Classroom Management: Rules and Procedures
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Transcript of Classroom Management: Rules and Procedures
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Classroom Management:Rules and Procedures
Please:1.Sign in2.Fill out a Name tag3.Complete Bell Work:
What is your biggest management challenge in your classroom?
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Ground Rules Take responsibility for your own learning.Participate.Ask questions.Listen to learn.Respect participants
and presenter.Honor time limits.Silence cell phones (including texting)
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Parking LotParking Lot
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LEARNING GOALS ◦To understand the importance of: Rules and Procedures Discipline and Consequences in effective classroom
management
◦ To develop skills/strategies in: Rules and Procedures Discipline and Consequences for effective classroom
management
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Cross WalkCross WalkMarzano
Classroom Management That Works
MarzanoObservation and
Feedback
Related District Initiatives
(PBiS, Cultural Comp., CEI,etc.)
Iowa Teaching Standards and Criteria
Section 1: Rules & ProceduresGeneral Classroom BehaviorBeginning and Ending the Period or the DayTransitions and InterruptionsUse of Materials and EquipmentGroup WorkSeat Work and Teacher-Led Activities
Question 6: What will I do to establish or maintain classroom rules & procedures?Establishing Classroom RoutinesOrganizing Physical Layout of the Classroom for Learning
PBIS ( See At A Glance )•Structure Your Classroom• Post, Teach, Review, Monitor, and Reinforce a SMALL Number of POSITIVELY Stated Expectations
Standard 3-Planning and Prepb) Sets and communicates high expectations for social, behavioral, and academic success for allStandard 6-Competence in classroom managementb) Establishes, communicates, models, and maintains standards of responsible student behavior. c) Develops and implements classroom procedures and routines that support high expectations for student learning. e) Creates a safe and purposeful learning environment.
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MarzanoClassroom Management
That Works7 Elements of Effective
Classroom Management
MarzanoObservation and
Feedback Protocol9 Design Questions w/
Key Strategies
Related District Initiatives
(PBiS, Cultural Comp., CEI,etc.)
Iowa Teaching Standards and Criteria
Section 2: Discipline & ConsequencesTeacher ReactionTangible RewardsDirect CostGroup ContingencyHome Contingency
Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules & procedures?Demonstrating “Withitness”Applying ConsequencesAcknowledging Adherence to Rules and Procedures
PBIS – See At A Glance – Enforce Meaningful Consequences for Violations, Establish Strategies to Acknowledge Appropriate Behavior and to Respond to Inappropriate Behavior
Standard 6 Demonstrates competence in classroom management. b) Establishes, communicates, models, and maintains standards of responsible student behavior. e) Creates a safe and purposeful learning environment.
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What is the biggest management challenge in
your classroom?
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Parallel PartnersParallel Partners
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Major functions of a teacher:Major functions of a teacher:
1. Choosing Instructional Strategies
2. Classroom Curriculum Design
3. Classroom Management
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Classroom ManagementClassroom Management
All the things a teacher does toorganize students, space, time, and materials so studentlearning can take place.
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Whose Job Is It?Whose Job Is It?4-2-1
• Read the brief individually and record 4 key points
• Meet with “shoe” partner to determine 2 key ideas
• Join another pair (4 people) to come up with 1 summary
• Individually reflect on actions you will take
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A well managed classroom does not appear out of nowhere.
It takes a good deal of effort to create- and the person who is most responsible for creating it is the teacher.
Born or Made?
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Procedures Routines
Rules Discipline/Consequences
What do these terms mean?
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Effective teachers manage their classrooms.
Ineffective teachers discipline their classrooms.
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In Well Managed Classrooms:In Well Managed Classrooms: Expectations and Procedures go along with a set of
consequences and rewards.
Strategies reinforce appropriate behavior and deal with inappropriate or disruptive behavior.
Students know what is expected from them and are generally successful.
The climate of the classroom is work-oriented but relaxed and pleasant.
There is relatively little wasted time, confusion, or disruption.
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ConsistencyConsistencyStudents deserve a safe, predictable,
and nurturing environment.
Students do not deserve surprises or disorganization.
Work smarter, not harder.
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Each child is living the only life he has – the only one he will ever have.
The least we can do is not diminish it.
Bill Page
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Positive Expectations for Student Positive Expectations for Student SuccessSuccess
Knowing that you can or cannot achieve is called EXPECTATION
How are you conveying positive expectations for student behavior?
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Positive Expectations for Student Positive Expectations for Student SuccessSuccess
NamePleaseThank YouSmileLove (care and warmth)
The best teachers teach from both the head and the heart.
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How are rules andprocedures alike and how are they different?
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Procedures and RoutinesProcedures and Routines
Procedure•What the teacher wants done.
oExplainoRehearseoReinforce
Routine• What the students do automatically.
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What procedures should What procedures should be in place for your be in place for your students?students?
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Repetition is the KeyRepetition is the KeyFor a child to learn something new, you need
to repeat it an average of eight times.For a child to unlearn an old behavior and
replace it with a new behavior, you need to repeat the new behavior an average of 28 times.
Twenty of those times are used to eliminate the old behavior, and eight of the times are used to learn the new behavior.Madeline Hunter
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Procedures vs. DisciplineProcedures vs. DisciplineHow things are done
No penalties or rewards
Part of classroom management
How students behave
Has penalties and rewards
Based on rules or expectations
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Rules/ExpectationsRules/ExpectationsWhat are some rules that you set for
your classroom?
Are students involved in establishing classroom rules?
What consequences are in place if a student violates a rule?
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iObservationiObservation PBiSPBiS Establishing
Classroom Routines
Organizing Physical Layout of the Classroom for Learning
Structure Your Classroom
Post, Teach, Review, Monitor, & Reinforce a SMALL Number of POSITIVELY Stated Expectations
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Effective Classroom Management
1. General Classroom Behavior
2. Beginning & ending of periods3. Transitions/ Interruptions
4. Materials and Equipment
5. Group Work6. Seat Work and Teacher Led Activities
Expectations- Marzano
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Marzano-- 5 Components of Marzano-- 5 Components of Discipline and ConsequencesDiscipline and Consequences
1. Teacher Reaction
2. Tangible Rewards
3. Direct Cost
4. Group Contingency
5. Home Contingency
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Teacher Reaction- Teacher Reaction- verbal and nonverbalverbal and nonverbal
Address inappropriate behavior
Short verbal cues or questions
The pregnant pauseMovingEye contactSubtle gesturesHeading students off
Reinforce appropriate behavior
Short verbal affirmations
Smiles, winks and other signals
Catching students being good
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Be “With-It”Be “With-It”Be proactiveOccupying the entire room either physically
or mentallyNoticing potential problemsUsing a series of graduated actions• Looking at suspected students• Moving in the directions of students• Stopping the class and confronting the behavior
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If you do not have a plan, then you are planning to fail.
Reactive Teacher• reacts to every problem with yelling,
punishment, threats, etc.• goes home angry, tired, stressed out
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Proactive Teacher Knows that the #1 problem in the
classroom is not discipline; it is the lack of procedures and routines – the lack of a plan that organizes a classroom for academic success
Knows how to prevent problems
Can go home happy knowing students have learned.
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Tangible RewardsDifference between elementary and
secondary
Students understand the rationale
Not coercion but healthy motivation
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Direct Cost
Negative consequencesExplicit and directUsually applied immediatelyMild punishments after other options have
not worked
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Direct CostAge appropriateProperly appliedClearly communicatedConsistent
Strategies vary between grade levels
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Group ContingencyTechniques applied to more than one student
1. Interdependent Strategies◦ Group gets a reward when all students meet
expectation
2. Dependent Strategies◦ Groups’ reward depends on one student or a small
group
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Interdependent StrategiesInterdependent Strategies◦Elementary Interdependent Techniques Marks or Tallies Foster healthy competition and positive peer
pressure Visual Measures - ie. Marbles in a jar
◦Secondary Interdependent Techniques Grading for individual work and group
collaboration
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Home ContingencyHome Contingency
Making parents aware of behavior
System of consequences to be administered at home
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Discipline & ConsequencesDiscipline & Consequences
iObservation PBISQuestion 7: What will I do to
recognize and acknowledge adherence and lack of adherence to classroom rules & procedures?
Demonstrating “Withitness”
Applying Consequences Acknowledging Adherence
to Rules and Procedures
Enforce Meaningful Consequences for Violations,
Establish Strategies to Acknowledge Appropriate Behavior and to Respond to Inappropriate Behavior
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ConsequencesConsequences
Every action results in a consequence. (Positive or Negative)
Consequences are not punishments.
Consequences are the result of a person’s chosen action.
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Reflect on ConsequencesReflect on ConsequencesWhat consequences do I currently
have in place?
What consequences could I try?
Situations I am still unsure about consequences for?
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Checklist for Managing BehaviorChecklist for Managing BehaviorHow did I handle the situation?
What caused the behavior?
How will I respond to the behavior the next time?
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Applying Your
Learning
Scenarios
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REVISIT LEARNING GOALSREVISIT LEARNING GOALS◦To understand the importance of: Rules and Procedures Discipline and Consequences in effective classroom
management
◦ To develop skills/strategies in: Rules and Procedures Discipline and Consequences for effective classroom
management
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Classroom Classroom ManagementManagement
Complete-
3-2-1
Thank You!!!