1. I Can Do It! Presented by Ellen Holmes eholmes@nea.org

2. Maine Education Association – I Can Do It! 2

3. 3 Employees Over 30 Employees Under 30 At least they understand each other on Wednesday! Maine Education Association – I Can Do It!

4. 4 Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation Source: Trainer’s manual, Support Provider Training, Revised May 1996 Phases of First Year Teacher’s Attitudes Toward Teaching Maine Education Association – I Can Do It!

5. 5 What do you know about classroom management? K Maine Education Association – I Can Do It!

6. 6 What do you want to know about classroom management? W Maine Education Association – I Can Do It!

7. Learn about the elements necessary for successful classroom management. Discover communication styles and how they relate to student/teacher/parent communication. Learn about interventions for selected difficult behaviors encountered in the classroom. Have opportunities to find out about hints that help create the smoothly flowing classroom. Acquire information that will build successful parent/teacher relationships. Have the opportunity to link with a support partner at or near one's grade and/or content level. Maine Education Association – I Can Do It! 7 CLASSROOM MANANGEMENT Training Goals Participants will:

8. 8 Training Topics 1.Getting to Know Your Students 2.Rules and Routines 3.Reinforcers 4.Polishing Your Techniques 5.Smoothly Flowing Classrooms 6.Communications Styles 7.Home and School Communication 8.Dealing with Difficult Behaviors Maine Education Association – I Can Do It!

9. 9 Review the Agenda Maine Education Association – I Can Do It!

10. 10 What are the two comprehensive objectives for classroom management? Maine Education Association – I Can Do It!

11. 11 Ensure the safety of staff and students. Create a learning environment. Maine Education Association – I Can Do It!

12. 12 How can we achieve this climate in the classroom? Maine Education Association – I Can Do It!

13. 13 Please read page 4 in your binder. Maine Education Association – I Can Do It!

14. Classroom Needs Hierarchy Survival Safety Bonding Community Personal Responsibility Learning begins to occur at this level.

15. 15 Go SLOW to go FAST Maine Education Association – I Can Do It!

16. 16 Getting to know you… Breaking the ice! Maine Education Association – I Can Do It!

17. 17 Getting to Know Your Students Turn to pages 6-9 of your binder Take two minutes to write down two activities you might use to get to know your students. Take five minutes at your tables to discuss how you going to begin the school year, or next year or Monday morning? Report out Maine Education Association – I Can Do It!

18. 18 Come To The Edge Come to the edge. It's too tall. Come to the edge. I'll fall. Come to the edge. And they came. And you pushed them. And they flew. Maine Education Association – I Can Do It!

19. 19 What does this poem mean to you? Maine Education Association – I Can Do It!

20. 20 I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. - Hiam Ginott Teacher and Child 1976 Avon Books Maine Education Association – I Can Do It!

21. 21 “Lecturette”

22. Maine Education Association – I Can Do It! 22  Make eye contact with each student  Call all students by their first or preferred name  Move toward and stay close to the learners  “With-it-ness”

23. Maine Education Association – I Can Do It! 23 1.Room Temperature 2.Furniture Arrangement 3.Physical Activity 4.Breaks 5.Bulletin Boards (Walls) 6.Climate (Humor and Tone) ORDER 1.Routines 2.Guidelines 3.Perceptions of Safety

24. Maine Education Association – I Can Do It! 24 Provide Wait Time - pausing to allow a student more time to answer instead of moving on to another student when you don’t get an immediate response Dignify Responses - giving credit for the correct aspects of an incorrect response Restate the Question - ask the question again using the same words or a paraphrase Rephrase the Question - use different words that might increase the probability of a correct response Provide Guidance - giving enough hints and clues so that the student will eventually determine the correct answer

25. Maine Education Association – I Can Do It! 25 Break

26. Maine Education Association – I Can Do It! 26 The chief source of the “problem of discipline” in schools is that…a premium is put on physical quietude; on silence, on rigid uniformity of posture and movement; upon a machine-like simulation of the attitudes of intelligent interest. The teacher’s business is to hold the pupils up to these requirements and to punish the inevitable deviations which occur. John Dewey Democracy and Education

27. Maine Education Association – I Can Do It! 27 What does this quote mean to you in the context of today’s teaching environment?

28. Maine Education Association – I Can Do It! 28 “Lecturette”

29. Maine Education Association – I Can Do It! 29 Please read page 13 in your binder.

30. Maine Education Association – I Can Do It! 30 What rules will guide our workshop?

31. Maine Education Association – I Can Do It! 31 Voice + Choice = Loyalty

32. Maine Education Association – I Can Do It! 32 HOW TO ESTABLISH RULES 1.Involve the class in making the rules. 1.Keep the rules short and easy to understand. 1.Phrase rules in a positive way. 1.Remind the class of the rules at times other than when someone has misbehaved. 2.Make different rules for different kinds of activities. 1.Key children in to when different rules apply. 1.Post the rules and review them every so often. 1.If a rule isn't working, change it.

33. Maine Education Association – I Can Do It! 33 ¯Rules are unclear or seen as unfairly or inconsistently enforced. ¯Students did not believe in the rules. ¯Teachers & administrators did not know the rules. ¯Teachers & administrators disagreed on responses to student misconduct. ¯Teacher & administrator cooperation was poor. ¯Administration was inactive. ¯Teachers had punitive attitudes. ¯Misconduct was ignored. ¯Schools were too large. ¯Schools lacked adequate resources for teaching. John Hopkins University Researchers, Gottfredsons CARS Newsletter, April/May 1995

34. Maine Education Association – I Can Do It! 34 Tomorrow is the most important thing in life. Comes in to us at midnight very clean. It’s perfect when it arrives and it puts itself in our hands and hopes we’ve learnt something from yesterday. John Wayne, Actor (1907-1979)

35. Maine Education Association – I Can Do It! 35 Make it a rule of life never to look back. Regret is an appalling waste of energy; you can’t build it; it’s only good for wallowing in. Katherine Mansfield, Writer (1888-1923)

36. Maine Education Association – I Can Do It! 36 What are your reflections on these two quotes as they relate to classroom management?

37. Maine Education Association – I Can Do It! 37 Please read page 14 in your binder.

38. Maine Education Association – I Can Do It! 38 If you punish a child for being naughty, and reward him for being good, he will do right merely for the sake of the reward, and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who thinks about how he may get on in the world, and does right or wrong according as he finds of advantage to himself. Immanuel Kant Education

39. Maine Education Association – I Can Do It! 39 What does this quote suggest about rewards? Other thoughts?

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41. Maine Education Association – I Can Do It! 41 Each child is living the only life he/she has ~ the only one he/ she will ever have. The least we can do is not diminish it. Bill Page

42. Maine Education Association – I Can Do It! 42 1. Asking the child Consider: 2. Observing the Child 3. Use what worked before Every Time You Can! Selecting Appropriate Reinforcers 4. Give the student a choice

43. Maine Education Association – I Can Do It! 43 Please read page 25 in your binder.

44. Maine Education Association – I Can Do It! 44 1.Ask the child. 2.Observe the child’s preferences. 3.Use what worked elsewhere. 4.Give the student choices. 5. A reinforcer loses value over time. Goals for Dealing with Inappropriate Behavior

45. Maine Education Association – I Can Do It! 45 1.Quietly Do It: 2. Calmly 3. Privately Every Time You Can! Discussing Inappropriate Behaviors

46. Maine Education Association – I Can Do It! 46 Instructions for “Give One, Get One” 1.Jot down three (3) of your own ideas. 2.Get up and find someone from another table. Share your lists. 3.Give one new idea from your list to your partner. Get one new idea from your partner's list. 4.Move on to a new partner and repeat Steps 2 and 3. 5.If your list and your partner's list are identical and you have no new ideas to exchange, you must remain together and brainstorm something that can be added to each of your lists. **Note: Exchange no more than one idea with any one person.

47. Maine Education Association – I Can Do It! 47 KWLKWL What you know … What you want to know …What you learned…

48. Maine Education Association – I Can Do It! 48 Use a classroom signal for attention Whatever signal you use, be consistent GIVING DIRECTIONS Plan your directions ahead of time Use 3 step directions Give directions immediately before the activity Get the attention of every student Get feed back from students Tell them and show them Keep your voice low Use signals for whole class response Thumbs up = yes Thumbs down = no Fist = ? or I don't know

49. Where to get materials What to do if they have a question Where to work Where to put finished work What the classroom rules are How to focus on the task What the limitations are If and why the teacher is unavailable Maine Education Association – I Can Do It! 49

50. Maine Education Association – I Can Do It! 50 Please read page 49 in your binder.

51. Maine Education Association – I Can Do It! 51 Transitions Read over the transition problem at your table. –Discuss solutions to this problem at your table –We will then share with the group.

52. Maine Education Association – I Can Do It! 52 What is an educational sponge? Please read page 51 in your binder.

53. Maine Education Association – I Can Do It! 53 On a blank piece of paper, write one sponge on the top. For the next 5 minutes, walk around the room and gather as many sponges from folks as you can. Stop when the music ends.

54. Maine Education Association – I Can Do It! 54 Communication Survey Example: Sometimes I suspect I may appear to others as being: (a)__4___ too emotional … (b) __2___ almost too controlled … (c)__1___ too concerned … (d) __3___ overly wrapped up …

55. Maine Education Association – I Can Do It! 55 Sensor FeelerThinker Intuitor 1.(a)__4__ (b)___2__ (c)__1____ (d)___3__ 2.(b)__3__ (c)___1__ (d)__2____ (a)__4___ 3.(a)_____ (d)______ (c)_______ (b)______ Total: __20__ __5__ __3___ __18__ Scoring Your Survey

56. Maine Education Association – I Can Do It! 56 Scoring Your Survey 22 20 18 16 6 4 2 0 Sensor Feeler Thinker Intuitor

57. Maine Education Association – I Can Do It! 57 Stand By Your Style! Builders – Identify those activities or characteristics of a learning environment which help you to learn. Blockers – Identify those activities or characteristics of a learning environment that interfered with your learning. Builders Blockers

58. Maine Education Association – I Can Do It! 58 Teacher/ Student Learning Styles SENSOR Teacher UNSTRUCTURED DISCIPLINE SPONTANEOUS HANDS-ON IMMEDIACY EXPECTS STUDENT VARIETY USES INNOVATIVE APPROACHES LEARNING LINKED TO THE HERE AND NOW VARIETY OF ACTION/ EXPERIENCES EMPHASIS ON RELEVANCY Student DIRECT APPLICATION OF KNOWLEDGE COMPETITIVE INSTRUCTION OPPORTUNITIES TO DISCOVER BY DOING RECOGNITION FOR IMMEDIATE APPLICATION PHYSICAL, FUN ACTIVITIES SIMULATIONS VARIETY OF INSTRUCTIONAL STRATEGIES

59. Maine Education Association – I Can Do It! 59 Teacher/ Student Learning Styles FEELER Teacher FAIR DEMOCRATIC DISCIPLINE NURTURING FORMAT INDIVIDUALIZATION COOPERATIVE LEARNING EXPECTS STUDENT INITIATED LEARNING USES VARIETY OF MATERIALS LEARNING LINKED TO INDIVIDUAL NEEDS EMPHASIS ON APPLICATION & OWNER Student OPEN, INTERACTIVE ATMOSPHERE GROUP/ COOPERATIVE LEARNING OPPORTUNITIES FOR SELF- ESTEEM REASSURANCE RECOGNITION FOR BEING AN INDIVIDUAL IMAGINATIVE/ CREATIVE “SHARING” OPEN-COMMUNICATION INSTRUCTION CONCEPTUAL & CONTENT LEARNING

60. Maine Education Association – I Can Do It! 60 Teacher/ Student Learning Styles THINKER Teacher FIRM DISCIPLINE ORGANIZED ROUTINES OUTLINED LECTURES EXPECTS STUDENT ACCOUNTABILITY STRONG USE OF TEXT LEARNING LINKED TO PAST TRADITION Student Structure with clearly defined goals Traditional Instruction Students share responsibly Recognition for being on- task Foundation of subject first Routine, rules, directed instruction Content learning

61. Maine Education Association – I Can Do It! 61 Teacher/ Student Learning Styles INTUITOR Teacher DISCIPLINE EXPECTED DUE TO INTEREST SHARING OF INSTRUCTOR RESEARCH LECTURE/ DISCUSSION EXPECTS CRITICAL THINKING STRONG USE OF OUTSIDE MATERIAL LEARNING LINKED, ANSWER ? LOGICAL, BUT CHANGING LESSON PLANS EMPHASIS ON FUTURISTIC APPLICATION Student THEORY, INVESTIGATION INDEPENDENT INSTRUCTION OPPORTUNITIES TO EXPLORE NEW KNOWLEDGE RECOGNITION FOR COMPETENCE IMMEDIATE CHALLENGE BEYOND TEXT INSTRUCTION CONCEPTUAL LEARNING

62. Maine Education Association – I Can Do It! 62 Does your school have special activities designed to build home-school connections?

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64. Maine Education Association – I Can Do It! 64 DateParent or Guardian Contact NamePhoneEmailNoteVisit Notes DateParent or Guardian Contact NamePhoneEmailNoteVisit Notes Parent Communication Log Month ____________ Year__________

65. Maine Education Association – I Can Do It! 65 1.Reach out to parents. 2.Know the importance of parent support. 3.Demonstrate concern for the student, “I care too much about your daughter not to ask you …” and use the SANDWICH TECHNIQUE. 4.Involve others. 5.Invite fathers. 6.Prepare for conference… use your grade book, notes on the student’s work and behavior. 7.Document all parent involvement (use parent contact sheet). 8.Follow up. 9.DON’T GIVE UP ! Effective Family Involvement

66. Maine Education Association – I Can Do It! 66 Please read page 69- 70 in your binder.

67. 1.If you anticipate trouble, ask a peer, guidance, teacher, principal, or department head to sit in on the conference. 2.Give emotional first aid. LISTEN 3.Ignore an attack and then redirect the conference, focus on the child. 4.Become the parent’s ally. 5.End the conference and reschedule if you feel that the situation is out of hand. Maine Education Association – I Can Do It! 67

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69. Maine Education Association – I Can Do It! 69 FERPA (Family Educational Rights and Privacy Act) www.ed.gov/policy/gen/guid/fpco/ferpa/index.html Information about students - their home lives, their school careers, their grades - is considered confidential information by federal law - FERPA Only those with a “need to know” should have this kind of information - for example, guidance staff or parents or the child’s other teachers. Never casually discuss a student, even if you mean to compliment him or her, unless there is an educational reason for doing so. Avoid inappropriate conversations at parties or in restaurants or the grocery store. Make appointments when you need to discuss a student. Have educational goals for the discussion.

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72. Maine Education Association – I Can Do It! 72 1.Quietly Do It: 2. Calmly 3. Privately Every Time You Can! Discussing Inappropriate Behaviors

73. Maine Education Association – I Can Do It! 73 Write down your three most frustrating or challenging student behaviors. Take five minutes to share your list with others at your table. Choose one to report out to the large group. Each table will visit a chart located around the room. For two minutes the group will brainstorm solutions to the problem and record those in the group’s assigned color. At the signal, move to the next chart. Carousel Activity

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76. Maine Education Association – I Can Do It! 76 Pages 79-99 in your binder have specific tips for dealing with difficult behaviors.

77. Maine Education Association – I Can Do It! 77 What have you learned?

78. You Can Do It!