Title: I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate.
1I have come to a frightening conclusion. I am
the decisive element in the classroom. It is my
personal approach that creates the climate. It
is my daily mood that makes the weather. As a
teacher I possess tremendous power to make a
child's life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides
whether a crisis will be escalated or
de-escalated, and a child humanized or
de-humanized. ? Haim Ginott, Between
Teacher and Child
2Think/Pair/Share Describe a teacher who made
the weather in your classroom.
3Managing the Classroom Effectively
- PDS/ABRAZO
- Social Studies
- Professional
- Learning Community
ABRAZO
New Teacher Induction
Presented by Gwen Tompkins Shelly Sampson Mintha
Brown Full-Time Mentors, PDS/ABRAZO
4To manage the group effectively
- Assume nothing.
- Tell them where they are headed.
- Set the tone in the first 5 minutes.
- Make instructions clear.
- Build rapport.
- Catch them doing the right thing.
- Make your seating support learning.
5Assume nothing.
- Our students have 8 teachers with
- ? different expectations
- ? different styles
- ? different tolerance levels.
- Figure out what you expect.
- Visualize possible problems.
- Explain and model expectations.
- Be consistent with consequences.
- Remind often, without rancor.
6Tell them where they are headed.
Teaching shouldnt be a trust walk.
If you do not know where you are going, every
road will get you nowhere. Henry
Kissinger
- On the board write objectives, warm-up, agenda,
homework - Set purpose verbally.
- Tap background knowledge.
7Set the tone in the first 5 minutes.
Living a life is like constructing a building
if you start wrong, you'll end wrong. ?
Maya Angelou
- Greet students at the door.
- Post a clearly worded warm-up.
- Teach procedures for getting materials and
beginning work. - Check work within a few minutes.
- Take roll using seating chart.
8Make instructions clear.
- Instructions can be very confusing for
- ? Students who struggle with reading
- ? English language learners
- ? Kinesthetic learners
- Make sure theyre listening.
- Break instructions down into steps.
- Say it, write it, AND show it.
- Create an exemplar.
- Model first.
- Make sure students understand.
9Build rapport.
- If a teacher has a good relationship with
students, then students more readily accept the
rules and procedures and the disciplinary actions
that follow their violations. - ? R. Marzano
- Get to know your students.
- Listen.
- Give the benefit of the doubt.
- Show that you care.
- Follow the Golden Rule.
10Catch them doing the right thing.
The more appreciation you show for students doing
the RIGHT thing the less time you will spend
telling them theyre doing the wrong thing.
- Quietly say, Thank you for
- Randomly reward behavior.
- Celebrate individual successes.
11Make your seating support learning.
Bulletin Board
Chalk/White Board
Bulletin Board
Door
Student Folders
Bookcase
File Cabinet
Windows
File Cabinet
Bookcase
Storage cabinet
TD
Computer Center
12Think about students learning needs.
Chalk/White Board
TD
13When dealing with individuals
- Work the room.
- Prevent disruptions.
- Intervene with grace.
- Follow through consistently.
14Work the room.
Act like a duck on a pond calm and unruffled
on the surface but paddling like crazy
underneath. ? Carole Cummings
- Show with-it-ness.
- Check understanding.
- Keep moving.
- Ask students to help.
- Use the clipboard!
15Step 1 Prevent disruptions.
The difference between the effective and
ineffective teacher is not in what happens after
the disruption has begun. Its in preventing the
problem in the first place. ? Harry Wong
- The Look
- Stop Talking
- Silent Signal
- Proximity
- Clipboard
16Step 2 Intervene with grace.
The most common disciplinary technique is
nagging. The most exhausting disruptions are the
small, common ones. ? Fred Jones
- Stay calm.
- Engage student positively.
- Restate expectations.
- Conference privately.
- Move the student.
17Step 3 Follow through consistently.
The irony of consistency is that the closer you
come to being consistent before you fail, the
worse off you are. ? Fred Jones, Tools for
Teaching
- Document, document.
- Assign consequences.
- Consult.
- Call home.
- Conduct a conference.
18- One looks back with appreciation to the brilliant
teachers, but with gratitude to those who touched
our human feeling. Curriculum is necessary raw
material, but warmth is the vital element for the
growing plant and for the soul of the child. - ? Carl Jung, Swiss psychologist
19Resources
- Cummings, Carol (2001). Teacher Training
Classroom Management to Win Students Over- Not
Win Over Them (2nd Ed) (2 videotapes). Sandy,
UT TeachStream/Video Journal of Education. - DePaul, A. (1998). What to Expect Your First
Year of Teaching. U.S. Dept. of Ed. - Education World, Inc. (1996-2007). Education
World The Educators Best Friend (website at
www.education-world.com) - Ginott, Haim (1975). Teacher and Child. New
York, NY Avon Books. - Jones, Fred (2000). Tools for Teaching. Santa
Cruz, CA Frederic H. Jones Associates.
20Resources (cont.)
- Marzano, Robert J., Debra Pickering and Jane E.
Pollock (2001). Classroom Instruction that
Works. Alexandria, Virginia McREL. - Pitonyak, C. (2004). In Our Hands Rethinking
Classroom Discipline. (PowerPoint presentation
available at http//www.wm.edu/ttac/esd/rethinki
ng_classroom_discipline.ppt256,1,In Our Hands
Rethinking Classroom Discipline). Radford, VA
Radford University. - Wong, Harry K. and Rosemary T. Wong (2001). The
First Days of School. Mountain View, CA Wong
Publications.