Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.

1. Reflective Quiz
1. Does the teacher demonstrate respect for the students?
2. Are some students less respected than others?
3. To what degree does each child respect the teacher?
4. Do some students respect some teachers more than others?
5. Who talks more in your classrooms, the teachers or students?
6. Who listens more in your classrooms, the teachers or students?
7. How much class time is spent doing things that could be done
outside of class? Yellow text
signals
8. To what degree your teachers work in isolation? participation
When you are done, discuss your answers with a partner. When your pair is done,
share with an additional pair.

2. Helping Teachers
Manage Classrooms
Through Responsibilities
and Rituals
Dr. Frederick C. Buskey

3. “What gets measured gets
done.”
Attributed to different authors

4. Some observations about public school
classrooms in the United States…
 International schools may not look like this
 Not all US K-12 classrooms look like this
 I don’t know what your classrooms look like
 Basic fundamentals may still apply

5. What is this classroom designed for?

6. And this one?

7. Why do these classrooms look
fundamentally the same?
What differences would we expect to see in classrooms representing democratic
versus totalitarian forms of government?
Discuss with a partner and we will share as a group

8. Why are they similar?
Control & Planning
How do your schools and classrooms differ?

9. In order to work together and be engaged,
Students And
need teachers
to be need
able to readily
control available
their tools
own and/or
behavior… strategies.

10. 1999

11. 33

12. From this…

13. …to this!
But how?
http://www.dougfields.com/posts/im-not-a-student-leader/

14. Responsible Students
Learning
Rituals/Routines •Authenticity
•How we do •Choice
things •Safety
•Teach…
•Ask… Behavior
•Re-teach •Safety
Think-Pair-Share: Does this make sense? What questions do you have?

15. Prerequisites
 Respect is the building block of human
relationships
 Doing is learning; listening is boring
 Do in class what we cannot do at home
 Isolation is the enemy of improvement*
*Based on NYC SD #1

16. Responsible Students
Routines
•How we do
things
•Teach…
•Ask…
•Re-teach

17. What things must students be able to do
to maintain an orderly environment?
Outside the class room Inside the classroom
Post-its: Write 1 idea on a post-it. Use several post-its for each category.
Add post-its to posters; group with similar ideas.

18. What are the things kids must be able to
do to maintain an orderly environment?
Outside the class room Inside the classroom
 Leave the  Begin work
classroom
 Hand in papers
 Move through the
halls  Pass out papers
 Enter the  Get supplies
classroom  Seek help
 Run errands
 Work individually
 Cafeteria!!!
 Work in pairs
 Work in groups
 Fill extra time

19. Each “thing” is a ritual
 In groups of three, take a “theme” of sticky notes and
create a ritual…
 Title
 1-4 steps to complete the ritual
 Key word and graphic for each step
 Acronym for the 1-4 steps (if possible)
 Which week of school you would teach this
routine

20. Ritual #1: PUP-E
Coming into class…
1. Paper out
2. Under the desk (stuff)
3. Pencil in hand
4. Engaged in Bell Ringer
Taught during week one

21. Each “thing” is a ritual
 In groups of three, take a “theme” of sticky notes and
create a ritual…
 Title
 1-4 steps to complete the ritual
 Key word and graphic for each step
 Acronym for the 1-4 steps (if possible)
 Which week of school you would teach this
routine

22. Tpp.A.R

23. Teach
Practice
Post

24. Ask:
Never tell, always ask what
the ritual is. Point to the
poster if necessary.
Jonathan, what is the ritual for coming into class?
Alicia, what is step 2 of the group work ritual?
Asking…
2.Puts the student in
control of his/her own
actions
3.Avoids conflict

25. Re-teach
If more than three students are
not following the ritual, it needs
to be re-taught and rehearsed

26. NEVER
mix rituals and rules
1. Rituals are about learning and self-regulation
2. Rules are about safety
3. The only consequences for not following
rituals are questions and rehearsal

27. Take two…
Think on your
own
or
discuss what you
have heard with a
partner Share:
•Questions
•“Aha’s”

28. Break!
http://www.parentscountdowntocollegecoach.com/2011/12/05/10-things-high-
school-students-can-do-over-holiday-break/

29. Resources
Harry Wong’s First Days of School
Amazon hyperlink
The Skillful Teacher by Jon Saphier
(thanks to Tim Long of Colegio Menor)
Amazon Hyperlink

30. Bell Work
 Title
 1-4 steps to complete the
 List 2 advantages and
2 disadvantages to ritual
PUP-E  Key word and graphic for
 Think about getting each step
students engaged
immediately  Acronym for the 1-4 steps
 With a partner, start to
(if possible)
develop a ritual for  Which week of school you
bell work following
would teach this routine?
the guidelines

31. Share Bell Work…
http://www.freepik.com/free-vector/school-bell-clip-art_381914.htm

32. Responsible Students
Learning
•Authenticity
•Choice
•Safety

33. Authenticity
What is the work of childhood?
How does your teachers contribute to that
work?
If you had no curriculum, what would you
do with your students?
students

35.  Will there always be war?
 What causes racism?
Some  Why are some people
important poor?
SS  Can we trust the
government?
questions
 Why should I vote?
 Why should I work?

36. Take a reflective tour of your school…
 What really matters?
 What will your students learn that will
make a difference in their lives?
 What will your students produce that will
matter?

37. Why does Gettysburg matter?

38. Choice
“When all you have is a
hammer, everything else begins
to look like a nail”

40. Simple Differentiation
Choice in the curriculum
Choice in learning activities
Choice in assessment products

41. Think about what your classrooms look like…
 Are parts of the curriculum negotiable?
 Does everyone have to do every learning
activity?
 Can you add activities of varying
complexity that students can choose from?
 Are there multiple ways students can show
what they have learned?

42. Think about and share…
 Something important that you learned in
school…
 Who taught you?
 What kind of relationship did you have with that
person?
 How did he/she teach you?
 How did you feel?

43. Safety
1. Can you learn
without risk?
2. Do you use
grades as
weapons or
rewards?
3. What if students
fail?

44. Safety nets:
 Rubrics
 Grading scales
 Re-dos (Mastery)
 Process v. product
 No Zeros

45. Responsible Students
Behavior
•Places
•People

46. Where are you?
Where are they?
A Teacher’s
discipline problems
are directly
proportional to the
distance from the
students

47.  Why?
 Safety
Rules
 Learning
 What?
 Few
 Simple
 Positive
•Honor the child
•Honor learning
•Make a commitment

48. Discipline
 Keep the lesson going
 Avoid public
confrontations
 Teach replacement
behaviors
 Link consequences to
actions (not grades)

49. “What gets measured gets
done.”
Attributed to different authors

51. Think about…
1. Where are our
strengths?
2. Where are our
weaknesses?
3. Implications for:
 My teaching
 My leadership
 Me