SuperSub Workshop Classroom Management


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A presentation for substitute teachers on classroom management.

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  • Welcome to this SuperSub workshop on Classroom Management. My name is Angela Moore, and I am a resource teacher in the Human Resources Department for Jefferson County Public Schools. Throughout today’s workshop, I will refer to best practice in an effort to model for you what effective teachers do when they teach. Effective teachers manage their classroom in a variety of invisible ways. My goal today is to make the invisible a little more visible for you. I will need your attention throughout today’s workshop and the technique I will be using will be to raise my hand. When you see my hand raised, please look at me, raise your hand, and remain quiet.
  • Take a moment to reflect on the topic of classroom management. Locate the graphic organizer on your table called “Classroom Management KWL Chart.” Complete the first column called “What I Know” by writing in what you alrelady feel you know about classroom management. Let’s share our thoughts on classroom management. Please raise your hand to share. (Take ideas from participants and use document camera to model how to complete chart.) Now, reflect on what you WANT to know about classroom management, and jot those ideas down in the second column. Find your partner by looking inside your table tent for your “half” of the partnership and then find the person with the other half. Share your WANT column with that person. (Come back together as a whole group and then jot down some of their ideas using the document camera.)
  • Effective teachers always begin with the end in mind. Starting a lesson with a learning goal will help students understand the purpose of the learning. (Read goal on slide.)
  • Effective teachers also let students know what they will be doing throughout class. Posting and reviewing an agenda is a great way to initiate a lesson. (Review agenda for workshop by reading slide.)
  • Substitute teaching can be very demanding, yet rewarding. The key to success is being prepared, the old Boy Scout motto. Let’s review some Tips for Success that I have condensed from the JCPS Certified Substitute Teacher’s Handbook . First , arrive early so you feel more prepared to meet the expectations of the school. You are required to arrive at your assigned school fifteen minutes prior to school start time and you must stay fifteen minutes after dismissal. Secondly, dress for success. Professional appearance has a positive influence on both students and other adults. Set yourself up for a successful day by dressing professionally. Next, follow the classroom teacher’s lesson plan as provided. Finally, you are expected to engage students in meaningful instruction and initiate the lesson as soon as class begins.
  • Please look for a moment at page 17 from the JCPS Substitute Teacher’s Handbook . Review each section. KEY POINTS FROM THIS SECTION: Greet students at the door. This establishes your positive command of the classroom and provides an opportunity for students to meet you. Provide good instruction and get student engaged as soon as class begins. Be active and engaged in teaching throughout the class.
  • I would like to draw your attention to another section of this page from the Handbook. These are great tips for managing your classroom. Refer to these reminders and the handbook itself as a great resource for substitute teaching. Locate the white envelope on your table. Distribute the sentence strips to volunteer readers at the table. These participants will begin to pratice their commanding, yet positive, teacher voice. (Go around the room and read aloud the reminders – discuss as reminders are read.)
  • Classroom management cannot be readily observed (read quote on slide). Rick Smith wrote in Conscious Classroom Management that classroom management is essentially a combination of two main things: who we are (how we hold ourselves internally and how we come across) and what we do (specific strategies for designing and maintaining a positive classroom environment, connecting with students, and taking care of business). Let’s review the ways that I have managed my “classroom” today. I arrived early so I could be prepared for class. All of the materials were on your table which allowed me to spend my time on instruction, not on passing out objects. I greeted you at the door. You, the student, were engaged in an activity as soon as you entered the room (name cards). I established my expectations early (learning goal) and engaged you in instruction immediately (opening activity – KWL chart). I used inner authority; a commanding, positive, and enthusiastic appearance and attitude.
  • At your table, you will find signs in plastic sleeves. Distribute one sign per person at the table until you run out of signs. Would the person who has the sign that reads Foundation come to the front? Now, I would like to ask the persons with “Assume the Best,” “Inner Authority,” “Ask for Help,” and “Got Stress?” to come forward. These are the foundations of invisible classroom management. FOUNDATIONS: Assume the Best: We are here to teach appropriate behavior along with content. Students want to learn content. Students want to learn behavior. When students test us, they want us to pass the test. Inner Authority: a relaxed, natural state that permeates everything we do. Ask for Help: Ask a neighbor teacher. Appoint a student as the classroom helper. It helps to find a student likely to act out and give them a responsibility. Got Stress?: Take care of yourself and then you can take care of students. Thank you – the Foundation group may have a seat. PREVENTION: Would the person who has the sign that reads Prevention come to the front? Now, I would like to ask the persons with “Holding our Ground,” Positive Connections,” “Teaching Procedures,” “Consistency,” “Getting Ready,” and “Lesson Design.” These are the prevention components of invisible classroom management. Holding our Ground is about learning to be firm and positive. We will go through some examples in a moment. Making Positive Connections with students will lead to effective classroom management. We will go over those later in the presentation. Teaching Procedures is more for the classroom teacher, but you can incorporate some of your own procedures. I’ll give you some examples in a little while. Be consistent. Hold your ground. Getting ready returns us to the idea of being prepared. Absolutely critical to successful teaching. Lesson design is for the classroom teacher, but there are ways you can be prepared for almost any circumstance.
  • Take a moment to visualize the best teacher you have seen in action. It may be one of your own teachers or a teacher you have seen in a movie, or a teacher you have seen in your substitute teaching experiences. Find the brainstorming cloud on the other side of your KWL chart, and jot down some of the characteristics that would describe this person as a teacher. I’ll give you an example. I think my students would say “organized” as a characteristic that defines me as a teacher. Take a minute to work quietly on this task. Now, I would like you to work with your table. Locate your table’s paper doll teacher. Discuss your brainstorming characteristics and write some of these on your paper doll. Be prepared to share with the whole group.
  • Share paper doll characteristics with whole group. Review the list on the left of the slide. Now that we have come up with some characteristics, I would like to share some that you may not have considered. Reveal and discuss characteristics on the right side of slide.
  • If you will remember, the PREVENTION component of classroom management contained “Making Positive Connections.” I would like you to locate the positive and negative assumptions T-Chart on your paper (above the brainstorming cloud) and jot down some positive assumptions we can make of students as well as some negative assumptions. Let’s do the first one together. Model using document camera. Give participants a minute or so to write down some ideas, then share the ideas on the slide. Let’s remember to focus on the positive assumptions.
  • It is critical to your success to make positive connections with students. Read the slide tips.
  • Read instructions on slide. Allow two minutes for activity, then limit the teacher’s vocabulary (last bullet).
  • End activity by raising hand. Read through slide.
  • Here is your to-do list the next time you are assigned to a classroom. Read through list and discuss items.
  • Many substitutes worry about what to do if there is not a lesson plan. Here are some suggestions. Read left side of slide. You may also need to be prepared with a bag of tricks or filler activities for when there isn’t a lesson plan or you have extra time (most common). Read right side of slide and discuss.
  • Read this quote.
  • These are books that I consulted as I created today’s workshop.
  • You have been introduced to many resources today. Let’s review the resources we have introduced to you today. CLICK ON LINKS TO RESOURCES AND REVIEW AS TIME PERMITS.
  • I will answer any questions you may have.
  • Thank you for your time today.
  • SuperSub Workshop Classroom Management

    1. 1. SuperSub Workshop Angela B. Moore Resource Teacher Human Resources
    2. 2. <ul><li>Reflect on the topic of classroom management. </li></ul><ul><li>Locate the graphic organizer at your table called “ Classroom Management KWL Chart .” Complete the first column called “What I Know” by writing in what you already feel you know about classroom management. </li></ul><ul><li>Share with whole group. </li></ul><ul><li>Reflect on what you WANT to know about classroom management, jot those ideas down in the second column. </li></ul><ul><li>Find your partner (find someone with the same color name tent as yourself) and share your WANT column. </li></ul>
    3. 3. <ul><li>Participants will be able to describe effective teaching, identify strategies for successful classroom management, and implement strategies in the classroom. </li></ul>
    4. 4. <ul><li>Introduction and Opening Activity </li></ul><ul><li>Overview of Classroom Management </li></ul><ul><li>Characteristics of an Effective Teacher and Classroom </li></ul><ul><li>Making Positive Connections with Students </li></ul><ul><li>Holding Your Ground with Inner Authority </li></ul><ul><li>Classroom Management To Do List and Filler Activities </li></ul><ul><li>Closing Activity and Evaluation </li></ul>
    5. 5. <ul><li>Arrive early. JCPS requires you to be at your assigned school fifteen minutes prior to school start time and fifteen minutes after dismissal. </li></ul><ul><li>Dress for Success. Students and adults respond positively to professional appearance. </li></ul><ul><li>Follow the teacher’s lesson plan as provided for you. </li></ul><ul><li>Engage students in meaningful instruction and initiate the lesson as soon as class begins. </li></ul>Excerpt above from page 7 of the JCPS Certified Substitute Teacher’s Handbook
    6. 6. Classroom Management <ul><li>From the Jefferson County Public Schools’ Certified Substitute Teacher Handbook , page 17 </li></ul>
    7. 7. Classroom management <ul><li>From the </li></ul><ul><li>Jefferson County Public Schools’ Substitute Teacher Handbook , page 17 </li></ul>
    8. 8. <ul><li>“ Effective classroom management is essentially invisible.” </li></ul><ul><li>WHO WE ARE </li></ul><ul><ul><li>How we hold ourselves internally and how we come across to our students </li></ul></ul><ul><li>WHAT WE DO </li></ul><ul><ul><li>Specific strategies for designing and maintaining a positive classroom environment, connecting with students, and taking care of business. </li></ul></ul>
    9. 9. <ul><li>Foundation </li></ul><ul><ul><li>Assume the Best </li></ul></ul><ul><ul><li>Inner Authority </li></ul></ul><ul><ul><li>Ask for Help </li></ul></ul><ul><ul><li>Got Stress? </li></ul></ul><ul><li>Prevention </li></ul><ul><ul><li>Holding our Ground </li></ul></ul><ul><ul><li>Positive Connections </li></ul></ul><ul><ul><li>Teaching Procedures </li></ul></ul><ul><ul><li>Consistency </li></ul></ul><ul><ul><li>Getting Ready </li></ul></ul><ul><ul><li>Lesson Design </li></ul></ul>From Rick Smith’s Conscious Classroom Management
    10. 10. <ul><li>Take a moment to visualize the best teacher you have seen in action. </li></ul><ul><li>Brainstorm these characteristics on your paper in the thinking cloud . </li></ul><ul><li>Locate your table’s paper teacher-doll. </li></ul><ul><li>Discuss and jot down the characteristics of an effective teacher on the paper doll. </li></ul>
    11. 11. <ul><li>Are… </li></ul><ul><li>Flexible. </li></ul><ul><li>Organized. </li></ul><ul><li>Knowledgeable. </li></ul><ul><li>Sense of humor. </li></ul><ul><li>Fair. </li></ul><ul><li>Patient. </li></ul><ul><li>Caring. </li></ul><ul><li>Good communicator. </li></ul><ul><li>Reflective . </li></ul><ul><li>Firm. </li></ul><ul><li>Positive. </li></ul><ul><li>Consistent. </li></ul><ul><li>Enthusiastic. </li></ul><ul><li>Honest. </li></ul><ul><li>Sometimes make mistakes. </li></ul><ul><li>Sometimes have bad days. </li></ul><ul><li>Sometimes feel helpless. </li></ul><ul><li>Sometimes feel overwhelmed. </li></ul><ul><li>Sometimes feel stressed. </li></ul><ul><li>Sometimes feel under-appreciated. </li></ul>
    12. 12. <ul><li>Positive Assumptions </li></ul><ul><li>Negative Assumptions </li></ul><ul><li>They haven’t fully learned the appropriate behavior. </li></ul><ul><li>They want to know that the classroom environment will be safe and structured. </li></ul><ul><li>They are signaling the teacher to teach behavior more thoroughly or differently. </li></ul><ul><li>They are bad kids. </li></ul><ul><li>They don’t want to learn. </li></ul><ul><li>They are trying to hurt the teacher. </li></ul>
    13. 13. <ul><li>Model the behavior we want. </li></ul><ul><li>Establish friendly, but appropriate , relationships. </li></ul><ul><li>Make a connection. </li></ul><ul><li>Maintain a high ratio of positive to negative statements. </li></ul><ul><li>Communicate high expectations. </li></ul><ul><li>Share control. </li></ul><ul><li>Negotiate and provide a choice. </li></ul><ul><ul><li>Choices should be authentic and legitimate. Both choices should be acceptable to both teacher and student. Say each of your choices with equal amounts of enthusiasm. </li></ul></ul>From The Key Elements of Classroom Teaching by Fisher, Hoover, and McLeod
    14. 14. <ul><li>Find your partner. </li></ul><ul><li>Decide which one of you is the teacher and which one is the student. </li></ul><ul><li>The student’s job is to get the teacher to allow him to leave the classroom. The teacher’s job is to communicate that the student cannot leave. </li></ul><ul><li>The teacher may NOT raise his voice or tone or look away from the student. The student has no such limitations. </li></ul><ul><li>The teacher’s vocabulary is now limited to the following words: “No. I understand, and the answer is no.” </li></ul>
    15. 15. <ul><li>Consider avoiding the word “No” entirely. For example, “Yes, you can go to your locker, as soon as the bell rings.” </li></ul><ul><li>Don’t over-explain. </li></ul><ul><ul><li>Provide student with a time to come to you later. “We can discuss that in ten minutes after we finish this activity.” </li></ul></ul><ul><li>Do not blame. </li></ul><ul><li>Do not complain. </li></ul><ul><li>Provide no wiggle room. </li></ul><ul><li>An effective “No” has no animosity, baiting, antagonism, sarcasm, attack, or humiliation. </li></ul>
    16. 16. <ul><li>Greet students at the door. </li></ul><ul><li>Use proximity control. </li></ul><ul><li>Pause. </li></ul><ul><li>Maintain eye contact. </li></ul><ul><li>Say students’ names. </li></ul><ul><li>Use a firm yet soft voice. </li></ul><ul><li>Vary tone and volume, but do not yell. </li></ul><ul><li>Count backwards from 20 to 1. </li></ul><ul><li>Hold up a timer and play “Beat the Clock.” </li></ul><ul><li>Hold up a hand. </li></ul><ul><li>Get full silence before you continue. </li></ul>
    17. 17. <ul><li>Ask a neighbor teacher to help you. </li></ul><ul><li>Arrive early so you can be prepared. </li></ul><ul><li>Bring a “toolkit” with you so you will be prepared to fill in a lesson. See SuperSub Workshop schedule. </li></ul><ul><li>Sample “Filler” Activities </li></ul><ul><ul><li>Reciprocal Teaching </li></ul></ul><ul><ul><li>Highlights </li></ul></ul><ul><ul><li>The Big Picture </li></ul></ul><ul><ul><li>Predictions </li></ul></ul><ul><ul><li>Writing activity (reflect on day’s lesson, for example) </li></ul></ul><ul><ul><li>Icebreakers/Getting to Know You activities </li></ul></ul>
    18. 18. From The First 60 Days of Teaching by Robert L. DeBruyn
    19. 19. Breaux, A., & Whitaker, T. (2006). Seven Simple Secrets. Larchmont, NY: Eye on Education. DeBruyn, R. L. (2001). The First 60 Days of Teaching. Manhattan, KS: The Master Teacher, Inc. Fisher, J., Hoover, G., & McLeod, J. (2003). The Key Elements of Classroom Management. Alexandria, VA: Association for Supervision and Curriculum Development. Rutherford, P. (2002). Why Didn’t I Learn This in College? Alexandria, VA: Just ASK Publications. Smith, R. (2004). Conscious Classroom Management. San Rafael, CA: Conscious Teaching Publications.
    20. 20. <ul><li>JCPS Certified Substitute Teachers’ Handbook </li></ul><ul><li> </li></ul><ul><li>Resource Teacher – Human Resources Contact – Angela Moore </li></ul><ul><li>Email: [email_address] Phone: (502)485-7069 </li></ul><ul><li>JCPS Substitute Teachers’ Blog </li></ul><ul><li> </li></ul><ul><li>Link to this PowerPoint Presentation </li></ul><ul><li>Online video tutorial </li></ul>