1. Beginning Teacher September Forum #1 Classroom Management
CIC adds name to slide
CIC:

2. Connecting
Forum Structure Part A
Forum structure 2

3. Introductions Going around the room, state: Your name What you teach
Something that might make us all smile
Icebreaker or preparing for the learning.

4. Agenda Introductions, Agenda, Outcomes, Norms, and Connecting Activity
Classroom Management Absolutes
- Expectations
- Assertive Intervention
- Roll-Out Speeches
Announcements
Closing

5. Outcomes Classroom management training will be reinforced.
Appropriate interventions to behavior problems will be practiced.
Rapport building with students to maximize academic success and minimize behavior problems will be emphasized.

6. Norms Active Listening Appropriate use of electronics Equity of voice
Respect for all perspectives
Confidentiality
Norms are the standards or expectations by which a group has agreed to operate while working together. They should be used whenever two or more people are working together for a productive outcome.
Norms help to maximize the productivity and effectiveness in a positive setting and ensure that individuals are respected. They place responsibility on individuals for expected behavior helping to build community in your group, and, at the same time allow for risk taking.
Norms should be positive, kept simple and be few in number. The optimum situation is for the group to develop their own norms.

7. Connecting Activity Rita’s Story
To bring participants mindset to the training: Dr. Rita Pierson (who passed away recently) shared wonderful stories and anecdotes about her experiences in education. She was a trainer for Ruby Payne’s Framework of Poverty. Think about the relevancy of this story for your new teachers, who most often believe that they will have classrooms of the kind of students they were themselves with parents the same as their parents. Have participants share a relevant take-away. 7

8. Learning
Forum Structure Part B

9. Classroom Management
What does it look like?
Expectations (I-9)

10. Expectations for Behavior
All Expectations Must:
Be clearly defined and posted
Be monitored constantly and consistently
Have consequences when not followed
Rules:
Should address 3 – 6 of the most frequently occurring and/or the most unacceptable behavior
Must be specific and observable
Activity/Transition Procedures:
Must be taught, modeled, and practiced until they are performed automatically, and then monitored
Must, must, must include an attention signal
Although BTs have had some classroom management training, in a stressful situation they may revert to yelling and issuing threats. BTs need guidance that is easily understood and easy to implement. Good classroom management begins with clear expectations. Slides 10 and 11 speaks to developing expectations and consequences. Slide 12 speaks to providing intervention guidelines. Slide 13 is a role play activity to give the BT the experience of developing a polished response to misbehavior. 10

11. Consequences Can be specific to the offense
- Chewing gum: Scrape gum in detention
- Broke in line: Last in line for one week
Can be generic and graduated
- First Offense: Warning
- Second Offense: Call home
- Third Offense: Teacher detention
- Fourth Offense: Office Referral
Can be in response to how serious the offense is
- Minor
- Moderate
- Severe
Although BTs have had some classroom management training, in a stressful situation they may revert to yelling and issuing threats. BTs need guidance that is easily understood and easy to implement. Good classroom management begins with clear expectations. Slide 9 and 10 speaks to developing expectations and consequences. Slide 11 speaks to providing intervention guidelines. Slide 13 is a role play activity to give the BT the experience of developing a polished response to misbehavior.

12. Assertive Approach to Intervention
Be sure your message is clear
Use proximity
Stay calm and lower your voice
Keep the focus of your message on the behavior
Be direct and specific
Be firm and matter of fact
Specify any consequences
Follow through with accountability
Be consistent
Be fair
Although BTs have had some classroom management training, in a stressful situation they may revert to yelling and issuing threats. BTs need guidance that is easily understood and easy to implement. Good classroom management begins with clear expectations. Slides 17 and 18 speaks to developing expectations and consequences. Slide 19 speaks to providing intervention guidelines. Slide 20 is a role play activity to give the BT the experience of developing a polished response to misbehavior.

13. Effective Intervention Practice
Form groups of three and assign roles:
- Student - Teacher - Observer
Student chooses a scenario from the stack of five and reads it aloud to the group
Teacher role-plays a response directed to student
Observer gives positive feedback to teacher
Teacher incorporates feedback from observer and responds to the same scenario
Teacher asks observer for specific advice and gives a polished response to the scenario
Repeat the above activity 2 more times until each participant has played all 3 roles
Responding to issues is a process developed over time.
Time to practice.
BEGINNING TEACHERS NEED time to practice. Provide new teachers multiple opportunities to practice role out speeches through out the year. Practicing includes at least three rounds to practice and polish the same delivery. In this way the BT can develop confidence. The more you practice the more automatic it becomes. 13

14. Essential Classroom Management Skills
Focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior.
Preplan responses to misbehavior to ensure that responses are in a brief, calm, immediate, and consistent manner.

15. Important Considerations
Don’t take misbehavior personally, even if remarks are directed to you.
Just as you have to learn how to intervene effectively to misbehavior, your students have to learn how to change their behavior. Be patient. Everyone is on a learning curve.
Approach every intervention with intentions to de-escalate the situation and minimize the disruptive effects on the rest of the class.

16. Managing
Forum Structure Part C

17. MAS Password
Employees receive two automatically generated accounts: Network Credential & HISD Application Credential.
The Network Credential is what your laptop uses and the password changes every 90 days.
MAS uses HISD Application Credential.
Initially the User login ID for both: type “p” followed by two zeroes, then your 6-digit employee ID Number (ex. P ).
The default Application password was your 6-digit employee ID number and the last 4 digits of your SSN. Try this first.
Teachers were asked to change this default Application, however if you do not remember the new password, and ask them to reset your HISD Application password (not the Network Credential).

18. Announcements Other announcements pertinent to your campus BTs
IPDPs are due October 30, or, for late hires, within 15 working days from the start date of the beginning teacher.
Other announcements pertinent to your campus BTs
CICs add other announcements pertinent to your campus BTs.

19. Closing
Forum Structure Part D

20. Reflecting on the Learning
Complete the CAL Survey:
What’s working? (What is going well so far this year?)
What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?)
What might be your next steps? (What might you do to address any pending concerns? Will you use anything that has been addressed in this learning?)
What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

21. CAL Survey: Activities Completed with Mentor
Which activities have you completed with your mentor?
Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together.
Be sure to verify the completion in MAS.