welcome to esu 6!

Effective Instruction Series

2012-13

Welcome to ESU 6!

Series GoalsParticipants will…

Utilize assessment, reporting, and grading practices based on current research and literature.

Utilize instructional routines and strategies based on current research and literature.

Implement classroom management practices based on current research and literature.

Set ActivityVisualization

Visualize What does your ideal classroom sound like, look like, feel like?

See it in your mind… Scan your vision for student behaviors and put these in slow

motion for closer examination. What are the specific behaviors that are so pleasing to you?

Make a list of desired behaviors.

If you want it, teach it!

Essential Questions

What will I do to establish or maintain classroom rules and procedures?

What will I do to engage students?

What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

What will I do to establish and maintain effective relationships with students?

Objectives

Identify classroom behaviors, routines, and procedures requiring teaching.

Explain how to teach a behavior, routine, or procedure.

Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

Identify and explain positive, replicable ways to encourage positive relationships with students.

Get to Know Your Students

Use names

Attend (or know about) extra-curricular activities

Use interest and learning profile inventories Interest circle Surveys Find someone who

Greet students at the door

Other ideas?

Making Students Look Good

Glow Comments before Grow Comments

Appropriate Level of Concern

Pass Option

Wait-Time & Wait-Time Extended

Interaction Sequence

scaffold for academic success

(Sharer, Anastasio, & Perry, 2007, p. 37)

Appropriate Level Of Concern

Set reasonable standards; break difficult concepts into manageable chunks

Be specific about time allotments K – 6, teacher minutes multiplied by 4 or 5 7 – 12, teacher minutes multiplied by 3 or 4

Use proximity (MBWA)

Be conscious of your nonverbal signals

Use competition carefully (against self, time NOT individuals.

(Sharer, Anastasio, & Perry, 2007, p. 54)

Pass Option

Best as temporary exit “Tell me one thing you heard _(the previous responder)_

say.”

Allows time Gather thoughts, composure Refocus / re-engage

Requires teaching Explain why Teach what it looks like / sounds like Communicate its temporary nature

(Sharer, Anastasio, & Perry, 2007, p. 32-34)

Extended(also Think-Pair-Share)

Ask all students the question.

Pause (3+ seconds).

Select student(s) to respond.

Put students on-the-clockon-the-clock.

– “You have 30 seconds to share your answer

with your partner.”

Students share their thoughts with a partner.

Wait Time

(Sharer, Anastasio, & Perry, 2007, p. 77-80)

Objectives

Identify positive, replicable ways to encourage positive relationships with students.

What are some positive, replicable ways to encourage positive relationships with students?

Objective

Identify classroom behaviors, routines, and procedures requiring teaching.

Recall the behaviors exhibited in your vision of the ideal classroom…

““Most behavior problems in the Most behavior problems in the classroom are caused by the classroom are caused by the

teacher’s failure to teach students teacher’s failure to teach students how to follow procedures.how to follow procedures.””

(Wong & Wong, 1998)(Wong & Wong, 1998)

Establish Rules & Procedures

Rules Identify general expectations or standards for student behavior “Treat others the way you would want them to treat you.”

Procedures & Routines Expectations and process for specific behaviors to realize the rules how to assemble in three-ish groups

(Marzano, 2007, p. 119)

FocusNumber of Effect Sizes

Average Effect Size

Percentile Decrease in Disruptions

Design and implementation of rules and procedures in general

10 -0.76 28

Identify Behaviors, Procedures, & Routines to Teach Entering the room

How to volunteer a response

How to greet a partner/small group

Asking to leave the room (restroom, etc.)

Transitions

Getting ready to leave & orderly dismissal Organizing personal workspace Making sure items get home Recording assignments in assignment notebook

Others? Involve students in this brainstorming stage!

Objective

Explain how to teach a behavior, routine, or procedure.

Front Load Expected Behaviors

“If you want it, teach it.”

Teach vs. Tell

proactive vs. reactive approach

student self-control vs. constant teacher control

Prioritize, teach 2-3 most important per week until all have been taught

(Sharer, Anastasio, & Perry, 2007, p. 47)

Teach Expected Behaviors:Five Steps for Getting Kids Ready

1. Brainstorm the expectations; determine and teach the content.

2. Model the behavior.

3. Practice the behavior.

4. Reinforce the behavior.

5. Re-teach the behavior.

““If you want If you want it, teach it.it, teach it.”” ““If you want If you want it, teach it.it, teach it.””

(Sharer, Anastasio, & Perry, 2007, p. 47)

For example…For example…

Teach Expected Behaviors:Five Steps for Getting Kids Ready

1. the expectations; determine and the content.

2. the behavior.

3. the behavior.

4. the behavior.

5. Re-teach the behavior.

““If you want If you want it, teach it.it, teach it.”” ““If you want If you want it, teach it.it, teach it.””

(Sharer, Anastasio, & Perry, 2007, p. 47)

Objectives

Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

When things don’t go as planned…

Calm Don’t go limbic with your students. “When you are ready to talk reasonably about his, let me

know.”

Question Get the information you need. “Is there something I need to know that I don’t know that

caused you to…”

Teach Retrain the desired behavior.

Retraining

Purpose: change the unwanted behavior, a way to hold students accountable for taught behaviors

Instructional vs. punitive

On students own time, but only as long as necessary to successfully re-teach

(Sharer, Anastasio, & Perry, 2007, p. 54)

Criteria for Teaching and Reteaching Behaviors

Be consistent

Be dispassionate

Be professional approach student privately never use sarcasm or ridicule

Follow up appropriately

(Sharer, Anastasio, & Perry, 2007, p. 54)

Confront the behavior not the person.

Confront the behavior not the person.

Withitness

“aware of what is happening in all parts of the classroom at all times by continuously scanning the classroom”

“the disposition of the teacher to quickly and accurately identify…potential problem behavior and to act on it immediately”

(Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)

FocusNumber of Studies /Subjects

Average Effect Size

Percentile Decrease in Disruptions

Withitness 3 / 426 -1.417 42

In Other Words…

Management By Walking Around (MBWA)

“On your feet, not on your seat.”

Constant monitoring

(Sharer, Anastasio, & Perry, 2007, p. 54)

What does withitness look like?What recognizable, replicable behaviors do “with-it” teachers exhibit?

ClosurePartners A & B

Explain how to teach a behavior, routine, or procedure.

Explain how to use the retraining strategy when students fail to deliver on expected behaviors.