1 Session 6 Agenda 1:00 Teach More CHAMPS 1:30Presentation 2:00Break 2:10Groups 2:30Reports 2:50Adjourn

Classroom Organization & Social Instruction: Your First Month of School Individual Motivation Laura Rothenberger, Ed.D. October 9, 2006

First Day Be Prepared! –Social Expectations & Instruction Classroom Rules –Daily Schedule –Classroom Layout –Attention Signal –Beginning & Ending Routines –Student Work –CHAMPS Lessons as Needed Behavioral Expectations 3

4 First Day Opening Strategy Creating Metaphors – Grades 3-6 –Fill in the blank: When I am at my best as a student I am a _______________. –Draw a picture of that metaphor on your name tag. –In large group, each student has a turn to tell the class about their metaphor as a learner over the course of the first month of school. From: The Courage to Teach by Parker Palmer and:

5 The Heart of A Teacher Parker Palmer “Use traditions and rituals to give important meaning to beginnings and endings. This applies to not only how we begin and end each school year, but also the routines we use to welcome students and how we bring closure to each day’s work.” “Use traditions and rituals to give important meaning to beginnings and endings. This applies to not only how we begin and end each school year, but also the routines we use to welcome students and how we bring closure to each day’s work.”

6 Module 4: The First Month When you teach students how to behave responsibly during the first month of school, you dramatically increase their chances of have a productive year. Final Preparations, sign, entry activity,plan for greeting, dealing with parents, seating Day One – schedule, introduction, attention signal Day 2 Through 20 (The First Four Weeks) – Teaching procedures and routines Special Circumstances- new students

Critical Instructional Practices for First Five Minutes of the Day One day I said, "Justin, why are you always late to class?" And he said, "Because, nothing happens during the first five to ten minutes in this class!"

First Ten Minutes Continued Greet students as they enter the classroom. Respond to student’s following directions Connect lesson focus to previously taught skills Provide differential feedback for cooperation Know if all student’s responded correctly Establish transition routine for student’s who complete initial instructional task

First Seven Minutes Continued Display enthusiasm for content Present clear directions including objective for day’s lesson Provide opportunity for All students to respond Examples of Warm-up: Signal – chime, overhead light, rainstick –DOL –SSR –Assigned students passing back papers to cubbies –Morning seatwork at desk

10 Organization and Social Instruction in Other Contexts BusesCafeteriaHallwaysSpecialists

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Other Suggestions Student Quiz or Interviews Family Connections & Explanations New Students –Review with class, buddy, video, etc. Unique Events –Assembly, Field Trip 14

15 Module 5: Motivation When you implement effective instruction and positive feedback, you motivate students to demonstrate their behavior. Noncontingent Attention Enthusiasm Effective Instruction Positive Feedback Intermittent Celebrations Ratio of Interactions

16 Non-contingent Attention GreetingsInterest Asking if help is needed Conversation Check in with student who was in need of behavioral reminder

17 Positive Feedback Accurate, descriptive Behavior was important Behavior required effort Something to be proud of Quiet, business like, brief Negative response may indicate; –Need to hold onto image –Fear of success

18 Effective Instruction Presentational Style Student Involvement Insuring success Classroom Structure Immediate Feedback

19 Ratio of Interactions 3 interactions for appropriateness to 1 interaction for inappropriate behavior What about students that need an inordinate amount of attention? –Pay attention to the behavior you want to encourage –Individual interviews about expectations and procedures, what looks like and sounds like.

20 INCENTIVES Short-term –Classroom dollars Front of lunch line Choose story Sign, badge Student of the day Eat lunch with you Lunch with principal Call home, note home –Caught being good Students nominate fellow students Long-term –Fall fun day PizzaSkating –Spring May day Barbeque Rock climbing slide Cupcake walk D.J. Face painting Softball game

A Plan for Motivating Your Students ! People behave in a certain way because it works! You have to create motivating environments that produce constructive and productive students. Group Discussion on Intrinsic/Extrinsic Motivation What are they? Are they mutually exclusive? How can your classroom environment enhance motivation? What are your examples of the elements of Extrinsic motivation that might produce Intrinsic Motivation?

Additional Resources Clark, R. (2003) The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child: Hyperion. Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Doll, B., Zucker, S., Brehm, K. (2004) Resilient Classrooms: Creating Healthy Environments for Learning. New York: Guilford Press.

Additional Resources Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (2009). Classroom management for elementary teachers (8th Ed.). Coumbus, Ohio: Merrill. Kame’enui, E. & Darch, C. (2003) Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd Ed.) Prentice Hall Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West

Additional Resources Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary classroom management (3 rd Ed.) Boston, MA: McGraw-Hill. Witt, J., LaFleur, L., Naquin, G., & Gilbertson, D., (1999) Teaching Effective Classroom Routines. Longmont, CO: Sopris West Wong. K.K., & Wong, R.T. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K Wong Publications.