1. Bell Work
Welcome to your Learning Zone!!!
You will have 5 (five) minutes to complete the following on an index card.
Reflect on one disruptive or chronic off-task behavior and write one strategy that you implemented that successfully corrected the problem.
Record any other undesired behavior exhibited by students that you hope to gain new techniques / strategies to help eliminate.

2. Vanessa Archie, Kelci Gabriel
The Recipe for Success
Classroom Discipline Management
and
Instruction
Presenters:
Vanessa Archie, Kelci Gabriel
May 13, 2009
Alcott Elementary

3. Session Norms Silence electronic devices Equity of learning
Share your ideas
Take care of your personal needs
Enjoy, engage, and explore, the many different
ingredients available to you…..
Share procedure for bringing whole group back together (Chimes – explain, model, rehearse)
Use of +/delta poster for questions and concerns

4. Main Ingredients Review Level I Code of Conduct
Behavioral and Classroom Management – Establish strategies to prevent / reduce student misconduct. Learn how to establish rules, procedures and consequences.
Explore strategies to effectively communicate with students.

5. Planning for a Healthy Classroom Environment
MANAGEMENT
PREPARATION
ORGANIZATION
RULES
PROCEDURES
INSTRUCTION

6. The Problem…
According to research, the majority of behavior problems in the classroom are caused by failure of students to follow rules and procedures, which in turn are caused by teachers who do not have rules and procedures in place.
-Fred Jones
According to research, the majority of behavior problems in the classroom are caused by failure of students to follow rules and procedures, which in turn are caused by teachers who do not have rules and procedures in place.
Or failure to apply them consistently and fairly.

7. What is Classroom and Discipline Management?
It’s being prepared for class
It’s providing a safe, comfortable learning environment
It’s being creative and imaginative in daily lessons
It’s building your students’ self esteem
It’s motivating your students
Discipline Management encompasses establishing expectations for behavior in your classroom, as well as other places on your campus, ect.
Rules
Daily Routines and Procedures
Rewards and consequences

8. Why Design a Management and Discipline Plan?
Classroom Management
Why Design a Management and Discipline Plan?
To help every student soar to their potential, effective classroom management and discipline practice.

9. When your expectations are clear, students never have to guess how you expect them to behave. VIDEO
First month is introducing and reinforcing behaviors to establish class routines and expectations.
Now begin to notice other behaviors that indicate a need to take a second look:
Instruction
Discipline measures
Class set-up
Rules aren’t reinforce, Look at consistency
Student success
The most important factor to a professional is the quality of the work and the commitment to the craft. 9

10. The Difference Between Rules and Procedures
Rules: Guide student behavior
Procedures: Outline the process for doing a routine activity
Rules-The function of a rule is to prevent or encourage behavior by clearly stating student expectations.
An example of a Rule: Raise your hand to speak.
An example of a Procedure: Wait quietly to be excused.

11. Rules and Procedures
Both rules and procedures refer to stated expectations regarding behavior. Rules may indicate unacceptable behavior as well as expected appropriate behavior.
They have important differences. Procedures also communicate expectations for behavior. They are usually applied in a specific activity, and they are directed at accomplishing something rather than prohibiting some behavior or defining a general standard.

12. Rules You must teach the rules. Model and give examples.
Check for understanding.
Explain why you need rules.
Explain how you will reinforce the rules.
Explain why you have consequences.

13. Examples of Elementary Level Classroom Rules
Be polite and courteous.
Give sufficient examples and explanations so that both you and your students clearly understand its meaning.
Bring all needed materials to school and be ready to work (send folders home for parent awareness).
Raise your hand before speaking or leaving your seat.
Respect your own and other’s people’s property.

14. Pre-K and Kindergarten Rules and Procedures
Demonstrate the appropriate behavior
Ask children to rehearse the rules
Review and evaluate rules
No pushing or hitting
Put books away
Offer to help
Move quietly to workstations
Keep rules simple
Build self-esteem
Be consistent and fair in enforcing their rules.

15. Procedures are a part the classroom.
Reflections
Procedures
Procedures are a part the classroom.
The reason we have procedures in the classroom is so that students can function to allow for an effective learning environment.
* Discuss your classroom procedures with your shoulder.

16. Location of Rules Where are your rules located?
Reflection
Location of Rules
Where are your rules located?
Are they posted in the front area of the classroom?
Are all students visibly able to see and review the rules?

17. Entering the classroom, bell work/warm-up, transitions, and dismissal.
Begin with the Most Important Procedures
Entering the classroom, bell work/warm-up, transitions, and dismissal.
Rehearse classroom procedures until they become routines.
Reinforce a correct procedure and
re-teach an incorrect one.

18. Specific Procedures “Follow the Menu”
There must be procedures in the classroom. Every time the teacher wants something done, there must be a procedure or a set of procedures to accomplish the task.
Some procedures teachers must teach include the following:  
entering the classroom
beginning the day
dismissing at the end of the period or day
returning to class after an absence
arriving to class tardy
asking for help
listening to/responding to questions
working cooperatively
keeping a student notebook
finding directions for each assignment
collecting/returning student work
getting materials without disturbing others

19. The Three Step Approach to Teaching Procedures…
Explain- State, explain, model, and demonstrate the procedure.
Rehearse- Rehearse and practice the procedure under your supervision.
Reinforce- Re-teach, rehearse, practice, and reinforce the procedure until it becomes a habit for the students.

20. Pre-Kindergarten and Kindergarten Procedures
Teach students where to put their belongings when they enter class.
When students enter the class show them where to sit on the rug for “Morning Message” or “Story Time”.
Make students aware of where materials belong.
Signal( ring a bell, play musical notes) that is time to finish, “1 2 3 eyes on me.”

21. Management and Discipline Plan
ACTIVITY
Management and Discipline Plan
As a table group, design a management plan that you feel would work for your students. Use the chart paper to record.
You have ten minutes to complete this task.
Choose a spokes person in your group to present.

22. Discipline Discipline- Concern how students Behave
Teaching discipline is what we do with students.
The goal of teaching discipline is to promote self-discipline
Teaching discipline in contrast to dispensing punishment, promotes ordered learning.

23. Figure out what you expect. Visualize possible problems.
Assume Nothing
Breaking the Ice
Door Prize – If you do not have door prizes, give an internet site or a classroom tip for the prize.
NOTE: If you do Classroom Management as your first module of the day, use this slide and activity. This is an activity to introduce participants to one another. If you present Classroom Management as a second or afternoon module, then skip this slide and do Slide 4.
Time: minutes to obtain responses
2 minutes to discuss
Activity:
Give each participant the recording log. Each participant will walk around and locate people that meet the statement in each box. They are to write the person’s name and school down. They receive points for each section filled-in. The person with the highest # of points receives the door prize.
Tell the participants the purpose for the activity:
The Ice breaker activity help students learn about each other. When you have a connection with a person you are more likely to collaborate and have respect for that person.
This activity can be used to focus on prior knowledge of what is being taught that day or the unit being taught.
It can be used as an assessment tool to ascertain how much the students have retained.
Figure out what you expect.
Visualize possible problems.
Explain and model expectations.
Be consistent with consequences. 23

24. Techniques for Better Classroom Control
Focus attention on entire class.
Don’t talk over student chatter.
Silence can be effective.
Use softer voice so students really have to listen to what you’re saying.
Direct your instruction so that students know what is going to happen.

25. Monitor groups of students to check progress.
Move around the room so students have to pay attention more readily.
Give students non-verbal cues.
Engage in low profile intervention of disruptions.
Make sure classroom is comfortable and safe.

26. Over plan your lessons to ensure you fill the period with learning activities.
Do students know how each assignment contributes to their overall grade.
Are requirements for assignments clear with respect to standards for quality, amount of work, and due dates?
Is student progress being monitored frequently enough?
Think beyond how keeping students accountable helps you.
Come to class prepared.
Show confidence in your teaching.

27. Pre-Kindergarten and Kindergarten
Have a Daily Schedule
Plan for whole group, small group, and one-to one instruction.
Circle Time
Workstations
Rest Period
Story Time
End of Day

28. Cooperation Through Communication
Verbalize feelings but remain in control.
Do not use sarcasm.
Do not place labels (good or bad).
Speak only to people when they are ready to listen.

29. Don't embarrass talkers. Ask their opinion on topic being discussed.
Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.
Don't embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.
As a last resort, stop and wait.

30. DIFFERENT TYPES OF STUDENT BEHAVIOR AND EMOTIONAL ISSUES
Primary reasons for disruptive behavior in the classroom:
Power
Revenge
Anger
Attention
Fear of failure

31. Build Rapport Get to know your students. Listen.
“If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations.”
― Marzano
Get to know your students.
Listen.
Give the benefit of the doubt.
Show that you care.

32. Consequence or Punishment?
YOU DECIDE……..
VIDEO

33. Activity
Lets examine two cases related to what might happen if a student misses a school bus.
As you compare the two cases, which example would you characterize as a consequence and which as a punishment?
Case #1
The student understands that the bus to school arrives at his stop at 8:00. He gets to the stop at 8:05. The bus has come and gone as scheduled. The student realizes the bus is no longer an option and that he must find an alternative form of transportation to school.
Case #2
Again the student understands that the bus was to stop at 8:00. The student arrives at the bus stop at 8:05. In this example, the bus has been waiting. The bus driver is very angry and lectures the student about the importance of getting to the stop on time. As the student moves to his seat on the bus the other students berate and shame him for making them wait.
*In a group discussion , identify all the ways in which these two situations vary from one another. As you examine them more deeply, you will recognize many ways in which they do. The questions below may be helpful in your analysis.

34. Reflections
Which one is more likely to change behavior in the long-term?
Which one teaches the more useful lesson for life?
Which one builds the student’s sense of responsibility and internal LOC?
Who is in control in each case? Is that important?

35. Great Meal!
The first case would best be characterized as a consequence and the second case as a punishment.
The first case a lesson was learned; in the second, the result was merely discomfort.
Both cases may have had an effect on the student in the short-term.
We see that only the first case was logically related to the problem. The student was late (cause), and therefore the bus was no longer available (effect), as it would have been if the student had gotten to the stop on time.
The lesson to be learned is clear -- get to the bus stop on time and the bus will be there. The ownership of the problem rests with the student.

36. Second Case
In the second case we find a lot of difficulty recognizing the logical relationship between being yelled at and taking too long to get to the bus stop.
It may seem like a common response to such student behavior, but it is not logical.
In the second case, the lesson learned has little to do with a need to change behavior, and has more to do with avoiding the discomfort that may (or may not) come from the bus driver.
And like many punishments there was no real consequence for being late. The bus was still there. The student learned that they could be late to the stop and the bus would still be waiting.

37. Logical Consequences Act as a catalysts for thinking versus rebelling:
“If I forget my book, or tablet, Ms. Gabriel will not give me another book or tablet, I just sit there feeling bored” or if I walk into class making a lot of noise, Ms. Gabriel will just ask me to leave and walk in the right way”.
It doesn’t matter what age, students will usually respond better to a penalty when they see the Logical Connection between what they did wrong and what happens to them because of that behavior.

38. Ordered Learning CHOOSE YOUR BATTLES…….. Student Behavior
Logical Consequence
Illogical Consequence
Knocks over a chair in anger
Picks up chair. Rearranges all chairs before lunch.
Loses recess
Walks in noisily
Walks in again
Receives detention
Shouts out teachers name
Is asked to say again, but in a normal voice
Is ignored by teacher
CHOOSE YOUR BATTLES……..

39. What is an Effectively Managed Classroom? Main Meal
It is one that runs smoothly, with minimal confusion and down time, and maximizes opportunities for student learning.
It has rules and procedures in place.
Students know how to behave, they know when and how to move around the classroom, where to sit, where to place materials, and when to start assignments.

40. Three-Step Process for Communicating Expectations1 2 3
Monitor student behavior
By circulating and
visually scanning
Provide feedback..
during and at the conclusion
of the activity
Communicate your
Expectations…
Before the activity or
transition begins
Begin the cycle again for the next activity

41. Follow Through Consistently
“The irony of consistency is that the closer you come to being consistent before you fail, the worse off you are.”
Fred Jones
Tools for Teaching
Document, document
Implement consequences
Consult
Call home
Conduct a conference

42. Unscramble the characteristics to see exactly who you are?
Who Am I ? Pattern Puzzle
Teachers have distinctive qualities. Some are passive, assertive and aggressive. Our approach to student behavior (s) have an influence on behavior outcomes and is very essential to classroom management.
Unscramble the characteristics to see exactly who you are?
Purpose:

43. Change will not come if we wait for some other person or some other time.
We are the ones we’ve been waiting for. We are the change
that we seek.
President Barack Obama
REFLECT:
Think of two strategies you learned that you can immediately use in your classroom.