1. Preparing Novice Teachers in Classroom Management At The Elementary and Secondary Level By: Yelena Patish Charles Peck Elizabeth West Laura Rothenberg

2. Little consensus exists about what should be included in a classroom management course Classroom management is typically defined by how well teachers control students within school context Classroom management is sometimes “equated with mechanistic, authoritarian orientation that minimizes the importance of positive interpersonal relationships and maximizes control and compliance” Challenges of Classroom Management

3. Evertson and Weinstein (2006) frame the issues differently: “the actions teachers take to create an environment that supports and facilitates both academic and social- emotional learning. In other words, classroom management has two distinct purposes: It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance students’ social and moral growth. From this perspective, how a teacher achieves order is as important as whether a teacher achieves it” (p.4) One Perspective

4. Our Perspective

5. We think about classroom management issues in terms of the development of the individual and the classroom as a collective Our goals for classroom management practice are consequently not just about managing behavior… they are simultaneously about creating experiences which afford children opportunities to construct positive identities for themselves as students, and as human beings We believe that, while children naturally vary in their skills, attitudes, and abilities in school—the meaning of these differences is negotiated within individual classrooms in important ways that affect how children understand who they are Our Framework

6. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Conducting Classroom Meetings Classroom Exchange Systems Functional Behavior Assessment Voice, Safety & Respect Democratic Participation Self Regulation, Agency & Autonomy Teacher Relationships With Whole Class Teacher Relationships With Individual Students Family Relationships Community Mentors Our Framework

7. Pivotal Practices Decomposition Performance assessment Video Records Practice Based Strategies For Teaching Classroom Management

8. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Conducting Classroom Meetings Classroom Exchange Systems Functional Behavior Assessment Voice, Safety & Respect Democratic Participation Self Regulation, Agency & Autonomy Teacher Relationships With Whole Class Teacher Relationships With Individual Students Family Relationships Community Mentors Five Pivotal Practices

9. Elementary Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Conducting Classroom Meetings Classroom Exchange Systems Functional Behavior Assessment Secondary Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Classroom Exchange Systems Conducting Classroom Meetings Cooperative Learning Groups

10. Tools to support implementation – Implementation Guide Implementation Guide – Instructional Performance Challenge Instructional Performance Challenge Teaching Rules, Routines & Procedures

11. Utilized Edthena, a web based platform that allows teachers to upload video for analysis and feedback In their video analysis, teacher candidates: – Identified specific points and strategies used to implement teaching moves related to the major dimensions of the Pivotal Practice – Identified places in the video in how they could imagine improving strategies and moves as related to the Pivotal Practice Video Analysis

15. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Conducting Classroom Meetings Classroom Exchange Systems Functional Behavior Assessment Voice, Safety & Respect Democratic Participation Self Regulation, Agency & Autonomy Teacher Relationships With Whole Class Teacher Relationships With Individual Students Family Relationships Community Mentors Civic Participation Outcomes

16. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Voice, Safety & Respect Democratic Participation Self Regulation, Agency & Autonomy Civic Participation Outcomes

17. Developmental Trajectory Voice, safety and respect Students follow simple rules regarding norms for respectful participation in social interactions in the classroom Students articulate and follow norms for respectful participation in multiple types of interactions with peers and teachers (ie. in group activities, journal writing, classroom discussions, lunch dates, and one-on-one) Students participate in small and/ or large group discussions in which they share and express ideas/opinions on various topics in a way that is consistent with classroom norms. Students articulate values and principles related to respectful social interaction, demonstrate behavior consistent with these principles, and use these principles and behaviors to problem solve conflicts in school, home and community settings Democratic participation and decision-making Students provide input to decisions about classroom norms, rules, and procedures Students develop class norms related to conflict resolution strategies and problem solving with their peers Students initiate and lead classroom meetings related to issues of interest and/or concern related to classroom norms, procedures and practices Students conduct class deliberations, make decisions and evaluate outcomes of classroom norms, procedures, and practices Self-regulation, agency and autonomy With occasional reminders, students demonstrate appropriate behavior related to classroom norms, rules and procedures Students participate in teacher led evaluations of individual and collective participation in classroom activities, identify areas of progress and make suggestions for improvement With teacher guidance, students collect and evaluate data on both their individual and collective participation in classroom activities Students independently monitor and evaluate the quality of their participation in class activities on both individual and collective bases

18. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Maintaining Attention & Engagement Teaching Rules, Routines & Procedures Conducting Classroom Meetings Classroom Exchange Systems Functional Behavior Assessment Voice, Safety & Respect Democratic Participation Self Regulation, Agency & Autonomy Teacher Relationships With Whole Class Teacher Relationships With Individual Students Family Relationships Community Mentors Building Social Relationships

19. Classroom Management Civic Participation Pivotal Practices Building Social Relationships Teacher Relationships With Whole Class Teacher Relationships With Individual Students Family Relationships Community Mentors Building Social Relationships Building Social Relationships Framework

20. Discussion

21. Turn and talk – “What piece of this framework do you think you can take up in your practice? – “How does this relate to the work you do?” – “What questions do you have that you think would be helpful to discuss in the large group?” Share out in large group Discussion

22. Thank you for coming! Please feel free to contact us: Thank You Yelena Patishypatish@uw.edu Charles Peckcapeck@uw.edu Elizabeth West Laura Rothenberg eawest@uw.edu lrothenb@uw.edu