I Can Do It

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I Can Do It

• Phyllis Hartfiel
• Barnsdall Public Schools

Heather Sparks Oklahoma City Public Schools
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Session 1 Training Goals

• Lets Get Started

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KWL Chart
What I Know
What I Want to Know
What I Learned
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Training Goals Participants will1. Learn about
the elements necessary for successful
classroom management.2. Discover communication
styles and how they relate to
student/teacher/parent communication.3. Learn
about interventions for selected difficult
behaviors encountered in the classroom.4.
Have opportunities to find out about hints that
help create the smoothly flowing
classroom.5. Acquire information that will help
build successful parent/teacher
relationships. 6. Have the opportunity to link
with a support partner at or near one's grade
and/or content level.
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Agenda

• 900-1015
• Sessions 1-3
• 1015 Break
• 1025-1200
• Sessions 4-6
• 1200-100 Lunch
• 100-300
• Sessions 7-9

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Objectives of Classroom Management

• Ensure the safety of staff and students.
• Create an engaging learning environment.

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Session 2 Getting to Know Your Students

• Creating Classroom Communities

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Community Triangle
Personal Responsibility
Community
Bonding
Safety
Survival
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Come To The Edge Come to the edge. Its too
tall. Come to the edge. Ill fall. Come to the
edge. And they came. And you pushed them. And
they flew.
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• Creating Acceptance
• Make eye contact with each student
• Call all students by their first or preferred
  name
• Move toward and stay close to the learners
• With-it-ness

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Enhancing Acceptance COMFORT 1. Room
Temperature 2. Furniture Arrangement 3. Physical
Activity 4. Breaks 5. Bulletin
Boards/Walls 6. Climate (Humor and
Tone) Order 1. Routines 2. Guidelines 3. Perce
ption of Safety

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CLASSROOM CLIMATE

• What I will do to help students_____ feel
  accepted by the teacher and their
  peers_____ perceive the classroom as a
  comfortable and orderly place

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Responding the Right WayThese are power
behaviors that influence a students sense of
acceptance and thereby enhance his or her
creativity and engagement with the lesson.

• Provide Wait Time
• Pausing to allow a student more time to answer
  instead of moving on to another student when you
  dont get an immediate response
• Dignify Responses
• Giving credit for the correct aspects of an
  incorrect response
• Restate the Question
• Ask the question again using the same words
• Rephrase the Question
• Use different words that might increase the
  probability of a correct response
• Provide Guidance
• Giving enough hints and clues so that the student
  will eventually determine the correct answer

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WAIT TIME
WAIT . . . THREE SECONDS AFTER ASKING A QUESTION
BEFORE CALLING ON A STUDENT
WAIT . . . THREE SECONDS AFTER CALLING ON A
STUDENT FOR THE RESPONSE
WAIT . . . FIVE SECONDS AFTER A STUDENTS
RESPONSE BEFORE ASKING ANOTHER QUESTION OR
CONTINUING THE LESSON
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Session 3 Rules and Routines

• How Do I Get Started?

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SCHOOL/CLASSROOM CHARACTERISTICS ASSOCIATED WITH
DISCIPLINE PROBLEMS

• Rules are unclear or seen as unfairly or
  inconsistently enforced.
• Students did not believe in the rules.
• Teachers administrators did not know the rules.
• Teachers administrators disagreed on responses
  to student misconduct.
• Teacher administrator cooperation was poor.
• Administration was inactive.
• Teachers had punitive attitudes.
• Misconduct was ignored.
• Schools were too large.
• Schools lacked adequate resources for teaching.

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Formula for Success

• Voice Choice Loyalty

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• The number one problem
• is not discipline
• it is the lack of
• procedures routines!

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Independent ActivitiesStudents Should Know

• Where to get materials
• What to do if they have a question
• Where to work
• Where to put finished work
• What the classroom rules are

• How to focus on the task
• What the limitations are
• If and why the teacher is unavailable

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How to Establish Rules

• Involve the class in making rules.
• Keep the rules short and easy to understand.
• Phrase rules in a positive way.
• Remind the class of the rules at times other than
  when someone has misbehaved.
• Make different rules for different kinds of
  activities.
• Key children in to when different rules apply.
• Post the rules and review them every so often.
• If a rule isnt working change it.

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How Do You Think He Did?

• Made a plan
• Used his resources
• Changed what he was doing when things werent
  working
• Hung in when the going got tough
• Trusted his own ideas and abilities

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Session 4 Reinforcements

• Rewards and Praise

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• Selecting Appropriate Reinforcers
• Ask the child.
• Observe the childs preferences.
• Use what worked elsewhere.
• Give the student choices.
• Reinforcers lose value over time.

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• Instructions for
• Give-One-Get-One
• Jot down three (3) of your own ideas.
• Get up and find someone from another table.
  Share your lists.
• Give one new idea from your list to your partner.
  Get one new idea from your partner's list.
• Move on to a new partner and repeat Steps 2 and
  3.
• If your list and your partner's list are
  identical and you have no new ideas to exchange,
  you must remain together and brainstorm something
  that can be added to each of your lists.
• Note Exchange no more than one idea with
  any given partner.

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Session 5 Polishing Your Technique

• Tips and Hints

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Session 6 Smoothly Flowing Classrooms

• Signals, Transitions and Sponges

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• SIGNALS
• Use a classroom signal for attention
• Whatever signal you use -- be consistent!!!
• GIVING DIRECTIONS
• Plan your directions ahead of time
• Use 3 step directions
• Give directions immediately before the activity
• Get the attention of every student
• Get feed back from students
• Tell them and show them
• Keep your voice low
• Use signals for whole class response
• Thumbs up yes
• Thumbs down no
• Fist question or I don't know

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• Smoothly Flowing Classrooms
• Transition Problems
• A few students always seem to be slow during
  transitions delaying the rest of the class.
• Students frequently find reasons to wander during
  transitions.
• The teacher delays the beginning of activities to
  look for materials, finish attendance reporting,
  returning or collecting papers, or chat with
  individual students while other students wait.
• Students talk loudly at the beginning of the
  period. The teacher is interrupted while checking
  attendance, and the start of content activities
  is delayed.
• Students socialize too much during transitions,
  especially after an assignment has been given,
  but before they have begun working on it. Many
  students do not start their assignments for
  several minutes.
• Students stop working well before the
  end-of-period bell. They then engage in excessive
  talking and inappropriate behavior.
• Whenever the teacher attempts to move the
  students from one activity to another, a number
  of students dont make the transition but
  continue working on the preceding activity. This
  delays the start of the new activity or results
  in confusion.
• While the teacher gives directions during a
  transition, many students do not pay attention.
  They continue to put their materials away or get
  new materials.

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Session 8 Home/School Communication

• Two-way communication

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Individual Students
Instructional Program
Home School Communication
Engaging Families
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HOME AND SCHOOL COMMUNICATION PAGE
67 INTRODUCTION LETTER WEEKLY PROGRESS
REPORTS PAGE 68-69 LETTER HOME Have a tear-off
that the parent/guardian signs and returns so you
have a record (Keep a paper trail). PAGE
70 LETTER REGARDING DISCIPLINE PAGE
71-72 STRATEGIES FOR DEALING WITH HOSTILE
PARENTS HINTS KEEP A LOG OF PARENTAL
CONTACTS KEEP YOUR PRINCIPAL INFORMED GIVE
HIM/HER COPIES OF YOUR HOME COMMUNICATIONS S
AVE E-MAIL COMMUNICATIONS IN FOLDER WEB
SITES BLOGGING (USE CAUTION)
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Session 9 Dealing with Difficult Behaviors

• Carousel Brainstorming

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GOALS WHEN DEALING WITH DIFFICULT BEHAVIOR

• Attention
• Avoidance
• Power

1. To eliminate or minimize the behavior. 2.
To maintain students self esteem. 3. To
maintain the lesson.
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Discussing Inappropriate Behaviors

• Do It
• Quietly
• Calmly
• Privately

Every Time You Can!
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Whenever you are dealing with unacceptable
behavior always question whether the behavior in
question is an isolated event or a recurring
symptom of a greater problem. Dont major in
minor problems!
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KWL Chart
What I Know
What I Want to Know
What I Learned
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Phases of First Year Teachers Attitudes Towards
Teaching
Anticipation
Anticipation
Survival
Reflection
Rejuvenation
Disillusionment
Aug Sept Oct Nov
Dec Jan Feb Mar Apr
May June July
Source Trainers Manual, Support Provider
Training, Revised May 1996
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Books I Love (Phyllis Hartfiel)

• Ayers, William. To Teach The Journey of a
  Teacher. New York Teachers College, 2001.
• Barber, Linda Clary and Geddes, Betsy. Students
  Speak Effective Discipline for Todays Schools
  Building a Sense of Community. Portland, OR
  Brandon, 1997.
• Clark, Ron. The Essential 55. New York
  Hyperion, 2003.
• Codell, Esme Raji Educating Esme Diary of a
  Teachers First Year. North Carolina Algonquin,
  1999.
• Dimock, Elna. Before You Step into That
  Classroom A Survival Guide for Teachers.
  Clovis, CA Educational Development, 1988
• Done, Phillip. 32 Third graders and 1 Class
  Bunny. New York Simon Schuster, 2005.
• Eaker, Robert, Richard DuFour and Rebecca DuFour.
  Getting Started Restructuring Schools to Become
  Professional Learning Communities. Bloomington,
  IN Natl. Ed. Service, 2002.
• Jackson, Anthony W. and Davis, Gayle A. Turning
  Points 2000 Educating Adolescents in the 21st
  Century. New York Teachers College, 2000.
• Knowles, Trudy and Brown, Dave F. What Every
  Middle School Teacher Should Know. Portsmouth,
  NH Heinemann, 2000.

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Heathers Favorite Four
Lavoie, Richard. The Motivation Breakthrough 6
Secrets to Turning on the Tuned-Out Child. ISBN
978-0-7432-8960-3.   MacKenzie, Robert J. Ed.D.
Setting Limits in the Classroom. ISBN
0-7615-1675-1.   Pohlman, Craig. Revealing
Minds Assessing to Understand and Support
Struggling Learners. ISBN 978-0-7879-8790-9.  
Whitaker, Todd. What Great Teachers Do
Differently 14 Things That Matter Most. ISBN
1-930556-69-1.
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More titles

• Martin, Jane Roland. The School Home
  Rethinking Schools for Changing Families.
  Cambridge Harvard U Press, 1992.
• McLaughlin, Milbrey W. and Talbert, Joan E.
  Professional Communities and the Work of High
  School Teaching. Chicago U of Chicago, 2001.
• Nelson, Jane. Positive Discipline. New York
  Ballantine Books, 1987.
• OHanian, Susan. Caught in the Middle.
  Portsmouth, NH Heinemann, 2001.
• Palmer, Parker. The Courage to Teach. New York
  Jossey-Bass, 1998.
• Power, Brenda Miller and Hubbard, Ruth Shagoury,
  (eds). Oops, What We Learn When Our Teaching
  Fails. New York Stenhouse, 1996.
• Ramsey, Robert D. 501 Tips for Teachers.
  Chicago, IL Contemporary Books, 1997.
• Silva, Peggy and Robert A. Mackin. Standards of
  Mind and Heart Creating the Good High School.
  NY Teachers College Press, 2002.
• Toch, Thomas. High Schools on a Human Scale.
  Boston Beacon Press, 2003.

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Helpful Websites
www.disciplinehelp.com www.responsiveclassroom.or
g www.teachers.net www.theteachersguide.com www
.theteacherscorner.com