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Bell Work Welcome to your Learning Zone!!! You will have 5 (five) minutes to complete the following on an index card. 1. Reflect on one disruptive or.

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Presentation on theme: "Bell Work Welcome to your Learning Zone!!! You will have 5 (five) minutes to complete the following on an index card. 1. Reflect on one disruptive or."— Presentation transcript:

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2 Bell Work Welcome to your Learning Zone!!! You will have 5 (five) minutes to complete the following on an index card. 1. Reflect on one disruptive or chronic off-task behavior and write one strategy that you implemented that successfully corrected the problem. 2. Record any other undesired behavior exhibited by students that you hope to gain new techniques / strategies to help eliminate.

3 C lassroom Discipline Management and I nstruction Presenters: Vanessa Archie, Kelci Gabriel May 13, 2009 Alcott Elementary

4 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…..

5 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.

6 Planning for a Healthy Classroom Environment MANAGEMENTPREPARATION ORGANIZATION RULESPROCEDURESINSTRUCTION

7 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

8 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

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

10 When your expectations are clear, students never have to guess how you expect them to behave. VIDEO The most important factor to a professional is the quality of the work and the commitment to the craft.

11 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.

12 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.

13 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.

14 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.

15 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.

16 Procedures are a part the classroom. proceduresThe 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. Reflections Procedures

17 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? Reflection

18  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. Begin with the Most Important Procedures

19 Specific Procedures  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 “Follow the Menu”

20 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.

21 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, “ eyes on me. ”

22  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. ACTIVITY Management and Discipline Plan

23 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.

24 Assume Nothing  Figure out what you expect.  Visualize possible problems.  Explain and model expectations.  Be consistent with consequences.

25 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.

26 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.

27  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.

28 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

29 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.

30 Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you. o Don't embarrass talkers. o Ask their opinion on topic being discussed. o Ask talkers if they would like to share their ideas. o Casually move toward those talking. o Make eye contact with them. o 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.

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

32 “ 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 Build Rapport Get to know your students. Listen. Give the benefit of the doubt. Show that you care.

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

34 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.

35 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?

36 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.

37 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.

38 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.

39 Ordered Learning Student BehaviorLogical ConsequenceIllogical Consequence Knocks over a chair in angerPicks up chair. Rearranges all chairs before lunch. Loses recess Walks in noisilyWalks in againReceives detention Shouts out teachers nameIs asked to say again, but in a normal voice Is ignored by teacher CHOOSE YOUR BATTLES……..

40 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.

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

42 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

43 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?

44 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.


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