1. CLASSROOM MANAGEMENT

2. Can you turn your back to your students??
YES OR NO

3. In order to turn your back on a class do you have to have eyes in back of your head?
No, not really, just “with-it-ness’.

4. “With-it-ness” Definition: Having eyes in the back of your head!
Knowing what is happening at all times!
Knowing what can happen before it does!
Making “them” believe you know it has happened even when nothing happened.

5. “With-it-ness” takes some time and experience in order for an educator to achieve mastery. While the educator gains the experience and insight needed for mastery, setting up a respectful, organized, structured classroom with established routines must be executed.

6. END:
In order to achieve RORS we must address these four areas of concern
A well-managed classroom commands: *Respect (in all aspects) To feel or show deferential regard for; esteem. *Organization The act or process of organizing. *Routine A prescribed, detailed course of action to be followed regularly; a standard procedure. *Structure To give form or arrangement to: structure a curriculum; structure one's day.

7. MAIN AREAS of CONCERN How the student enters the room
Transition time between activities
Task time
Closing down the lesson
END:
You can start addressing these 4 areas before the year begins

8. Things to be done before the school year begins:
Get a roster of your students with phone information (from the counselor) and try to give at least 50% of your parents a short introductory call before the school year begins. Finish calls by the end of the first grading period.
Make a seating chart with the rosters that you have.
Use a pencil to put names on your new students folders.
DURING:
s not as personal can later
Not all students have computers
Yes, a seating chart before you know the kids! It will change! Use pencil!
Folders can hold papers needed, constants like their copy of class rules/schedule, work missed, warm ups
Can have kids keep an additional folder to be responsible for
END:
Now let’s look at our first area of concern

9. The “SMOOTH START” Students Entering Your Classroom
Enthusiastically greet the students at the door with seating chart in hand, check their schedule, and tell them where they are to sit. Their folder should all ready be on the desk that they are assigned. Be warm and welcoming to them.
Have a warm up ready and tell them to start on it when your give them their seat. The warm up is part of the daily routine.
Establish your procedure for going over the warm up and picking them up. What works for you?
Be concise and clear with procedural instruction.
Always use this warm up time to check attendance with your “brand new” seating chart.
Seating charts not stagnant-always evolving due to dynamics of the class.
How do you get the folders passed out between classes?
Folders can hold papers needed, constants like their copy of class rules/schedule, work missed, warm ups
Warm ups can be paper, ppt, overhead, etc

10. A GOOD INDICATOR OF THE CLASSROOM BEHAVIOR YOU ARE ABOUT TO SEE IS THE HALLWAY BEHAVIOR YOU SEE.
That is why it is always a good idea while you are greeting your class at the door to correct inappropriate hall behavior whether they are your students or not.

11. ESTABLISH THE RULES Make it the first warm up that you do Discuss
Post the rules for all to see
Go over the consequences of rule violations
Post those too
Make sure students keep a copy in their folder
Have students read rules they wrote and compare to yours to come up with rules the students can buy into.
Here is an example of consequences

12. CONSEQUENCES The Teacher Warning: the look the stand the touch
The Teacher and Student Discussion
The Call Home
The Teacher/Parent Conference
You notice that there is no office referral-
that is just a given
You may not need to use it

13. TRANSITIONS IN YOUR ROOM
Set up the routines for:
picking up/passing back papers
discussion, inquiry questioning
partner work/group at desks
partner work/group at lab station
Lab and non lab materials delivery and pick up/clean up
*In folders, row stacks
*hands up, choral, random pop sicle stix let them clearly know
*partners/lab groups should be established by teacher based on observation biling and spanish spkr
high and low no bffs use best grouping for environment—change as needed
*Establish lab stations and mark them assign each group their station post each periods names at the station Post group responsibilities (recorder, materials manager, timer, leader, etc) send kids by rows to stations
*Numbered baskets corresponding to stations, laid out in lab room for you
The more structured it is the more teaching you can do-you gain control and time
Leave no time to play-everything is fact

14. TASK TIME Students at work Teacher in the facilitation mode by:
actively monitoring
providing praise
guiding
questioning
providing feedback

15. CLOSING DOWN Set the routine (again) for the last 2 minutes: Clean up
Quick review of the lesson
Collection of papers and materials
Dismissal
Goes back your established procedures from transition
The materials person and leader make sure area is clean equipment is ready for next group
Quick oral review and comments
Dismissed by me by what ever standard I chose for the day

16. ESTABLISHING AN ORGANIZED CLASSROOM WITH BASIC ROUTINES IN PLACE WILL PROVIDE THE STRUCTURE FOR A RESPECTFUL LEARNING ENVIRONMENT.
You have to be organized and routine to pull it off
After the groundwork is laid the kids will know what is expected and you can have fun
Its great when you don’t have to worry about the everyday little details and can work on the academics
Setting up a structured environment will give you more time and less stress to teach

17. Above all give your students:
the same respect that you desire
a lot of humor (stress release)
positive praise
concise, clear directions
your last thread of patience
as much love as you can