Spending Time to Save Time Classroom management & the IB classroom. Lesson Design Foshay LC.

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Presentation transcript:

Spending Time to Save Time Classroom management & the IB classroom. Lesson Design Foshay LC

Profile of an ideal Learner K-12  Caring  Thinker  Risk-Taker  Knowledgeable  Balanced  Inquirer  Open-Minded  Communicator  Reflective  PrincipledIB Learner Profiles

Community Expectations  Conversation: Be Principled. Share so we can all benefit. Cell phones on vibrate.  Help: Be a Risk-Taker. Raise your hand if you have a question/comment/concern.  Activity: Be Reflective. Complete helpful tools for the year.  Movement: “The mind can absorb only what the rear end can endure.” Be balanced.  Participation: Keep an open-mind. You are the experts in your subject/grade.

CHAMPS a proactive and positive approach to classroom management  C ONVERSATION Can students engage in conversation with each other during this activity?  HELP How do students get help ?  ACTIVITY What is the expected end product of this activity?  MOVEMENT Can students get out of their seats during the activity?  PARTICIPATION What behaviors show that students are participating fully and responsibly?

CHAMPS a proactive and positive approach to classroom management  resources/prevention-curriculum- infusion/champs/

Create Clear Expectations Harry Wong  Effective teachers have procedures and these procedures are part of a classroom management plan. Procedures transcend all grade levels and all academic subjects. Classroom management applies to ALL teachers.

 Bell work assignment  Opening morning procedures  Students entering procedures  Students leaving procedures  Walking in the hall procedures  Procedure if student finishes early  Getting the class’s attention  Quieting the class procedure  Listening to/responding to questions  Getting the teacher’s attention  Roll taking procedure  Collecting papers  Distributing papers  Disaster drill procedures  End of class/day dismissal procedures. Creating a procedural/organizational plan saves valuable instructional time

Assertive Discipline  School wide Discipline Plan  Rules (up to 5)  Positive Incentive/Motivational system  Individual consequences 1 st time 2 nd time 3 rd time Severe clause  Class consequences 1 st time 2 nd time 3 rd time Severe clause  Lee Canter’s Responsible Behavior Guide

Teach your Expectations ① Tell ⇨ “communicate expectations” ② Display visually ⇨ “looks like, sounds like” ‣ overhead ‣ t-chart ‣ flip chart ‣ bulletin board ③ Demonstrate ⇨ “right / wrong / right” ‣ model ‣ role-play ‣ skits ④ Practice ⇨ “just do it” ⑤ Re-teach / Review / Remind

Effective Teachers  (Gr. K-3) Teach and model norms of social interactions (e.g., considerations, cooperation, responsibility, empathy)  (Gr. 4-8) Develop students’ skills for working in groups to maximize learning  (Gr. 9-12) Frequently communicate course goals, requirements and grading criteria to students and families

Communicate your discipline plan: *Administration, Family, & Students At risk students are nothing new - reread Huckleberry Finn. Discipline is consistently ranked as one of the leading problems in education.