Classroom ManagementClassroom Relationships

A New England A New England

League of Middle SchoolsLeague of Middle Schools

Spotlight SchoolSpotlight School

A Blue RibbonA Blue Ribbon

Schools of ExcellenceSchools of Excellence

Lighthouse SchoolLighthouse School

Coolidge Middle SchoolCoolidge Middle SchoolReading, MassachusettsReading, Massachusetts

Goals of Today’s Presentation

To provide some ideas about To provide some ideas about

classroom management strategies, classroom management strategies,

which are proactive, positive, studentwhich are proactive, positive, student--

friendly, and appropriate to the needs friendly, and appropriate to the needs

of young adolescentsof young adolescents

A Beginning Teacher’s

Education

Grades 6, 7, 8

Junior High Model

Los Angeles Unified

School District

Class sizes of 40-42

students

Coolidge Middle School

Suburban public school, north of Boston, MA

Grades 6, 7, 8

Approx. 480 students, organized by teams

21.7% Special Education

4.9% Low Income

Agenda

Principles of classroom

management

Specific example

(one way to manage)

Questions, Comments

The Most Important Factor

“In a study reviewing 11,000 pieces of research that spanned 50 years, three researchers determined that there are 28 factors that influence student learning and these have been rank ordered. The most important factor governing student learning is Classroom Management.”

-The First Days of School

Management System

“Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.”

-The First Days of School

Procedures vs. DisciplineProactive vs. Reactive

Consequences vs. Punishment

Teaching Behavior vs. Curbing Misbehavior

Unconditional TeachingRelationships are the Foundation

“Teaching the whole child requires that we accept students for who they are rather than what they do.”

“Unconditional teaching is not just a matter of how we respond to students after they do something wrong…It’s about the countless gestures that let them know that we’re glad to see them, that we trust them, that we care what happens to them.”

“Unconditional teachers are not afraid to be themselves with students—to act like real human beings rather than crisply controlling authority figures.”

“Unconditional Teaching” by Alfie Kohn (Educational Leadership, Sept 2005)

Choosing EmpathyCreating Connections

“Students respond to us

because we care—and

because they like us.”From Educational Leadership: Building Classroom

Relationships article: “What Empathy Can Do” by

Ernest Mendes (September 2003)

Building RelationshipsAsk students about their interests.

Pay attention to students' nonverbal responses.

Use self-disclosure when appropriate. Be real.

Build on what you hear from students by sharing stories,

interests, and worries.

Display empathy with individuals and classes by

communicating what you think their needs or feelings are.

Listen actively. Match students' expressions and conveyed

moods. Know your students' world and go there first to

open the relationship door.

“What Empathy Can Do” by Ernest Mendes

Teacher as “Warm Demander”That’s the Objective

“Convince students first that you care—and then

that you’ll never let up.”

“Warm demanders approach students, particularly those whose behavior causes trouble in the classroom, with unconditional positive regard, a genuine caring in spite of what that student might do or say.”

“Warm demanders…provide a tough-minded, no-nonsense, structured and disciplined classroom environment.”

“The Teacher as Warm Demander” by Elizabeth Bondy & Dorene D. Ross

Educational Leadership, The Positive Classroom, Sept. 2008

Being the “Pack Leader”

And the importance of nonAnd the importance of non--verbal communicationverbal communication

Key Principles

1. Establishing consistentprocedures and clear expectations for behavior

(5 or fewer)

2. Designing environment to support expectations

3. Establishing a system of consistent consequences (positive and negative reinforcements)

1. Establish consistent procedures and clear expectations for behavior

“A smooth-running class is based on the teacher’s ability to teach procedures.”

-Harry K. Wong & Rosemary T. Wong

“All procedures must be rehearsed.”

-The First Days of School

“You will begin teaching your classroom rules one way or another from the opening minute of the school year. Your choice is not whether rules will be taught but rather whether your rules will be taught.”

-Fred Jones

Self-Assessment Questions

What daily procedures will ensure the smooth running of my classes?

What are the most common types of student issues or disruptions that I may preempt with certain procedures?

What are the ground-rules I want to establish regarding my space?

What student behaviors seem to bother me the most or tend to throw off my lessons the most?

What do I know about adolescent tendencies that I can utilize when establishing my classroom management system?

Showing vs. Telling

“Effective teachers have the students see, feel,

and experience the procedure….Ineffective

teachers only tell students what to do.”

-Harry K. Wong & Rosemary T. Wong

��ExplainExplain

��RehearseRehearse

��ReinforceReinforce

2. Design environment to support expectations

Create a “classroom that invites your students

in, makes them comfortable and, most

importantly, provides a physical

environment conducive to learning.”-The Key Elements of Classroom Management

“We never educate directly, but indirectly by

means of the environment.”-John Dewey

Classroom Environment TipsCreate a well-organized, visually stimulating arrangement that maximizes space

Teach and practice procedures

Provide both soft light and bright light areas

Remove unnecessary visual distracters

Clearly display rules and procedures

Provide a “suggestion box” for students

Carefully design seating chart

3. Establish consistent consequences

(positive and negative reinforcements)

“Teaching prosocial behavior is part of what we do, and reinforcement theory is invaluable in this process.”

-The Key Elements of Classroom Management

“Consistency is key. By assuring that an appropriate consequencealways follows an infraction of a classroom rule, you show students that there is a relationship between how they choose tobehave and the outcome of that behavior.”

-Behavior Management in the Middle School Classroom

“Negative reinforcement puts the students in charge…negative reinforcement can be avoided when the student changes his or her behavior…Remember that the purpose of negative reinforcement is to change behavior, not punish it.”

-The Key Elements of Classroom Management

Positive Reinforcement & Rewards

Immediate, verbal “thanks”

Positive acknowledgement

for improvement

Notes to students

Positive parent phone call

Student of the Week awards

Classroom privileges

Tickets for reward raffle

A System is Fair, Consistent, and Predictable

�Use system to keep emotion out of the equation

�Include the students in the discussion

�Present system to parents

My First Days of SchoolAn Annual Investment

Routines, Procedures

Boundaries

Classroom Organization

Behavioral Expectations

Explain System / Role Play

Class Preparedness / Materials

Syllabus / Grading

School Skills & Grades

“Student Preparedness”Coming to class with all necessary materials

(texts, paper, pen, pencil, calculator, homework)

Everyone…

� starts with 100 % of points

� Has 2 “freebies” per quarter

� Will be deducted 5 points for each

time after two

Daily Lesson InformationClearly and Consistently Posted

Homework Do Now Objective

Agenda

1. Discuss Do Now

2.

3.

4.

5. Summarizer

Team Expectations

1. Immediately upon entering the classroom, write

the homework assignment in your Agenda Book

and complete the “Do Now” activity.

2. Keep your hands, feet, and objects to yourself.

3. Follow teacher directions.

4. Do not leave your seats without permission.

5. At all times, be respectful to teachers, students,

and staff.

Agenda Book QuizzesAccountability for expectation and assessment of organizational skills

Quick 5-minute, 5-item pop quizzes (1 or 2 per quarter)

Students use Agenda Books like “open book” quiz

Little impact on numerical grade / Big indicator of other skills, impacting grade

3 Strike System

X One Strike (Warning)

X X Two Strikes (Warning w/Cue)

X X X Three Strikes = Detention

�Explain reasons for system

�Questions/Answers, Comments

�Role play

Accountability System and Positive Reinforcement

Daily Log Sheet (can be

used in determining

Conduct grades)

Tickets (for quarterly

incentive raffle)

Numerous verbal prompts

(praise, thanks, etc.)

Defiant & Challenging Behaviors

Develop plan to prevent triggers

Increase positive reinforcement and feedback

Have planned responses to avoid emotional reaction

Model firm, fair, consistent approach

Use calm manner and positive body language

Refrain from argument or power struggle

Offer choices when possible

Use “I” statements instead of “you”commands for correction

Hold private conversations away from others

It’s about the behavior,

not the person

“Once you attack the student as a person, you’ll find an instant separation between you and the student…It’s a mistake to show your disapproval of a student. Instead, you should show disapproval of the behavior.”

The Master Teacher / Volume 39, Number 29

The Power of Positive ExpectationsThe Power of Positive Expectations

Use a daily Use a daily ““toto--dodo”” list for communication, eitherlist for communication, either

verbal or nonverbal, with individuverbal or nonverbal, with individual studentsal students

Teaching More than Curriculum

“One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life.”

-The First Days of School

“Unconditional Teaching,” Alfie Kohn

“Even when I wasn’t proud of how I acted, even when I didn’t do the homework, even when I got low test scores or didn’t seem interested in what was being taught, I knew that [insert your name here]

still cared about me.”

How would you like your students to answer that sort of question? How do you think they will answer it?

For further information…

Contact Principal Craig Martin

at cmartin@reading.k12.ma.us

Coolidge Website (with Edline link)

http://reading.k12.ma.us/coolidge

The mission of Coolidge Middle School is to create The mission of Coolidge Middle School is to create

a challenging and respectful environment for all students a challenging and respectful environment for all students

and to provide the varied experiences necessary for and to provide the varied experiences necessary for

becoming confident, independent learners.becoming confident, independent learners.