Managing Classroom Procedures, Transitions,

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Managing Classroom Procedures, Transitions,
Behavior

• Karen Pedersen, Leslie Peters Valerie Stanley

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WANTED!

• Find someone in the room you havent talked with
  today and share your information from your Wanted
  poster.
• Session 1 1
• Session 2 2
• Session 3 3

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Objectives

• We will clarify our understandings of the
  importance of classroom procedures by
  brainstorming individually and sharing with
  partners and groups.
• We will share our knowledge of classroom
  procedures and add to our personal toolboxes by
  completing Four Corners.

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Procedures are the railroad tracks

• Content is the train!

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Procedure

• An established method for HOW you complete a
  task.
• Procedures
• Reduce disruptions
• Reduce discipline problems
• Maximize learning

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Procedures Must Be Taught!

• Explain- state, explain, model, and demonstrate
  the procedure.
• Rehearse- rehearse and practice the procedure
  under your supervision.
• Reinforce- re-teach, rehearse, and practice until
  it becomes a student habit
• -The First Days of School, Harry Wong

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Prime Time

• Harry Wong says, Prime time in school is the
  first few moments in class. If you blow these
  moments, you blow the impression, the sale, and
  the success of the class.
• Greeting students at the door helps to create a
  positive learning atmosphere from the first bell.
• Have an independent assignment ready for students
  as they enter the class!

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Lets Transition!

• I like to move it, move it!

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Transitions are

• The process of moving students from one activity
  or location to another.
• Planned, consistent smooth

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Research says

• Effective transitions increase on-task time and
  greatly reduce classroom disruptions.
• -The First Days of School, Harry Wong
• Ineffective transition times can take up to 1
  hour and 15 minutes of instructional time each
  day.
• -Urgency and Instructional Time, Richard
  Allington

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Keys to Effective Transitions

• Consider special needs
• Give warning prior to transition
• Signal transition
• Time limit (use unique time- 39 seconds vs. 30
  seconds)
• Consistency

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Establishing Rules

• Rules should be
• Positively clearly stated
• Specific
• Limited to no more than 5
• Tied to school and district policies

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Logical Consequences(Progressive Consistent)

• Positive with Rewards
• Individual points
• Free time
• Reward party

• Negative with Penalties
• Time Out
• Detention
• Being the last to leave
• Deprivation of some reward

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Before You Lose It

• Plan for it
• Pause
• Delay Consequences
• Use a Buddy Teacher

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Procedure Potpourri

• Look at the topics on your paper. Individually,
  think about different strategies you may use for
  each area.
• Record your ideas on your paper.
• Give One, Get One- Find one person and share an
  idea from your potpourri list and get and idea
  for your list. Continue with different partners
  until you hear the signal.

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Four Corners

• With your team, think about the topic on your
  poster.
• Pass the pen so each person contributes ideas.
• Continue until the signal is given, then move to
  the next poster and repeat until you are back at
  first poster.
• Process all ideas and choose one to share out
  with whole group.

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Closure

• On an index card, write down one idea you learned
  today that you will use in your first week of
  school.
• WANTED Poster