What you still need to know about being a successful classroom manager © Kappa Delta Pi 2014

Have you ever been working on a project with someone and had another person interrupt your work for an unrelated issue? How did you feel? How did it influence the work you were doing when you returned to the task at hand? © Kappa Delta Pi 2014

What are the elements of a successful mentoring relationship? What qualities should you look for in a mentor? © Kappa Delta Pi 2014

Have you ever tried to put something together without reading the instructions manual? Were you successful? Why are specific directions so important? © Kappa Delta Pi 2014

Small Group Interruptions Help Desk Strategy  Designate a student to serve as the “Help Desk.” Choose various students, giving all students a chance to be the help desk for some classroom task.  Students must go to the Help Desk first before interrupting the teacher. © Kappa Delta Pi 2014

Sometimes it is easier to come to work than to be sick at home! The elements of a good substitute plan include:  Key times — student arrival and dismissal, lunch, and other routines  Activities/ideas for students who finish their work early  Names of helpful students  Seating chart with students’ names  Detailed lessons that include academic expectations (Lessons left for a substitute should review or reinforce previously learned material. Never leave a substitute with new curriculum to cover.) © Kappa Delta Pi 2014

Elements (continued)  Explain student working arrangements (individual, cooperative), location of supplies/books, noise level expectations, and assignment due dates.  Provide several classroom management ideas to help the class run smoothly.  Request that the substitute leave a detailed note describing their day. It is also nice to include a welcoming letter to your “guest teacher.” © Kappa Delta Pi 2014

Assigned and Self-Selected Assigned Mentors  May be designated via school’s new teacher induction program  Clarify mentor and mentee roles with mentor: What are your expectations? What are mentor’s expectations? Are there school or county requirements to be met? If so, by when? © Kappa Delta Pi 2014

Self-Selected Understand your strengths and weaknesses  Choose a mentor who can help you strengthen your weaknesses. Select someone who is excited about teaching  His or her enthusiasm helps pull you through difficult times. Select someone whose instructional and classroom management techniques you admire © Kappa Delta Pi 2014

Self-Selected (continued) Share your professional goals with your mentor  If you are both aiming for the same target, the likelihood of hitting the bullseye is greater Define your roles  Just as you would with the assigned mentor Specifically identify how the mentor might assist your professional growth  For example, “I really want to work on the transition times in my classroom.” © Kappa Delta Pi 2014

Do teachers need a dress code?  Watch this news video and discuss: © Kappa Delta Pi 2014