Please complete the assignment at your table or desk' Be ready to discuss at 9:04

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Please complete the assignment at your table or
desk.Be ready to discuss at 904
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Classroom ManagementTips and Techniques

• Jamie Wilson,
• Assistant Superintendent,
• Denton Independent School District
• jwilson_at_dentonisd.org

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Daily Schedule

• Session I 900-1030
• -Characteristics of Effective Teachers
• Session II 1045-1200
• -For the First Day/Teaching Procedures
• Review of I and II 100-130
• Session III 130-250
• -Motivating the unmotivated
• Session IV 300-400
• -Question and Answer Session

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Discussion of effective teachers..

• In groups of two or three, discuss your ideas.
• The five most important characteristics, why?
• In your group decide whose birthday is earliest
  in the year. (For example, April is earlier than
  October)
• Wait for instructions

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Discussion of Bell work

• Person with earliest Birthday is the spokes
  person for your group.
• In groups of two or three, discuss your ideas.
• The five most important characteristics, why?

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Characteristics of Effective Teachers..

• Listen for descriptors of effective teachers
• What are they?
• Who states them?
• Whose perspective is most important? Why?
• What is one key characteristic worth remembering
  when dealing with the students in your classroom?
• Are any of the descriptors you mentioned in your
  group similar to the descriptors mentioned in the
  clip?
• To the video clip

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From the Video Clip..

• What characteristics are the children looking
  for?
• What characteristics is the father looking for?
• What descriptors are on both your list, and the
  list from the video clip?

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Characteristics of Effective Teachers

• Caring
• Knowledge
• Rapport
• Fun
• Professional
• Listener
• Focus on Students

• Confident
• Goals
• Purpose
• Organized
• Consistent
• Prepared
• Procedures

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Bell work Session II

• At your table, please find a note card for each
  of you
• Please take 2 to 3 minutes, to write down two
  things you expect to learn at todays session.
• We will take them up shortly.

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To the video..

• What is lacking in this scenario..
• List as many items as you can that need to be
  addressed.
• What is Arnold doing right? Anything?

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Group Discussion

• For the next 4 minutes, discuss the video clip
  within your group of 2 or 3.
• The spokes person for your group will be the next
  person in birthday progression.
• Be prepared to share your comments in 4 minutes.

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For the first day.

• Seating Chart
• Personal Greeting
• Posted Rules and Regulations
• Effective signal
• Examples May I have your attention please, I
  need you here, tones, etc.
• Fits your style
• Bellwork
• Daily 2-3 minutes after tardy bell
• accountability/locations

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For the first day.

• Seating Chart
• Different seating arrangements
• Things to consider
• Returning papers
• Location of pencil sharpener
• Taking attendance
• Location of multimedia equipment
• Cooperative learning groups
• Other..

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Seating Chart

• Most importantly, name on a desk..
• DAY 1

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For the first day.

• Seating Chart
• Personal Greeting

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Personal Greeting

• Nothing is more meaningful than a persons name.
• Work at getting to know names immediately
• Day 1Stand at the door, greet each student,
  shake their hand, acknowledge each student.

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For the first day.

• Seating Chart
• Personal Greeting
• Posted Rules and Regulations

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Posted Rules and RegulationsProcedures

• List all of the procedures you can
• How can these be taught?
• If it is important enough to be a procedure in
  your room, it must be important enough to be
  taught.

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Rules and Consequences

• Prevention is the dominant focus
• Assume the best about students
• In the beginning, we need stuff to use right
  away.
• Consequences are usually the stuff
• Classroom management begins with your
  effectiveness.

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Rules and Consequences

• Begin with a principle..
• Add a sense of underlying purpose and spirit to a
  list of rules and consequences.
• Many teachers include one or two principles as
  mission statements under which the rules will
  appear.
• They can bees seen as opening slogans.

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Rules and Consequences

• Sample Principles include..
• Treat each other fairly
• Respect and responsibility
• A safe place to learn
• Our classroom community
• The students have the right to learn and the
  teacher has the right to teach.
• Safe, kind, and productive.

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Rules and Consequences

• Please take five minutes to discuss Principles
  within your group of 2-3 individuals.
• Begin drafting your principles of discipline.
• Be prepared to share in five minutes

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Rules and Consequences

• Rules are what we can and cannot live without in
  our classrooms.
• They are what we would see if our principles were
  being supported.
• Wording the rules, they must be specific, clearly
  stated, and worded behaviorally.

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Rules and Consequences

• Examples of rules
• Follow directions
• Dont interrupt others right to learn, or my
  right to teach.
• Be in your seat when the bell rings.
• Follow all school rules.
• Listen attentively while other students
  contribute to a class discussion.
• Keep Hands and feet to yourself.

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Rules and Consequences

• Please take 10 minutes to discuss rules within
  your group of 2-3 individuals.
• Begin drafting your rules within your principles
  of discipline.
• Remember, limit your rules to 5 or 6.
• Be prepared to share in 10 minutes

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Rules and Consequences

• Consequences-Five Key Assumptions
• There are no punishments, just consequences.
• Consequences are used as a pause to get our
  students attention.
• Consequences should be organized in a hierarchy,
  starting with the mildest first.
• We have no control over our students.
• Consequences should teach students that they have
  the power of choice. (overhead)

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Rules and Consequences

• Part I Consequences-
• Be natural and/or logical
• Provide some wiggle room for the teacher.
• Be specific and concrete

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Rules and Consequences

• Part II Implementing Consequences-
• Always implement a consequence
• Go from mild to strict
• Justify consequence implementation
• Let our consequences do the talking
• Control your volume
• Catch students doing well (overhead)

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Rules and Consequences

• Part III- Documenting Misbehavior
• Use the ADOPT method or any acronym that meets
  your needs.
• Document on the seating chart
• Not Paying Attention
• Not following Directions
• Being Off task
• Playing around
• Not turning in assignments on Time

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Rules and Consequences

• Part IV- Do not be afraid to take risks or make
  changes.
• Be sure to communicate the changes and reasons
  for changes to your classes.
• Remember it may take longer than you think to see
  if it is working.

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Rules and Consequences

• Sample Consequences
• Category A Reminders and Warnings
• Nonverbal reminders
• Verbal reminders
• Nonverbal Warnings
• Verbal Warnings

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Rules and Consequences

• Sample Consequences
• Category B Consequences in the room
• Must be taught in advance
• As with all consequences, be sure they mesh with
  district/school policies and procedures.

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Rules and Consequences

• Sample Consequences
• Category C Student removed from the room
• Student will lose instruction time
• Involves other school personnel.
• It guarantees the student will not be a
  disruption.

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Rules and Consequences

• Sample Consequences
• Category D Behind the scenes
• This is the key element to invisible classroom
  management.
• Personal contact with the student, his parents,
  counselors, and other teachers.
• Verbal Examples
• Student choice in private conversations

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For the first day.

• Seating Chart
• Personal Greeting
• Posted Rules and Regulations
• Use an effective signal
• (video clip)
• Location for bell work, accountability.

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During the lunch break

• Discuss the consequences that will work best for
  you.
• Decide upon an effective signal.
• Think about bell work and accountability.
• Discuss the procedures you must teach.

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As you return from break..

• Please complete the reflection sheet from this
  mornings session.
• Be prepared to discuss at 115
• Question and answer session to revisit
  Procedures, Rules, and Consequences.
• Review checklist handout.
• Review Failure intervention plan

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Morning Review

• Question and answer session to revisit
  Procedures, Rules, and Consequences.
• Review checklist handout.
• Review Failure intervention plan.
• Discuss objectives for the afternoon session.