Msfergsl Classroom managementpowerpoint
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Sharon Ferguson provides tips and strategies for effective classroom management. She recommends setting up routines, building relationships, positive reinforcement, and consistent expectations. Specific routines covered include morning routines, transitions between activities, and reward systems. She also discusses classroom layout, literacy and math rotations, and links to additional resources like Whole Brain Teaching and Pinterest for more classroom ideas.
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Positive Behavior Support (PBS) is a framework for creating safe and effective schools by preventing problem behaviors. It involves teaching positive social behaviors, acknowledging appropriate conduct, and using consistent consequences for inappropriate behaviors. The key aspects of PBS include establishing clear school-wide expectations, directly teaching those expectations to students, recognizing students for following the expectations, developing a continuum of consequences for problem behaviors, and monitoring the implementation of PBS through data collection and evaluation. Parent involvement is also a critical component of PBS.
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Scotch Pbs Initial Presentation Final
Positive Behavior Support (PBS) is a framework for creating safe and effective schools by preventing problem behaviors. It involves teaching positive social behaviors, acknowledging appropriate conduct, and using consistent consequences for inappropriate behaviors. The key aspects of PBS include establishing clear school-wide expectations, directly teaching those expectations to students, recognizing students for following the expectations, developing a continuum of consequences for problem behaviors, and monitoring the implementation of PBS through data collection and evaluation. Parent involvement is also a critical component of PBS.
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This document describes two classroom management strategies - the Raffle Jar strategy and the Level System strategy.
The Raffle Jar strategy is a positive reinforcement strategy where students receive raffle tickets for good behavior that are entered into a monthly prize drawing. The Level System strategy is a negative reinforcement strategy where students are placed on different "levels" with varying privileges based on their weekly behavior as evaluated by their peers. The document concludes that the Raffle Jar strategy aligns with Positive Behavioral Supports by using reinforcement, clear expectations, and creating a positive classroom environment, whereas the Level System focuses more on negative behaviors and can damage relationships.
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2. Positive relationships and emotional intelligence when dealing with students should be promoted.
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Lesson objectives are clearly communicated to students
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thinking
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learning
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This document summarizes chapters 1-3 of a book on communication skills for educators. Chapter 1 discusses various needs theories, including those proposed by Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coopersmith. It notes that students need to feel competent and accepted. Chapter 2 focuses on developing positive classroom relationships and communicating high expectations to students. It provides strategies for getting to know students and creating a positive school climate. Chapter 3 covers methods for obtaining family support, such as sending letters and holding meetings. It stresses the importance of continuous interaction with families.
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Teachers were shown photos of children and asked to rate their expected performance based on perceived social class, showing that lower class children were rated less favorably, highlighting unconscious bias. Another study found teachers interacted more positively with students they were told were highly motivated and intelligent. A third study showed that negative reports about students had a greater impact on teacher expectations than positive or neutral reports. However, these lab experiments on teacher expectations had ethical issues using real students and lacked consideration of other contextual factors in schools.
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Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
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1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups.
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Lesson objectives are clearly communicated to students
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thinking
Teacher connects new content to prior knowledge
Teacher provides opportunities for students to apply new
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The staff meeting focused on progress being made by students and strategies that are working well. Teachers noted that relating course content to real life, a focus on subject options, and consistent marking are helping to secure progress, especially for Years 9, 10, and 11. Displaying student progress levels and targets on the walls and using progress tracker stickers are keeping students informed and engaged in their own progress. Additional interventions like one-on-one meetings and extra sessions are also supporting progress outside of classroom time. Peer and self-assessment, ambitious targets, and keeping lessons fresh across departments were further discussed as positive strategies. Questions were raised about how to best support disadvantaged students and show impact at the key stage 3 level.
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Subject : Classroom Management
Topic : Classroom Interventions for Chronic Behavior Problems
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This presentation discusses techniques for effectively dealing with disruptive student behavior while maintaining authority. It recommends using non-verbal cues like silence, not engaging with tantrums, turning off lights or ringing a bell. Verbally, teachers can say positive things, send disruptive students to the hall, or give responsibilities. Good behavior should be rewarded with non-verbal cues like stars/prizes or verbal praise. Teachers should develop routines, reduce downtime, have positive attitudes and apply discipline fairly. Students are ultimately responsible for their actions.
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The document summarizes Woodlawn High School's implementation of Positive Behavioral Interventions and Supports (PBIS). The school aims to shift focus from negative to positive student behaviors through defining expectations, teaching the expectations, acknowledging appropriate behaviors, correcting problems, and ensuring consistency across the school. Key aspects include creating a PBIS committee, outlining expectations like "PRIDE" (Participation, Respect, Integrity, Dedication, Excellence), using acknowledgment coupons, offering incentives to students and teachers, and emphasizing consistency among all school areas.
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This document provides guidance on effective classroom management strategies for dealing with disruptive student behavior. It emphasizes implementing clear routines, procedures, and expectations from day one. Key recommendations include being proactive, engaging students, avoiding direct confrontation, and developing signals to redirect off-task behavior. Well-managed classrooms have students actively involved through minimal wasted time and disruptions, leading to greater student success. The sources cited provide additional classroom management resources and strategies.
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- 1. Classroom Management Sharon Ferguson, M.Ed. Findley Oaks Elementary
- 2. Who am I? Graduated from FIU Employed at Findley Oaks Elementary Johns Creek, Georgia
- 3. Practical Tips Set up and practice routines Build relationships/students/parents Loving support/we all make mistakes Respect for teachers/other students Set/establish goals-expectations Positive reinforcement/token economy Model/practice behavior/conflict resolution Classroom layout
- 4. Morning Routines Welcome/greet each student Enter with a quiet voice Unpack book bag Take out snack and put in desk Sharpen pencils Turn in pick up homework Start morning work Be consistent After announcements-some teachers do morning meetings
- 5. Transitions Call by color Call by table Count down Ring bell/chime Reward best group with a tally point 4 S line
- 6. Reward Positive Behavior Praise/acknowledge the students that are on task and following the classroom rules. Behavior ladder Classroom rewards Tickets/token economy/reward coupons Walking recess
- 7. Classroom Layout/Design Put student desks together for collaboration Students should share supplies Students should be challenged and grouped according to their skill levels/DRA/placement tests/STAR testing. Boy-girl project pairing works best. Flexible grouping. Cookie sheet idea
- 8. Daily 5 Teaching Reading/LA using a rotation system Word Work Writing Read to Self Read to Someone Teacher Time
- 9. Math Rotations 10 minute warm up/whole group Fact practice/IPads Teacher time Seat work/complete work from teacher time Centers/computers Mountain Math/I am done now what?
- 10. Whole Brain Teaching http://www.youtube.com/w atch?v=UF8zHAK0vJM Ask once get what you want 90% of the time Eliminate 80-90% minor misbehavior Benefits: Problem-Solving Ownership Empowerment Pride
- 12. Break Out Discussion Questions 1. Something that you learned that might be helpful. (Doesn't need to be from this presentation.) 2. Ideas that you use in your classroom that work for you currently at your school. 3. Something you enjoyed about being here in the United States. A favorite memory.