1. Welcome to the Classroom Management Workshop!
Please complete an updated Teacher Development Plan Self-Assessment for Domain 2 only.
Intranet>Staff Relations>Teacher Evaluation Resources
NewTeacherInductionBCPS.pbworks.com
Greet participants at the door. Participants will be directed to the staff relations website or New Teacher Induction wiki in order to complete a self-assessment of domain 2 only.

2. Participants view cartoon Can You Help Me, Mrs. Martin
Participants view cartoon Can You Help Me, Mrs. Martin? Presenter acknowledges that new teachers do not know everything about classroom management when they leave college and it is typical to need support on the job in this area.

3. Charlotte Danielson Framework for Teacher Evaluation
Maryland Teacher Professional Development Standards
Content Standards
V. Student Learning Environments – Effective professional development ensures that all teachers are able to create safe, secure, and supportive learning environments for all students.
Indicator
5b. Professional development provides opportunities for teachers to develop and practice student ownership of management routines and practice creative solutions to conflicts.
Charlotte Danielson Framework
for Teacher Evaluation
Domain 2: Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space
Presenter gives participants time to read the standard and explains that the objective for the workshop is aligned to the standard. Emphasize the importance of using the Danielson Framework as a guide for establishing a positive and productive learning environment.

4. Objective:
Participants will examine student needs in order to implement classroom management strategies that enhance the learning environment.
Participants will unwrap the objective by answering what we plan to accomplish and why it is pertinent to learning.

5. Agenda Self-Assessment Think Pair Share
Power Point – Discipline Strategies
Send a Problem
Summary
The instructor previews the workshop and describes the activities participants will complete.

6. Survey/Think Pair Share
What is a successful behavior management strategy that you use?
What do you think makes it a successful strategy?
In what classroom management area could you use some advice?
Participants will use Think Pair Share to discuss management strategies that they have used successfully as well as management problems that concern them. Instructor acknowledges concerns and explains that concerns typical of new teachers will be addressed in a later activity. The instructor should create a list (on board or chart paper) of the recurring or predominant behavior issues that participants are experiencing. Instructor can do the same with management strategies that stand out. (these problems/strategies may be used later in the “send a problem” activity.

7. Agenda Survey Think Pair Share Power Point – Discipline Strategies
Send a Problem
Summary
Model use of agenda to guide participants through workshop. Tell group that they have completed Think Pair Share and are now moving on to information about strategies. 7

8. How to Achieve Discipline with Dignity in the Classroom
Slides 8-11 Instructor provides an overview of Discipline with Dignity theory and engages participants in brief discussion about what motivates misbehavior. Review descriptions of students who struggle with appropriate behavior.

9. What motivates misbehavior?
What are students’ basic needs in the classroom?

10. Students’ Needs Safety, security, and trust
Affection, inclusion, and social affiliation
Control, self-esteem, recognition
Self-actualization
Click on link to view a Voki.
Click here to listen to a student describe his needs.

11. Students who struggle with appropriate behavior often:
Have a history of failure
Need to believe in their ability to be successful before they learn to be responsible
Many times feel unloved, unimportant, and inferior
View others as responsible for the bad things that happen to them
May “press others’ buttons” as a way to feel in control

12. Motivations for Misbehavior
“Let’s fight!”
Power
Characteristics:
Verbal confrontation
Quiet non-compliance
Anger (retaliation)
Physical/verbal attack
Sullen/withdrawn
Lack of ability
Frustration tantrum
Procrastination
Temporary incapacitation
Attention
Distractive
“One-pea-at-a-time”
“I’ll get even!”
“Leave me alone!”
Introduce each type of behavior along with accompanying characteristics. Assign groups of participants to work on collecting ideas and strategies from PRIM resources to create an anchor chart of ways to handle each type of behavior. Provide time for a gallery walk or exploring other PRIM resources. Then review information about Internal Locus of control and Management No No’s.
“Look at me!”

13. Internal Locus of Control (Individuals with a high internal locus of control believe that events in their life derive primarily from their own actions)
Increase student awareness.
(Ask, “What are you doing?” or “What are you supposed to be doing?” not “Why are you__________?”)
Provide choices.
Say, “If you can do your work quietly, you may continue to sit next to Sam; but if sitting next to Sam is too much of a distraction, then you may move to the empty seat in the back of class.”
Enable students to predict consequences.
When routines are supplied, students are able to predict consequences of their actions; structure helps them feel in control.
Encourage students to develop an action plan to change behavior.
When students propose solutions to problems, they are more likely to follow through.

14. Management No-Nos Discounting students by not paying attention
Losing one’s sense of humor
Blaming or criticizing students instead of the behavior
Expecting unattainable performances
Coming across as having the only right answers
Using sarcasm

15. Teacher Responsibilities
To build an encouraging and positive classroom environment
To collaborate with students in promoting safe and orderly surroundings
To teach in a way that motivates students to learn
To treat students with respect
To show care and concern
To use discipline measures when necessary
Instructor emphasizes teacher responsibility to create and maintain positive classroom environment that meets student needs. Student needs reviewed.

16. Students’ Needs Safety, security, and trust
Affection, inclusion, and social affiliation
Control, self-esteem, recognition
Self-actualization

17. Agenda Survey Think Pair Share Power Point – Discipline Strategies
Send a Problem
Summary
Model use of agenda to guide participants through workshop. Tell group that they have completed overview of information about strategies and are now moving on to send-a-problem. 17

18. Send a Problem
Explain that Send-a-Problem is a cooperative learning strategy used to increase engagement and participation and is particularly effective when learners are struggling with complex problems with no obvious solutions/right answers. Learners work together to brainstorm, discuss, and evaluate potential solutions.

19. Task
1) In your group, write one of the collaboratively determined behavior problems on the envelope (may be from think-pair-share, list of possible problems, etc.).
2) Discuss the problem and possible solutions.
3) Select a recorder.
4) Record possible solutions on paper provided.
5) Fold answer paper in half and insert into the envelope.
6) Send envelope to next group when signaled by the presenter.
7) DO NOT READ THE ANSWERS written by the preceding group.
Divide participants into groups of 5-6 and give one envelope to each group.*
Instructor reviews Send-a-Problem directions on outside of the envelope and PowerPoint slide.
Each group will have 4-5 minutes with each envelope, passing the envelope in a pre-determined pattern on the teacher’s cue.
When each group receives the problem they started with, the group should unpack the solutions, list three solutions on chart paper and hang the chart paper on the wall.
Time is provided for participants to do a gallery walk.
8) Envelopes are returned to the original group. Solutions are read and analyzed by the team. Consult handout of suggestions for additional ideas, if needed. The team selects 3 best solutions. The team then records the problem and 3 best solutions on chart paper.
9) Gallery Walk

20. Agenda Survey Think Pair Share Power Point – Discipline Strategies
Send a Problem
Summary
Model use of agenda to guide participants through workshop. Tell group that they have completed send-a-problem and are now moving on to closure. 20

21. Objective:
Participants will examine student needs in order to implement classroom management strategies that enhance the learning environment.
Participants will review objective for session and discuss the benefits of using summarizers at the end of a lesson. 21

22. Summarizer – Elevator Speech
It’s your elevator pitch, the short and punchy summarization of why it is important to know what motivates students, what a safe and orderly environment looks like, and why it is important to create a safe and orderly environment.
Review directions for the summarizer and provide time for participants to complete their elevator speeches.

23. Agenda Survey Think Pair Share Power Point – Discipline Strategies
Send a Problem
Summary
Model use of agenda to guide participants through workshop. Tell group that they have completed the workshop. 23

24. Remember -
"It is not the magic that makes it work; it is the work that makes the magic!“ (adapted from training manual – Walt Disney Inc.)
Instructor provides participants with time to read the closing quotations and view the references. Have a great year!

25. Resources
Curwin, Richard L. and Allen Mendler. Discipline with Dignity. Alexandria: ASCD, 1999.
DeBruyn, Robert L. and Jack L. Larson. You Can Handle Them All. Manhattan, Kansas: The MASTER Teacher, Inc., 1984.
McCarney, Stephen B., Kathy Cummins Wunderlich and Angela M. Bauer. Pre-Referral Intervention Manual. Columbia, Hawthorne: 1993.
Mendler, Allen. What Do I Do When…?How to Achieve Discipline with Dignity. Bloomington: National Education Service, 1992.
Power Point created by Alicia Ruppersberger and Barbara Murray