25. 25.  Provide lessons to teach the student how to behave responsibly. Assign different seats to two students who talk when they sit together. Modify work that is too difficult for the student who is not completing assignments. Pace lesson more quickly so student are less likely to get off task. Provide something for students to do when they complete classwork.
  26. 26.  Ignore misbehavior that is designed to get attention. Respond calmly to a student who likes to make adults angry. Ensure that a student is not excused from assigned work, as a result of the misbehavior.
  27. 27.  Use a system of demerits. Timed owed. Use a classroom point system. Contact student’s parents about problem behavior. Contact Mr. Castillo
  28. 28.  Structure your class to promote _____________________________. Effectively ___________ responsible student behavior. Effectively ___________to irresponsible student behavior.
  29. 29.  Objective: I can understand that a person’s level of motivation on any given task is a product of both how much the person wants the rewards that accompany success and how much he or she expects to be successful.
  30. 30.  Motivation = “to provide an incentive, to move to action, to drive forward.” Behavior that is repeated is motivated-behavior does not reoccur when there is no motivation. The student who repeatedly misbehaves is, at the moment, more motivated to misbehave than to behave. The student who does nothing, is more motivated to do nothing than to work.
  31. 31.  Motivation may be intrinsic or extrinsic. Intrinsic-a person is motivated because they find pleasure in doing something. Extrinsic- a person is motivated because of pleasant consequences. Motivation for most behaviors is usually a mix of intrinsic and extrinsic factors.
  32. 32.  As teachers, we must enhance both their intrinsic and extrinsic motivation. The extrinsic rewards must be faded out in favor of more natural consequences. Keep in mind……students who experience a history of failing are less likely to be motivated to learn something new.
  33. 33.  Expectancy-the degree to which an individual expects to be successful at the task. Value-the degree to which an individual values the rewards that accompany success. Student….. Can I be successful at this?..... How much do I value the rewards?…….
  34. 34.  Expectancy and Value can be calibrated using a scale ranging from 0 to 10.
  35. 35. Expectancy Value MotivationI know I can be I really enjoy the 100successful in the rewards (intrinsicclassroom. and extrinsic).10 10I know I can be I really don’t care 0successful in the for the rewardsclassroom. (intrinsic and10 extrinsic). 0It’s hard for me I really enjoy the 0to be successful rewards (intrinsicbecause I don’t and extrinsic).understand what 10is expected ofme.0
  36. 36.  Objective: I can understand that a person’s level of motivation on any given task is a product of both ______________________________ ______________________________ ______________________________ _____________________________.
  37. 37. Conversation Voice Level 0-No Talking unless you have permission to do so.Help Raise your hand and wait for recognition.Activity Whole class instruction and discussion when appropriate.Movement Water, restroom, stretching.Participation (What does the Listen, answer, ask questions,activity look like? and/or share.Success Awesome Job!

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