Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.

1. Antwuan Stinson, Ed. D.
mrstinson34@gmail.com
(334) 377-0537 (Google voice)

2. Experience
 14 Years K-12
 Assistant Principal
 Math and Science Teacher
 Teacher of the Year – Birmingham City Schools 2002
 School Representative for District Leadership Team
 School Teacher Mentor
 7 Years Higher Education
 Assistant Certification Officer
 Assistant Professor, Curriculum & Instruction
 Teacher Leader Program Coordinator
 Field and Clinical Experience Livetext Coordinator
 Technology Implementation Committee
 Chair, NCATE Standard 3, Field and Clinical Experiences
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

3. Credentials
 Doctorate, Educational Leadership, Policy & Law
 Professional Administrator (P-12)
 Professional Teacher (Secondary Chemistry, General Science,
and Mathematics)
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

4. Objectives
We will discuss:
 Developing classroom routines
 Planning Content and Pedagogy
 The learning process
 Instructional strategies
 Classroom organization
 Motivating students
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

5. Superintendent
High Schools
Middle
Schools
Elementary
Schools
Central Office

6. School Responsibilities
 Athletics
 Band
 Fund raisers
 P.T.O.
 Discipline behaviors
 Special Ed Services
 Yearbook
 Testing (ACT Aspire,
Classworks, Screenr)
 Teacher Evaluations
 Field Trips (Informal
Learning Opportunities)
 Budgets
 Lunch program
 Professional Development
 Honor Roll each 9-weeks
 Safety Plan
 aCIP
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

7. Overview
My 1st year as an assistant principal was charged with
responsibilities from the moment I stepped on campus. I
went into the position expecting to learn what things
teachers needed to do in order to improve their practice
and classroom performance. This presentation will give
participants to see from my lens what it takes to stay on
track to help students reach their full potential during
instruction.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

8. What I saw during the 1st semester
 Lack of planning by most teachers; not just the 1st year
teachers
 Inconsistent practices
 Lack of routines for common class behavior
 Going to the restroom
 Walking in the halls
 Establish restroom breaks/passes
 Not communicating expectations
 Students had no idea of the agenda
 Lack of collaboration
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

9. What I saw during the 1st semester
 Using office referrals as discipline
 No consequences of repeated violations
 Keep rooms clutter-free
 Flu season affects everyone in the classroom
 Establish a procedure where students clean where
their seating area
 Monitor students to and from lunch
 Keep enforcing dress-code violations
 Establish behavior buddies for minor disruptions
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

10. Successful Schools
 Zero-tolerance schools are demonstrating that
students who are engaged in deeper learning are more
motivated and take ownership of their education
 Impact schools are teaching students knowledge and
to recall facts, but also how to apply what they know to
real-world situations.
 Effective classrooms have procedures that are enforced
with structure.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

11. A passion for young adolescents
Is it best for the students?
8th Grade
Montpelier, Vermont
1946
8th Grade
Essex, Vermont
2007

12. Challenges within the job
 We teach a variety of students. Some whose presence is
only to exist in the classroom because their parents
make them. The overarching problem is that we must
find a way to make lesson plans come to life where
they spark something within those students.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

13. Developing Classroom Routines
 Creating close reading and cloze activities
 Create a restroom log to determine frequency of each
student
 Make a log of discipline behaviors
 Have a log for progress reports and report cards
 Plan as if you will not be in the classroom
 Structure the instruction
 Have substitute folders check
 Weekly/Monthly parent contact log
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

14. Developing Classroom Routines
 How do you want your room to function if you are absent
 Plan for instruction for two days
 Have Before-activity assignments posted in the class
 Make sure to grade each assignment
 Move the desk to the door and sometimes sit at the door
 Post attendance
 Have enough challenging assignments that require
students to work to the end of the bell
 You dismiss your class not the bell
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

15. Planning Content and Pedagogy
Yes, But….
The content is rigorous but
students aren’t mastering it
Yes
Content is rigorous and
students are mastering it.
No
The content isn’t rigorous and the
students aren’t mastering it
Yes, But….
Students are mastering the
content but it’s not rigorous
High Rigor
Low Rigor
Low Mastery High Mastery
Adopted from Teaching as Leadership, Steven Farr (2010)

16. Plan what to teach
 What are you teaching?
 Whom are you teaching?
 How are you teaching?
 How are you planning to manage the learning
environment?
 When are you planning to assess learning?
 The 3 R’s: Relationship, Rigor, Relevance
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

17. When A Teacher Switches Schools
 In the data-driven results-oriented educational
culture, curricular knowledge, high expectations,
culturally relevant pedagogy, and other learnable skills
vs
 The rapport, trust, and safety of a classroom and the
localized knowledge of knowing the school culture
http://www.urbanedjournal.org/archive/volume-12-
issue-2-fall-2015/voice-field-when-teacher-switches-
schools
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

18. Reality of teaching
 Sometimes, the most effective teachers at a school are the
ones who have been there the longest, even with the same
years of teaching experience as the others.
 localized knowledge of knowing the school culture at
times outweighs pedagogical skill and content knowledge.
 Your ability to engage, motivate, and push students will
improve with each day when communicate trust
 Lastly, the only implicit message to students that the
teacher who returns each year is a teacher worthy of a little
of trust so they give their lessons, activities, and personality
a more attention
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

19. Effective Strategies
 Communicate and reinforce classroom expectations
 Integrate experiences with what was done in the
classroom in a clear and logical explanation
 Share examples of resources and reflection in dealing
with experiences
 Discuss ways and means of demonstrating respect for
students
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

20. Suggestions for Motivating
Students
 Images and/or Cartoons
 Use real-life examples to
explain
 Have former students
speak to your classes
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

21. Personal Experiences
 I found that addressing a problem in the College is an
opportunity for growth: improving Praxis II passing
rates, assisting other with embedding technology,
helping committees with no vested interest
 No……it is not easy….finding resources, making them
available for students, encouraging others to make use
the resources, learning how to develop online
platforms to reach adult learners, spending countless
hours of working when no one knows how it is done
other than when they see it.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

22. The Learning Process
 I have learned that I have a lot to do with students’ and
teachers’ intrinsic motivational level. A student may
arrive in class with a certain degree of motivation. Our
initial contact, the structure of the course, the nature
of the assignments and informal interactions with
students all have a large effect on student motivation.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

23. Developing the classroom
environment
 Focus on building relationships with your students
from day one. Don’t worry about your content at first,
you most likely just spent the last four years of your life
learning about it.
 Find time during your off period to go observe other
classrooms in your building, even if the content and/or
age group are different.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

24. Developing the classroom
environment
 Don’t play favorites. Just like in the classroom,
playing favorites isn’t cool!
 Have a syllabus, brochure or newsletter that is easy for
you to follow
 Have a way of dealing with discipline 1st rather than
sending class 1 offenses to the administrator
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

25. Data Indicate how the SAT favors rich, educated
families by The Washington Post

26.  Students from families earning more than $200,000 a
year average a combined score of 1,714, while students
from families earning under $20,000 a year average a
combined score of 1,326.
 A student with a parent with a graduate degree, for
example, on average scores 300 points higher on their
SATs compared to a student with a parent with only a
high school degree.
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

27. The reason is…..
 This almost certainly reflects the fact that schools in
wealthier communities do a better job of preparing
students for standardized testing by offering tests (ex.
PSAT).
Pedagogical Content Knowledge
Planning, Pedagogy, Reflection

28. End of Presentation
Contact Information
Antwuan Stinson
mrstinson34@gmail.com
(334) 377-0537 (Google voice)
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