TCHR 6020MAT Classroom Management

Class #4

Dr. Brian HousandEast Carolina University

Monday, February 1, 2010

Welcome Back

1. Get a laptop.2. Go to

http://moourl.com/60203. Take Today’s Poll. 4. Log on and post a message

at http://todaysmeet.com/6020

Today’s Agenda

1. Week in Review / Tales from the Field

2. Charles & Moorish3. RTM: Developing a Hypothesis4. Gimme Five5. The Wong Way6. CMP: Protocols and Procedures

My Week in Review

Anchorage

Google Buzz

NC Gifted Conference

Snow

Olympics

Tales from the

Field

Strategy 3: Clarifying ExpectationsExplicitly Teaching Students How They Are Expected to Conduct Themselves in the Classroom

•Charles•Morrish•Wong

Teacher / Student Cooperative Approach

1. Introductions

2. Educational Experiences

3. Traits of a Good Teacher

4. Positive Student Behaviors

5. Negative Student Behaviors

6. Dealing with Misbehavior

7. Establishing a Positive Learning Environment

Ronald MoorishReal Discipline

Ronald Morrish’s Real Discipline

Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone.

To acquire these essential skills, they need supportive guidance from enlightened, caring teachers.

Morrish: Choice has Failed

1.Does not demand proper behavior from students.

2.Requires teachers to bargain and negotiate with students.

3.Does not teach students how they are supposed to behave.

Real Discipline is…

a lot more than simply giving choices to children and then dealing with the aftermath.

We have to teach them right from wrong.

We have to teach them to respect legitimate authority.

We have to teach them the lesson that have been learned by others and by ourselves.

Then, and only then will we enjoy watching them develop into adults.

Phase 1: Training for Compliance

Should be a Non-thinking activity. Students should comply automatically and habitually.

Rules and Compliance You don’t have rules unless you can enforce them. Insistence is the best strategy for enforcing rules.

Limits and Compliance Never give students a choice when it comes to limits. Bargaining shifts the power to the students

Authority and Compliance Reestablish teacher as the authority Respect first, appreciation second

Phase 2: Teaching Students How to Behave

Teacher sets the classroom rules

Quickly teach rules through explanation, demonstration, practice, and corrective feedback.

Students must be taught what to do

Direct instruction and carefully supervised practice

Don’t scold or punish. Instead have them redo the behavior in an acceptable manner and continue to practice it.

Phase 3: Managing Student Choice

Develop greater independence by providing more choice as students prove they are able to handle choice

Choice must have limits and compliance

If students don’t care much about outcome of a goal, they should not be allowed to make choices about it.

Teachers make decisions for students until they begin to sincerely care

Phase 3: Managing Student Choice

Independence requires balancing personal rights with responsibility

The rights and needs of others must be taken into account

Students should look at every unsupervised situation as an opportunity to demonstrate personal responsibility

Moorish on Independence

Independence is not “doing your own thing”

Independence is doing what is right when you are own your own.

Table Talk

What would it be like to be a student in Moorish’s Classroom?

What would it be like to be a teacher using Real Discipline?

Reflective Teaching Module

+

Five Fabulous Tricks, Tips, and Tools for Today’s

Teacher

Today’s FiveChallengeChildren’s LiteratureCurriculum ConnectionContent ResourceComputer Tool

Gimme Five!

February 17, 2009Unscramble These Presidential Names

DORF TRANG

JANSOCK SINGNOWHAT

LIONSW HUBS

VELLDANCE COLLINN TNNOLIC RUNMAT

MY NICKELAM SAD

RASH IRONGOOD LICE

A NIGHT SNOWCOLT INN

JEFF SNOREA RANGE

VEND A CELLAH YES

http://tinyurl.com/685vko

http://www.livingroomcandidate.org/

+Tech Tool of the Day

Harry K. Wong

RulesProcedures

Routines

“ The first day of school or a class – even the first few

minutes – will make or break a teacher.”

The more capable the teacher, the more successful the student

Good teachers enhance the life and spirit of students they teach

What you do on the first day of school determines the success for the rest of the year!

Those who teach well never cease to learn

Harry Wong’s Beliefs about Teaching

The main problem in teaching is not poor student discipline, but poor classroom management

On the first day of school teachers should begin to establish a structure of procedures and routines for their class

Effective teachers spend most of the first two weeks teaching students to follow classroom procedures

Harry Wong’s Beliefs about Classrooms and Procedures

Effective teachers have positive expectations for student success

Effective teachers are effective classroom managers

Effective teachers know how to design lessons for students’ mastery

The Three Characteristics of an Effective Teacher

“The three most important things that

must be taught the first week of school are

Discipline, Procedures,

and Routines.”

All teachers need a discipline plan that contains rules and consequences

The teacher should think of behavior expectations for students and write the rules—no more than 5

Consequences should be attached to rulesPositive consequences for compliance and

negative consequences (but not punishment) for non compliance

Discipline Plan

Explain your discipline plan (expectations, rules, and consequences) to students the First Day of school.

Behavior associated with rules must be taught through discussion, demonstration, and practice

Discipline Plan, Cont…

To establish good procedures do two things:Decide what routines are needed for the activities in

your classroomMake lists of the procedural steps students must

follow to participate—i.e. How to move about the classroom

Every time you want students to do something—you need a procedure!

You have to teach students procedures, not just talk about them

Procedures

ExplainTeacher states, explains, and demonstrates the

procedureRehearse

students rehearse and practice the procedure under teacher supervision

ReinforceTeacher reteaches, rehearses, practices, and

reinforces the classroom procedure until it becomes a habit

Three Step Method for Teaching Procedures

As procedures are taught and used, they become routines.

Routines are procedures that are done automatically without prompting or supervision

A routine becomes a habit, practice, or custom for the student

Routines

Arrange room so that teaching and grouping is possible

Make sure equipment is working properlyHave supplies ready before the first day Know how to greet the class Practice introducing yourself... know what you

want to say Know the school and district rules Post your rules and their consequences

Harry Wong’s To Do List (Before School Starts)

Stand at the door and greet students as they enter

Establish high expectations for your students! Have assigned seats established Position yourself in the room near the students

Problems are proportional to distance between you and the students

In a consistent location, post an assignment for students to begin when they enter the room

Dress in a professional manner that models success and shows you expect achievement

The First Day of Class

There’s a Procedure for that.

List all of the things that happen in your classroom that you will want to create a procedure for.

Classroom Management Plan

Daily Protocols – Inclusive of all routines necessary to conduct a productive classroom; assists in reducing management time.

Preventing Problems

Physical EnvironmentA well-ventilated room

Glare free lighting

Colorful and informative bulletin boards

A clean and orderly room

Private spaces for students

Visibility from all areas of the room

Compatible seatmates

Match of layout with teaching style

Meeting Individual Differences

Differentiated Assignments

Grouping

Choices and Decisions

Realistic Expectations

Capitalizing on Interests

• Meaningful Activities

• Procedures• Student

Engagement• “Sponge”

Activities

Instruction• Focus Attention• Avoid Over-Dwelling and

Fragmentation• Practice Kounin’s

Withitness• Variety and Group Alerting• Overlappingness• Smooth Transitions• Know When to Stop• Check for Understanding

Emotional Objectivity

Focus on the behavior and the causes.

Do Not Personalize.Do Not Blame. Remain Positive.

Entering and Exiting the Classroom Beginning and Ending the Day Materials Storage and Distribution Bathroom and Water Fountain Permission Movement within the Room Getting Help Hand Raising Noise Control Free Time Collection, Distribution, and Labeling of Papers Instructional Management

February 22, 2010Charles #4TGS: 19 and 20 Behavior Management & MotivationDesigning an Instructional Intervention

Next Time

I am a teacher.