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HISD Becoming #GreatAllOver Beginning Teacher September Forum #1 Classroom Management CIC:

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Presentation on theme: "HISD Becoming #GreatAllOver Beginning Teacher September Forum #1 Classroom Management CIC:"— Presentation transcript:

1 HISD Becoming #GreatAllOver Beginning Teacher September Forum #1 Classroom Management CIC:

2 HISD Becoming #GreatAllOver Connecting Forum Structure Part A

3 HISD Becoming #GreatAllOver Agenda  Introductions  Classroom Management Absolutes -Clearly Defined and Posted Expectation -Assertive Intervention -Rapport with Students  Announcements  Closing

4 HISD Becoming #GreatAllOver Outcomes  Classroom management training will be reinforced.  Appropriate interventions to behavior problems will be practiced.  Rapport building with students to maximize academic success and minimize behavior problems will be emphasized.

5 HISD Becoming #GreatAllOver Norms  Active Listening  Appropriate use of electronics  Equity of voice  Respect for all perspectives  Confidentiality

6 HISD Becoming #GreatAllOver Introductions Going around the room, state:  Your name  What you teach  Something that will make us all smile

7 HISD Becoming #GreatAllOver Learning Forum Structure Part B

8 HISD Becoming #GreatAllOver Classroom Management What does it look like? Expectations (I-9)

9 HISD Becoming #GreatAllOver Expectations for Behavior All Expectations Must:  Be clearly defined and posted  Be monitored constantly and consistently  Have consequences when not followed Rules:  Should address 3 – 6 of the most frequently occurring and/or the most unacceptable behavior  Must be specific and observable Activity/Transition Procedures:  Must be taught, modeled, and practiced until they are performed automatically  Must, must, must include an attention signal

10 HISD Becoming #GreatAllOver Consequences  Can be specific to the offense - Chewing gum: Scrape gum in detention - Broke in line: Last in line for one week  Can be generic and graduated - First Offense: Warning - Second Offense: Call home - Third Offense: Teacher detention - Fourth Offense: Office Referral  Can be in response to how serious the offense is - Minor - Moderate - Severe

11 HISD Becoming #GreatAllOver Assertive Approach to Intervention Be sure your message is clear  Use proximity  Stay calm and lower your voice  Keep the focus of your message on the behavior  Be direct and specific  Be firm and matter of fact  Specify any consequences Follow through with accountability  Be consistent  Be fair

12 HISD Becoming #GreatAllOver Effective Intervention Practice  Form groups of three and assign roles: - Student - Teacher - Observer  Student chooses a scenario from the stack of five and reads it aloud  Teacher role-plays a response directed to student  Observer gives positive feedback to teacher  Teacher incorporates feedback from observer and responds to the same scenario  Teacher asks observer for specific advice and gives a polished response to the scenario  Repeat the above activity 2 more times until each participant has played all 3 roles

13 HISD Becoming #GreatAllOver Building Rapport with Students Why is this so important? Relationships (I-10)

14 HISD Becoming #GreatAllOver Building Rapport The single most important thing teachers can do to improve the overall behavior of students in their classroom and to increase their chances of academic success is to....increase the number of positive interactions they have with each student.

15 HISD Becoming #GreatAllOver Ratio Formula An effort should be made to interact with each student 3 times more in response to positive behavior than in response to negative behavior.

16 HISD Becoming #GreatAllOver Positive Academic Attention Purpose:  To increase a student’s motivation and improve academic performance  To give specific and useful information about academic work Examples:  Giving Positive Feedback -A subtle nod or smile of approval -A brief (less than 15 seconds) words of praise in private

17 HISD Becoming #GreatAllOver Positive Nonacademic Attention Purpose  Increase ratio of positive interactions to corrections that is not dependent on academic performance Examples  Attending an extracurricular activity such as athletic events, concerts, and plays in which students are participating  Standing at the door greeting students respectfully and graciously

18 HISD Becoming #GreatAllOver Essential Classroom Management Skills  Focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior.  Preplan responses to misbehavior to ensure that responses are in a brief, calm, immediate, and consistent manner.

19 HISD Becoming #GreatAllOver Important Considerations  Don’t take misbehavior personally, even if remarks are directed to you.  Just as you have to learn how to intervene effectively to misbehavior, your students have to learn how to change their behavior. Be patient. Everyone is on a learning curve.  Approach every intervention with intentions to deescalate the situation and minimize the disruptive effects on the rest of the class.

20 HISD Becoming #GreatAllOver Managing Forum Structure Part C

21 HISD Becoming #GreatAllOver Announcements  IPDPs are due October 31, or, for late hires, within 15 working days from the start date of the beginning teacher.  Other announcements pertinent to your campus BTs

22 HISD Becoming #GreatAllOver Closing Forum Structure Part D

23 HISD Becoming #GreatAllOver Reflecting on the Learning Complete the CAL Survey:  What’s working? (What is going well so far this year?)  What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?)  What might be your next steps? (What might you do to address any pending concerns? Can you use anything that has been addressed in this learning?)  What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

24 HISD Becoming #GreatAllOver Mentoring Activities Survey  Which activities have you completed with your mentor?  Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together.  Be sure to verify the completion in MAS.


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