Analyze and react to the following situation and explain your Analyze and react to the following situation and explain your rationale.rationale.

Two boys are at the back table.Two boys are at the back table. One grabs paper – the other grabs his paperOne grabs paper – the other grabs his paper One name calls – the other name callsOne name calls – the other name calls One pokes – the other pokesOne pokes – the other pokes One hits the other hitsOne hits the other hits The teacher says “Stop it boys!”The teacher says “Stop it boys!”

Domain 2Domain 2The Classroom The Classroom EnvironmentEnvironment

Wall Public SchoolsWall Public Schools

New Teacher OrientationNew Teacher Orientation

August 2013August 2013

SocratesSocrates

Children now love luxury. They have Children now love luxury. They have bad manners, contempt for authority. bad manners, contempt for authority. They show disrespect for their elders They show disrespect for their elders and they love chatter in the place of and they love chatter in the place of exercise. Children are now tyrants, exercise. Children are now tyrants, not the servants of their households. not the servants of their households. They no longer rise when elders enter They no longer rise when elders enter the room. They contradict their the room. They contradict their parents, chatter before company, parents, chatter before company, gobble up dainties at the table, cross gobble up dainties at the table, cross their legs and tyrannize over their their legs and tyrannize over their teachers.teachers.

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The single most important factor affecting student achievement:

THE TEACHER

Functions of An Functions of An Effective TeacherEffective Teacher Utilizing classroom curriculum to Utilizing classroom curriculum to

facilitate student learning facilitate student learning Making choices about Making choices about

instructional strategiesinstructional strategies Using effective classroom Using effective classroom

management techniquesmanagement techniques

ObjectiveObjective

The learner will use the components of The learner will use the components of Domain 2 in Domain 2 in Charlotte Danielson’s Charlotte Danielson’s Framework for TeachingFramework for Teaching to apply to apply instructional techniques that will instructional techniques that will

promote a positive, efficient learning promote a positive, efficient learning environment and foster a culture of environment and foster a culture of

productivity in the classroom.productivity in the classroom.

The Components of Domain 2The Components of Domain 2

1. Creating an Environment of Respect and 1. Creating an Environment of Respect and RapportRapport

RELATIONSHIPSRELATIONSHIPS

2. Establish a Culture for Learning2. Establish a Culture for Learning

RIGOR AND RELEVANCERIGOR AND RELEVANCE

3. Managing Classroom Procedures3. Managing Classroom Procedures

ROUTINESROUTINES

4. Managing Student Behavior4. Managing Student Behavior

RULES AND RESPECTRULES AND RESPECT

5. Organizing Physical Space5. Organizing Physical Space

AgendaAgenda

Brief HistoryBrief History Rules & ProceduresRules & Procedures Disciplinary InterventionsDisciplinary Interventions Teacher/student relationsTeacher/student relations Getting off to a good startGetting off to a good start Teach Like a Champion TechniquesTeach Like a Champion Techniques

Born or Made?Born or Made?

Good classroom managers are teachers who Good classroom managers are teachers who understand and use specific techniquesunderstand and use specific techniques

Awareness of and training in these techniques Awareness of and training in these techniques can change teacher behavior, which in turn can change teacher behavior, which in turn changes student behavior and ultimately changes student behavior and ultimately affects student achievement positivelyaffects student achievement positively

Research evidence supports this assertion Research evidence supports this assertion Real History

HistoryHistory First not till 1970 – Brophy 1996First not till 1970 – Brophy 1996 Effective classroom managers tended to Effective classroom managers tended to

employ different types of strategies with employ different types of strategies with different types of studentsdifferent types of students

Ineffective classroom managers tended to Ineffective classroom managers tended to use the same strategies regardless of the use the same strategies regardless of the type of student or the situationtype of student or the situation

All recognized classroom management as a All recognized classroom management as a critical aspect of effective teaching critical aspect of effective teaching

Identified critical dimensions of Classroom Identified critical dimensions of Classroom managementmanagement

Critical Critical DimensionsDimensions ““Withitness” – awareness of potentially disruptive Withitness” – awareness of potentially disruptive

behavior and immediate attention to it behavior and immediate attention to it – separates effective from average separates effective from average

Smoothness & momentum during presentationsSmoothness & momentum during presentations Informing students of expectations both Informing students of expectations both

behavioral and procedural at specific timesbehavioral and procedural at specific times Variety and challenge of student workVariety and challenge of student work

Analyze and react to the following situation, order your Analyze and react to the following situation, order your actions and explain your rationale.actions and explain your rationale.

Two students are at your table receiving help.Two students are at your table receiving help. A child in the class has started to cry.A child in the class has started to cry. The students at a learning center have become disengaged The students at a learning center have become disengaged

and you feel they may soon become disruptive.and you feel they may soon become disruptive. An angry parent has shown up demanding to see you An angry parent has shown up demanding to see you

immediately.immediately.

““The ineffective The ineffective teacher begins teacher begins the first day of the first day of school attempting school attempting to teach to teach a subject or do a a subject or do a fun activity and fun activity and spends the rest of spends the rest of the year running the year running after the after the students.”students.”

- Harry K. Wong- Harry K. Wong

Rules & Rules & ProceduresProcedures Research supports notion that designing & Research supports notion that designing &

implementing rules and procedures in class implementing rules and procedures in class has a profound impact on student behavior has a profound impact on student behavior and learningand learning

Should be explanation and group inputShould be explanation and group input Viewed as a contract between teacher & Viewed as a contract between teacher &

students students Not more than 5 to 8 at the elementary levelNot more than 5 to 8 at the elementary level

Rules vs. ProceduresRules vs. Procedures

Rules - generalRules - general Respect others Respect others

and their and their propertyproperty

General General expectation for expectation for behaviorbehavior

Procedures - specificProcedures - specific Managing materialsManaging materials TransitionsTransitions Group / individual Group / individual

workwork Begin / end of dayBegin / end of day

Beginning/Ending - Day/Class Beginning/Ending - Day/Class * * Sets the tone for what followsSets the tone for what follows Threshold - TLCThreshold - TLC Beginning well especially important in Beginning well especially important in

self-contained classself-contained class Begin with specific social activitiesBegin with specific social activities Administrative activitiesAdministrative activities Meaningful tasks that can be Meaningful tasks that can be

completed independentlycompleted independently Procedures for putting away materialsProcedures for putting away materials

Tight Transitions -Tight Transitions -TLCTLC If you were able to cut a minute If you were able to cut a minute

apiece from ten transitions a day apiece from ten transitions a day and sustained that improvement and sustained that improvement for one hundred eighty school for one hundred eighty school days, you would create days, you would create approximately thirty hours of approximately thirty hours of instructional time over the school instructional time over the school year. That is like gaining an year. That is like gaining an additional week of school!additional week of school!

Tight Transitions - TLC & Tight Transitions - TLC & Interruptions *Interruptions *

Leaving & returning to the roomLeaving & returning to the room Use of the bathroomUse of the bathroom Use of library and computer labUse of library and computer lab Hall walkingHall walking Cafeteria & playgroundCafeteria & playground Fire & emergency drillsFire & emergency drills Classroom helpersClassroom helpers

The principal is constantly The principal is constantly reminding your class of proper reminding your class of proper hallway behavior. How can you hallway behavior. How can you get your class to “walk that get your class to “walk that way”?way”?

Use of Materials & Use of Materials & Equipment Equipment

Distributing materialsDistributing materials Collecting materialsCollecting materials Storage of common materialsStorage of common materials Teacher’s desk & storage areasTeacher’s desk & storage areas Students’ desksStudents’ desks Pencil SharpeningPencil Sharpening

Group WorkGroup Work

Movement in & out of the groupMovement in & out of the group Expected behaviors of students in Expected behaviors of students in

groupgroup Expected behaviors of students not in Expected behaviors of students not in

groupgroup Group - with teacherGroup - with teacher

Seatwork & Teacher Led Seatwork & Teacher Led Activities *Activities *

Student attention during presentationsStudent attention during presentations Student participationStudent participation Talking among studentsTalking among students Obtaining helpObtaining help Out of seat behaviorOut of seat behavior Behavior with work has been completedBehavior with work has been completed Time on task ***Time on task ***

Involve Students *Involve Students * Connect to prior knowledge Connect to prior knowledge

– discuss – discuss Present those rules that Present those rules that

YOU have identifiedYOU have identified Students invited to suggest Students invited to suggest

alternatives, additions, and alternatives, additions, and deletionsdeletions

Discussion – compromiseDiscussion – compromise Teacher has final wordTeacher has final word

ScattergoriesScattergories

Brainstorm with your group things Brainstorm with your group things you hide that begin with Hyou hide that begin with H

GoalGoal Be aware of & employ specific Be aware of & employ specific

techniques that acknowledge and techniques that acknowledge and reinforce acceptable behavior and reinforce acceptable behavior and acknowledge and provide negative acknowledge and provide negative consequences for unacceptable consequences for unacceptable behaviorbehavior

InterventionsInterventions

Research shows that interventions that do Research shows that interventions that do not include any type of reaction – positive not include any type of reaction – positive or negative – to student behavior, have the or negative – to student behavior, have the lowest effect size.lowest effect size.

Human beings do best in an environment Human beings do best in an environment of feedback (specificity)of feedback (specificity)

Research supports premise that a balance Research supports premise that a balance of both positives and negative of both positives and negative consequences is most effectiveconsequences is most effective

When you remind Johnny of a When you remind Johnny of a classroom rule he always argues. classroom rule he always argues. This is frustrating your ability to This is frustrating your ability to manage the class. What do you manage the class. What do you do?do?

Teacher ReactionTeacher Reaction Verbal & physical teacher Verbal & physical teacher

reactions reinforce acceptable reactions reinforce acceptable behavior and acknowledge or behavior and acknowledge or provide negative consequences provide negative consequences for unacceptablefor unacceptable– Examples: eye contact, proximity, Examples: eye contact, proximity,

physical signals, verbal reminders physical signals, verbal reminders (privately, subtly), state desired (privately, subtly), state desired behavior, be specific, direct to stopbehavior, be specific, direct to stop

Teacher ReactionTeacher Reaction

Stimulus CueingStimulus Cueing– Cue Cue beforebefore inappropriate behavior begins inappropriate behavior begins

Precise Praise - TLC

Catch a student being good 10 pennies

Tangible Recognition *Tangible Recognition *

Concrete symbol of appropriate Concrete symbol of appropriate behaviorbehavior

Token economiesToken economies Thorough discussion of the rationale Thorough discussion of the rationale Research shows most effective if Research shows most effective if

awarded for positive behaviors and awarded for positive behaviors and taken away for negative behaviorstaken away for negative behaviors

Ensure it is not perceived as a bribe or Ensure it is not perceived as a bribe or coercioncoercion

Group ContingencyGroup Contingency

Recognition for positive behaviorRecognition for positive behavior

Systems of rewards for a group or Systems of rewards for a group or the entire classthe entire class

Home Contingency *Home Contingency *

Make parents aware of positive Make parents aware of positive and negative behaviorsand negative behaviors– Short note – phone call - emailShort note – phone call - email– preprinted form - commentspreprinted form - comments

Collaboration in establishing Collaboration in establishing parameters and in rewards or parameters and in rewards or consequencesconsequences

Parent conferenceParent conference

A student is continually calling A student is continually calling out in class. Come up with some out in class. Come up with some strategies to change this strategies to change this behavior.behavior.

ScattergoriesScattergories

Brainstorm with your group activities Brainstorm with your group activities that begin with Sthat begin with S

Teacher-Student Teacher-Student RelationshipsRelationships If teacher has a good relationship If teacher has a good relationship

then students more readily then students more readily accept the rules and procedures accept the rules and procedures and the disciplinary actions that and the disciplinary actions that follow their violationsfollow their violations

Warm/Strict – TLCWarm/Strict – TLC Props – TLCProps – TLC J-Factor – TLCJ-Factor – TLC

Techniques to Establish Techniques to Establish Appropriate Level of Appropriate Level of DominanceDominance

Exhibiting Assertive BehaviorExhibiting Assertive Behavior Assertive body language – eye Assertive body language – eye

contact, facial expressioncontact, facial expression Strong voice – avoid emotionStrong voice – avoid emotion Persisting until the appropriate Persisting until the appropriate

behavior is displayed - behavior is displayed -

1.1. Do it Again -TLCDo it Again -TLC

Techniques to Establish Techniques to Establish Appropriate Level of DominanceAppropriate Level of Dominance

Establishing Clear Learning Goals Establishing Clear Learning Goals **

Establishing learning goals at the Establishing learning goals at the beginning of a unit of instructionbeginning of a unit of instruction

Providing feedback on the goalsProviding feedback on the goals Continually and systematically Continually and systematically

revisiting the goalsrevisiting the goals Set clear expectations for Set clear expectations for

performance and behavior -- rubricsperformance and behavior -- rubrics

Techniques to Establish Techniques to Establish Appropriate Level of Appropriate Level of CooperationCooperation Take a personal interest in studentsTake a personal interest in students

– Concern for needs and opinionsConcern for needs and opinions– Talking informally w/ childrenTalking informally w/ children– Singling out and talking to a few Singling out and talking to a few

students in the lunchroomstudents in the lunchroom– Complimenting on achievements in Complimenting on achievements in

and out of schooland out of school– Greeting students by name as they Greeting students by name as they

arrive - Threshold - TLCarrive - Threshold - TLC

Techniques to Establish Techniques to Establish Appropriate Level of Appropriate Level of CooperationCooperation Use equitable and positive Use equitable and positive

classroom behaviors classroom behaviors – Eye contact w/each student (scanning)Eye contact w/each student (scanning)– Circulate –TLC -to all areas of the roomCirculate –TLC -to all areas of the room– Make sure to call on all students – not Make sure to call on all students – not

just those that always have hand up – just those that always have hand up – Cold Call - TLCCold Call - TLC

– Provide appropriate wait timeProvide appropriate wait time– Think-Pair-ShareThink-Pair-Share

Techniques to Establish Techniques to Establish Appropriate Level of Appropriate Level of CooperationCooperation Responding appropriately to Responding appropriately to

students’ incorrect responsesstudents’ incorrect responses– Emphasize what was rightEmphasize what was right– Encourage collaborationEncourage collaboration– Restate the questionRestate the question– Rephrase the questionRephrase the question– Give hints or cluesGive hints or clues– Provide answer – ask for elaborationProvide answer – ask for elaboration– Respect student's option to pass – No Respect student's option to pass – No

Opt Out - TLCOpt Out - TLC

Emotional ObjectivityEmotional Objectivity

Look for reasons why student Look for reasons why student misbehaves (reframing)misbehaves (reframing)– Road rage exampleRoad rage example

Monitor own attitudes about Monitor own attitudes about students – positive expectationsstudents – positive expectations

Take care of yourselfTake care of yourself STEPSTEP

SummarySummary

Specific Behaviors of Specific Behaviors of Effective Classroom Effective Classroom ManagersManagers Holding and communicating high Holding and communicating high

expectations for student learning expectations for student learning and behavior.and behavior.

Establishing and clearly Establishing and clearly teachingteaching classroom rules and procedures.classroom rules and procedures.

Specifying consequences.Specifying consequences. Enforcing classroom rules Enforcing classroom rules

promptly, consistently and promptly, consistently and equitably.equitably.

Specific Behaviors of Specific Behaviors of Effective Classroom Effective Classroom ManagersManagers Sharing with students the responsibility Sharing with students the responsibility

for classroom management.for classroom management. Monitoring classroom activities.Monitoring classroom activities. Creating opportunities for students to Creating opportunities for students to

experience success.experience success. Planning creative, challenging learning Planning creative, challenging learning

activities.activities. Using humor.Using humor.

Prevention StrategiesPrevention Strategies

FocusFocus Direct instructionDirect instruction Monitor/circulateMonitor/circulate Model appropriate Model appropriate

behaviorbehavior Establish rules and Establish rules and

consequencesconsequences Name dropName drop

Welcome studentsWelcome students Call home with Call home with

good newsgood news Transpose critical Transpose critical

commentscomments Point out Point out

talents/predict talents/predict successsuccess

Make Make appointmentsappointments

Strategies for Common Strategies for Common Disruptive BehaviorsDisruptive Behaviors Use the friendly Use the friendly

“evil eye”“evil eye” Invade spaceInvade space WhisperWhisper Smile and requestSmile and request Allow thinking Allow thinking

timetime Change locationsChange locations

State your wantState your want Give informationGive information Give choicesGive choices Respect the Respect the

strugglestruggle Answer questions Answer questions

with questionswith questions Inform parentsInform parents Inform counselorInform counselor

Creating an Environment of Creating an Environment of Respect and RapportRespect and Rapport

Teacher interaction with studentsTeacher interaction with studentsCheck-in with your students as they enter the classroom.Check-in with your students as they enter the classroom.Learn and use all of your studentsLearn and use all of your students’’ names. names.Make an effort to speak to every student every day. Make an effort to speak to every student every day. Make a connection, build a rapport, remember your role. Make a connection, build a rapport, remember your role. Sarcasm is not an effective form of communication. Sarcasm is not an effective form of communication. Be polite! Expect your students to be polite.Be polite! Expect your students to be polite.

Student interaction with studentsStudent interaction with students Encourage positive kind interactions among students.Encourage positive kind interactions among students. Expect your students to be polite to one another.Expect your students to be polite to one another. Eye-rolling, snickering and sarcasm among students should not be Eye-rolling, snickering and sarcasm among students should not be

tolerated. tolerated.

Establishing a Culture for Establishing a Culture for Learning Learning

Importance of ContentImportance of Content Show enthusiasm for what you are teaching. Show enthusiasm for what you are teaching. Highlight the relevance of the content.Highlight the relevance of the content. Help students to make connections to why they are learning the Help students to make connections to why they are learning the

content.content.

Expectations for Learning and BehaviorExpectations for Learning and Behavior Ensure that your students know that although academic Ensure that your students know that although academic

expectations are high, they are capable of reaching them.expectations are high, they are capable of reaching them. Send the message that while the work in the classroom is Send the message that while the work in the classroom is

challenging, students are able to achieve if they work hard.challenging, students are able to achieve if they work hard.

Student Pride in WorkStudent Pride in Work Effort and persistence is expected and recognized.Effort and persistence is expected and recognized. All students are expected to participate in all activities.All students are expected to participate in all activities.

Managing Classroom Managing Classroom ProceduresProcedures

Management of Instructional GroupsManagement of Instructional Groups Teach students how to work independently in Teach students how to work independently in

groups with little supervision from the teacher.groups with little supervision from the teacher.Provide students with procedures that are specific, Provide students with procedures that are specific,

concrete, sequential, and observable when working concrete, sequential, and observable when working in groups.in groups.

Management of TransitionsManagement of TransitionsEnsure that students “know the drill” to minimize Ensure that students “know the drill” to minimize

loss of instructional time due to transitions. loss of instructional time due to transitions. Provide students with procedures that allow students Provide students with procedures that allow students

to move from one activity to another seamlessly. to move from one activity to another seamlessly.

Managing Classroom Managing Classroom Procedures (cont.)Procedures (cont.)

Management of SuppliesManagement of SuppliesHave all necessary supplies on hand for every activity, Have all necessary supplies on hand for every activity,

every time.every time.Establish clear routines for distribution and collection of Establish clear routines for distribution and collection of

materials.materials.

Performance of Non-Instructional DutiesPerformance of Non-Instructional DutiesBecome a master of multi-tasking.Become a master of multi-tasking.Non-instructional duties should never take away from instructional Non-instructional duties should never take away from instructional time.time.Empower students to take a role in these duties with minimal Empower students to take a role in these duties with minimal supervision.supervision.

Managing Student BehaviorManaging Student Behavior

ExpectationsExpectations Establish clear expectations for behavior.Establish clear expectations for behavior. Consistently reinforce with established consequences.Consistently reinforce with established consequences. Keep rules to minimum.Keep rules to minimum.

Monitoring BehaviorMonitoring Behavior Circulate.Circulate. Use proximity.Use proximity. Be aware. Be preventative. Be consistent. Be aware. Be preventative. Be consistent.

Response to MisbehaviorResponse to Misbehavior Positive Framing to address and correct misbehaviorPositive Framing to address and correct misbehavior Emotional Constancy – QTIP – Earn their trust by remaining in control. Emotional Constancy – QTIP – Earn their trust by remaining in control. Avoid acrimony between teacher and student. Avoid acrimony between teacher and student.

You Can Do You Can Do It!It!

Use the valuable experience of your staff Use the valuable experience of your staff members.members. Share your stories – it will make you feel Share your stories – it will make you feel better and might get you some good advice.better and might get you some good advice.Ask your principal for help.Ask your principal for help. Get your self a book with ideas - TLCGet your self a book with ideas - TLC Keep track of what works – and what Keep track of what works – and what doesn’t.doesn’t. If at first you succeed, try – try – and try If at first you succeed, try – try – and try some more!some more!

Describe one technique you Describe one technique you learned and will use in your learned and will use in your classroom this year.classroom this year.

Tell about something you Tell about something you learned today that made you learned today that made you reflect upon your own teaching reflect upon your own teaching and habits.and habits.

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