Presentation on theme: "Welcome to Professional Learning for Beginning Alberta Teachers"— Presentation transcript:
1 Welcome to Professional Learning for Beginning Alberta Teachers Today’s SessionClassroom Management: What Works?WithCaroline GuibaultToday’s session will begin at 4:00 pmIf you require any assistance to login call
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6 Classroom Management— What Works facilitated by Caroline Guilbault, ATA instructor,
7 Workshop Goals This workshop will: Examine effective ways to establish classroom environments that are conducive to learning.Explore the importance of building positive relationships with and among students.Provide strategies, tips and hands-on ideas to respond to inappropriate behaviour especially those that are the most challenging.Quick guide to:
8 Agenda What tune are you singing? Put a Student in your pocket! Tips, tricks and strategies – the specifics!ParentsTheories/theorists and resourcesSelf-reflection
9 Singin’ the Blues Raise a little Hell—Trooper That Don’t Impress Me Much—Shania TwainThe Gambler—Kenny RogersWho Let the Dogs Out—Baha MenBad to the Bone—George ThorogoodWe Shall Overcome—Pete SeegerInstrumentalPopcornFlight of the BumblebeeDance of the Sugar Plum Fairies
11 A TeachA Teacher’s Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-EsteemLinda Albert
12 The Association of School Counselors notes that 18 percent of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom.Dunn, N. and Baker, S. (2002)
13 What can I do when...I need to separate bogus bathroom breaks from genuine ones?to/manage/cantwait htmlI have chronic late/absent students?Students are continually tattling?
14 Ideas to Help Make Movement, Response and Behaviour Less Disruptive Teach and use quiet signals.Incorporate wait time to gain and maintain attentionTeach skills of appropriate movementDemonstrate and role play how to respond and moveUse sponge activities—tasks students can do as the class is getting settled or when they finish early (i.e. brain teasers, puzzles, find-a-word, mazes, etc.)
15 A Teacher’s Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-EsteemLinda Albert
16 Let’s share and help each other out! What particular issues are plaguing your class or your pocket student? Let’s brainstorm solutions together!
18 Addressing High Needs Students Socially IneptAggressivePerfectionistPassiveAttentionProblems
19 A Teacher’s Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-EsteemLinda Albert
20 A Teacher’s Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-EsteemLinda Albert
21 Types of Procedures That Need to be Taught and Reinforced Entry and exitArriving lateHanding in workWhere to find missed assignmentsChanging classroomsWhat to do if you are not thereRequesting assistanceBorrowing materialsUsing the restroomHanding out materialsFinishing work early
22 Metzger’s Simple Principles of Survival Don’t escalate, de-escalate.Let students save face.Insist on the right to sanity.Ask for help.Get out of the limelight.Make yourself available.Send positives.If you make a mistake, acknowledge it.
23 Burke’s Dirty Dozen1. Sarcasm 2. Negative Tone of Voice 3. Negative Body Language 4. Inconsistency 5. Favouritism 6. Put Downs 7. Outbursts 8. Public Reprimands 9. Unfairness 10. Apathy 11. Inflexibility 12. Lack of Humour
24 Promote Community in the Class By: Using democratic processes as often as possible.Using cooperative learning strategiesUse team building strategies to create bondsUse discussion, debate and dialogue to allow students to express themselvesOther ideas?
25 Connecting With Students Association for Supervision and Curriculum DevelopmentAllen N. Mendler
26 What points do the research “bring home?” maintainstudent'sdignityBuildpositiverelationshipsbe flexiblereflectcollaborateplan andorganizeconsistency
27 Building positive relationships with students is important Building positive relationships with students is important. Teachers need to model behaviours they expect from their students.A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-EsteemLinda Albert
28 It is your ability to require good behaviour which will determine your eventual success. Ronald Morrish
29 Building Community with Parents Alienate parents and you potentially alienate their children.
30 Some Things to Understand About Parents: They will not all react in a way that we might expect when their child has behaved inappropriately.They will not necessarily agree with or back your plans for consequences for misbehaviour.Many will expect that you should treat all students the same way.Some parents think their children can do no wrong.
31 Advice for Dealing with Difficult Parents Realize that an angry parent is better than an absent parent.Frame the difference between being fair and treating everyone the same.Remember that being a good teacher is about teaching better behaviour, it is not about placating the angry or reinforcing the irresponsible.Curwin and Mendler
32 Advice for Dealing with Difficult Parents, continued Don’t argue, yell, use sarcasm or act unprofessionally.Acknowledge legitimacy of the complaint.Call parent before you send her to the office.Diffuse power struggles with parents.Focus on the future.Make the parent think that the consequence could have been worse.Curwin and Mendler
33 Help Parents RefocusParents have come to believe that the best way to support teachers is by focussing on daily incidents. Hence, they make statements such as, “If he does anything wrong, I want to hear about it.” Frame your answer by saying something like, “I don’t anticipate that your son will be giving me concern. If you can take care of what happens at home, I’ll take care of what happens at school. That’s my job. I promise I will let you know about any serious problems which arise.”Allen Mendler
34 Communicate with Parents Phone callsMeet the teacherSend newslettersCreate videotapesWelcome suggestionsBack and forth foldersRotate parent involvementUse dialogue journalsBulletin board featureHave a parent book shelf
35 You Need to See Failures as Opportunities to Learn Margaret Metzger Conscious Discipline, 7 Basic Skills for Brain Smart Classroom ManagementBecky Bailey
37 What Does the Research Say About the Need for Rules? The research strongly supports that every teacher needs rules and procedures but not every teacher needs the same rules and procedures.Marzano (2004)
38 Rules Should… Be made within the first three weeks of school. Involve a consensus decision making model.Be consistent with high expectations.Be rehearsed and modeled.Provide for flexibility.Be posted in the classroom.Be published in newsletters.
39 Evaluate Your Rules Using These Criteria SpecificPositiveMake senseFew in numberEnforceable
40 According to Curwin and Mendler, framing (or reframing) is a way to respond to misbehaviour based on the assumption that the motivation for a particular behaviour is positive but expressed in a negative way. It focuses on behaviour rather than the person.
41 Framing is the best strategy for responding to any difficult situation Framing is the best strategy for responding to any difficult situation. It de-escalates rather than escalates conflict.
42 Steps in Framing1. Assume that no matter how bad the behaviour, the student is not motivated by negative forces. 2. The response identifies the problem behaviour. 3. Often involves a question. 4. Invites rather than commands a response.
43 How to Frame Responses Ask questions Be calm Give the student space Avoid becoming personal, focus on the behaviourUse non-confrontational voice tone and language.
44 A Teacher’s Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-EsteemLinda Albert
45 Robert Marzano Yes or no? Treating all students the same way is not as effective as treating them equitably.
46 Robert MarzanoYes or No?It is important to recognize that different students respond to different interventions.
47 Robert Marzano Yes or No? Being aware of diverse needs is critical in terms of managing high needs students.
48 More theorists…If you are looking for more research and theory on classroom management, here are some other “experts”William GlasserCurwin and MendlerRonald MorrishBarbara Coloroso
49 Let’s review!Create a community with a positive climate and positive relationships.Post, practice and model your class rules.Teach and rehearse proceduresUse non-verbal signals, proximity and eye contact.Practice reframing.
50 When You Are Having Difficulties, Ask These Questions: What is my role in the problem?What do I bring to this situation (be honest)?How might my behaviour or my reaction have triggered this problem?Am I influenced by race, gender or other factors?What from my background is being triggered?Why am I threatened by this behaviour?Am I being authoritarian?What is my responsibility in dealing with the problem?
51 3–2–1 3 Big Ideas 2 Points to Ponder 188.8.131.52 Points to Ponder1 Action to Take (pocket student or other)
52 Discipline isn’t what you do when children misbehave; it’s what you do so they won’t. Ronald G Morrish
53 Discipline is about giving children what they need; not what they deserve. Robert G Morrish
57 Classroom Management—What Works? was facilitated byCaroline Guilbault, ATA instructor,Thank you for joining us today. The next session,“Engaging Students: The Art of Effective Instruction ”is scheduled for December 2, 4:00pmPlease plan to join us then. Goodnight.