3 The Great Divorce DAVID BROOKS New York Times 1/30/12 Charles Murray’s “Coming Apart” describes the most important cultural trends today and offers a better understanding of America’s increasingly two-caste society.My StoryVideo: Disc One; Intro Part One. Beginning to 3 minutes and stop
4 Introduction (pages 1-12) Overview: Setting The StageIntroduction (pages 1-12)The goal of classroom management is to develop a classroom of students who are:respectful,responsible,ready to roll (i.e. motivated),and responsive (i.e. highly engaged in meaningful tasks).They meet our SchoolWide expectations!
5 There are techniques and strategies that can improve student behavior, attitude, and motivation.
6 “Not all students come to us motivated and/or responsible.” Understatement:“Not all students come to us motivated and/or responsible.”Some are responsible and highly motivated.Some are responsible, but only moderately motivated.Some are like Huck Finn. Or MORE!Video Introduction: start at 15minutes, 30seconds regarding the NEEEDDDDDDD~
8 Video-Part 2: The Big Picture Overall organization of the book—see Table of ContentsVideo-Part 2: The Big PictureDisc 1; Task 2
9 Goal For The Day The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities.Today we hope you will leave with a completed, comprehensive classroom management plan!Refer them to the Classroom Management Plan!
10 Where We Are HeadingHave them find this handout: Tell them what it is……….
12 We willCover chapters related , primarily, to the organization and management of the environment
13 Book Study: Motivating Reluctant Learners (2 Day Event) (Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012 Time(s): 3:30 - 5:30 PM Location: Oakland Schools, 2111 Pontiac Lake Rd., Waterford Cost: $8.00 Presenter(s): Mary Perfitt-Nelson, Sue Welcome Class Limit: 20
14 Structure Your Classroom for Success Section 1Structure Your Classroom for SuccessThe way a classroom is structured greatly influences student behavior
15 Chapter 1 Vision Develop a Clear Vision for Your Class Pages 15- 61 Review Ch. 1 Self AssessmentChapter one includes ….seven tasks that help you understand the basic principles of behavior and motivation that set the stage for the remainder of the book. After working through Chapter 1, you should have a clear understanding of how behavior is learned and the role that you and your management plan can play in shaping student behavior in positive and successful directions.
16 Chapter 2 p 63-106 Organization Create Consistent Organizational Patterns Chapter two includes six tasks with suggestions and examples of how you can mani;pulate variables such as schedule, physical setting, using and attention signal, beginning and ending routines, procedures for managaing student wpork, and strategies for getting students to be academically engaged during independent work periods. By manipulating these variables, you can create momentum in your classroom that draws students into functioning in a unified manner that is mature, responsible and productive.
17 Tasks Arrange and effective daily schedule (p64) Create a positive physical spaceUse an attention signalsDesign effective beginning & ending routinesManage student assignmentsManage independent work periodsRefer to ASSESEMENT for the chapter! JIM Leads this! Simply refer them to the self assessment of chp 2 ask that they scan over it. We will be covering all 6 tasks here.
18 Chapter 2, Task 1: page 64 Arrange an Efficient Daily Schedule Refer to Pages 64-70Ch. 2 Task One: Arrange an Efficient Daily ScheduleProvide enough VARIETY to increase time on task and interestWrite down your schedule of daily subjects,List the activities inherent within each subjectDetermine amount of time per activity and whether the activity is teacher directed (lecture, discussion, question/answer) or independent work (seatwork, lab) or a cooperative task.Find BALANCE among types of activities: 40% teacher directed; 35% independent work; 25% cooperative groupsAvoid having any task run too longSchedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasksLecture: Within each activir5y avoid any running too long. This invites problems. How long? There are no hard rules here. It depends on part on your skill as a teacher………clear, interesting and fun independent assignments will work longer than the opposite.
19 Task 2: Create a positive physical space Read pages 70-76Discuss with tableReport relevant pieces to groupRead alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO
20 Chapter 2, Task 3: Use an Attention Signal Task 3: Create attention signalChapter 2, Task 3: Use an Attention SignalEvery teacher needs to have an attention signalThe goal is to have the attention of all within 5 seconds.I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.demonstrate. Have them demonstrate and practice. JIM will time us! AFTERWARDS…………they look at their plan and complete this!
21 Task 4: Develop Effective Beginning and Ending Routines Chapter 2, Task 4: Design Effective Beginning and Ending Routines Pages 78-89Task 4: Develop Effective Beginning and Ending RoutinesStory……………VISUALIZE the end of your dayVideo: Disc 2 Chapter 2 Task 4Complete section of the planVISUALIZE activity: visualize what the typical “end of the day” is like in your class. What would you see? Tell story of my end of the day routines……Video: Disc 2 Chapter 2 Task 4: the seven essential beginning and ending routines”: Rword
22 Chapter 2, Task 5: Manage Student Assignments p. 90-98 Task 5: Managing Student AssignmentsRead pages 90-98Discuss with tableReport relevant pieces to groupComplete section of planRead alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO
25 Refer to BookComplete: manage student assignments section
26 Chapter 2, Task 6: Manage Independent Work Periods p 99-104 TipsOnly assign independent work that I know students can do independently.Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule).Lecture: RewordGet out plan afterwards.
27 Chapter 2, Task 6: Manage Independent Work Periods (Continued) Establish a clear vision of what student behavior should look and sound like during independent work times.Arrange to provide guided practice on tasks and assignments that I expect students to do independently.Develop a specific system for how students can ask questions and get help during independent work periods.reword
28 Complete Managaing independent work periods section of management plan
29 Chapter 3 Creating a management plan This section is about creating your overall plan for classroom management and discipline. This is about creating a framework that supports a varity of rituals, routines, rules, consequences and motivational techniques that ensure kids stay acqdemically engaged and emotinally thriving. Your plan should be in place at the beginning os chool, although you will likely revise and update it often- Your plan may be “tight” or losely sturctured. This is not about how friendly or punitive it is, but instead about the degree to which we orchestrate student b ehavior. Low structure requires greater maturity: (give example)
30 Chapter 3: Management Plan p 107-144 TasksDetermine the level of classroom structureDevelop & display classroom rulesCorrect rule violations during the first week of schoolEstablish corrective consequences for rule violationsKnow when (& when not) to use disciplinary referralRefer to Ch 3 ASSESSMENT : Jim just tells them to take it out. Read over it quickly to get an idea of where we are going. We will be covering all five tasks here.
31 Chapter 3, Task 1: Determine the Level of Classroom Structure p109-115 What level of classroom structure do you need?This is about two things:YOUR preference/styleSTUDENT characteristicsYou may be INTOLERANT of noise; messes; movement that is not orderly;Your students may need more structure to function well.
32 Activity Level of Structure (High, Middle, or Low) of Your Management Plan Fill out Figure 3.1 (page 111) and Reproducible 3.1 (page 112) of your CHAMPS book and total your scores.Lecture Before we get started, It may be wise to think about the amoung of structure you feel you need for you management plan.
35 “Survey says…”Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH MEDIUM: Students need MEDIUM or HIGH structure HIGH: Students need HIGH structureLecture
36 Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued) Re-evaluateDuring the fourth or fifth week of school, I will evaluate how well students are meeting my expectations.Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.Lecture reword
37 Chapter 3, Task 2: Develop and Display Classroom Rules p115-119 Read PagesDiscuss at tableReport OutRead alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMOADD to plan
38 Expectations In The Classroom: Behavior Matrices Your classroom rules are essentially found in a behavior matrix:Discuss how the Matrix for classroom is a good idea.
39 Chapter 4 Expectations Generate Clear Expectations Mary: story FIRST…..then video Video: Disc 3 Chapter four, Introduction to Expectations 3 minutes PICTURE!!!!!!Video: Ch 4 Intro: Teaching Expectations
40 Tasks p Clarify CHAMPS expectations for Instructional activities Clarify CHAMPS expectations for TransitionsPrepare lessons to communicate your expectationsOverview: Refer to Self Ass- JIM
41 Three-Step Process for Communicating Expectations Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activitiesy“: Video: Disc 3; Ch 4, Task 123 minutesThree-Step Process for Communicating ExpectationsVideo: Disc 3 Ch 4 Task 1
43 Complete This for Activities Take it out of packet and complete it Complete This for Activities Take it out of packet and complete it! ACTIVITY: create list of activities to champ1
44 Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions Repeat for TRANSITIONSRefer them to pages 176 with Reproducible They will NOT complete this now. Just refer them to it so they know. ASK IF there is anything relevant for them and if so, share with the group. No Elmo
49 Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations Video: Ch 4Task 3Discuss notes at tableReport Out To GroupVideo is 10 minutes long………………. Have them TAKE NOTES about anything that STICKS out or impresses or makes them think. WE will TAKE NOTEs on the ELMO
50 Chapter 5 Launch Launch Your Management Plan in the First Month of School Mary to add notes here tonight for her
51 Tasks Summarize your classroom management & discipline plan Make final preparations for Day OneImplement your plan on Day OneImplement your plan on Days 2 through 20 (the first 4 weeks)Prepare your students for special circumstancesJim: Self ASS here………..We are only going to focus on Task One………………………….please read this chapter for preparation at the beginning of the year!
55 Mary Perfitt-Nelson Mary. perfitt. nelson@oakland. k12. mi Mary Perfitt-Nelson Jim Wood
56 Chapter 6 Observe Use Data to Monitor and Adjust Your Management Plan Mary-write notes from page 239!!!!!!!
57 Tasks Task One: Circulate and Scan Task Two: Use Data From Tools To MonitorTools:CHAMPS vs. Daily reality Rating ScaleRatio of Interactions Monitoring FormMisbehavior Recording SheetGrade Book Analysis WorksheetOn-Task Behavior Observation SheetOpportunities to Respond Observation SheetFamily/Student Satisfaction Survey
58 Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously Video: Ch 6, Task 1
59 Chapter 6, Task 2: Use Data to Monitor and Adjust Your Classroom Management and Discipline Plan
60 Tools for Monitoring CHAMPS vs. Daily reality Rating Scale Ratio of Interactions Monitoring FormMisbehavior Recording SheetGrade Book Analysis WorksheetOn-Task Behavior Observation SheetOpportunities to Respond Observation SheetFamily/Student Satisfaction Survey
61 Tool 1: CHAMPS versus Daily Reality Rating Scale Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS expectations.Video: ch 6 task 1Lecture: This tool allows you to rate the degree to which student behavior during daily activities and transitions matches your champs expectations.
62 WHY:To help you decide whether you need to re-teach your CHAMPS expectationsTo help you decide whether your current level of structure fits the needs of your classTo help you decide whether you might need some kind of classwide system to increase students' motivation to behave responsiblyWHEN:During the fourth or fifth week of schoolShortly after major vacations (e.g., winter and spring breaks)
64 Tool 2: Ratio of Interactions Monitoring Form(s) Determine whether you are interacting with students at least three times more often when they are behaving responsibly than when they are misbehaving.Read: Page
65 WHY:To help you evaluate whether you have fallen into the Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over timeTo help you decide whether you need to increase the number of interactions you have with students when they are behaving appropriatelyWHEN:During the second month of schoolIn early to mid-FebruaryAny time you sense that you are nagging a lot