I Can Do ItI Can Do ItI Can Do ItI Can Do ItHeather Sparks, NBCTHeather Sparks, NBCT

Oklahoma City Public Schools

June 5, 2009 Hugo Public SchoolsJune 5, 2009 Hugo Public Schools

Session 1: Training Goals Session 1: Training Goals Session 1: Training Goals Session 1: Training Goals

Let’s Get StartedLet’s Get Started

KWL Chart

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WWWhhhaaattt yyyooouuu wwwaaannnttttttooo kkknnnooowww:::

WWWhhhaaattt yyyooouuullleeeaaarrrnnneeeddd:::What I Know What I Want to Know What I Learned

Training GoalsParticipants will:

1. 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.

Agenda9:00-10:15

Sessions 1-3

10:15 Break

10:25-12:00Sessions 4-6

12:00-1:00 Lunch

1:00-3:00Sessions 7-9

• Ensure the safety of staff and students.

• Create an engaging learning environment.

Objectives of Classroom Management

Session 2: Getting to Session 2: Getting to Know Your StudentsKnow Your Students

Session 2: Getting to Session 2: Getting to Know Your StudentsKnow Your Students

Creating Classroom Creating Classroom CommunitiesCommunities

Survival

Safety

Bonding

Community

Personal Responsibility

Come To The Edge

Come to the edge.

It’s too tall.

Come to the edge.

I’ll fall.

Come to the edge.

And they came.

And you pushed them.

And they flew.

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”

Enhancing AcceptanceCOMFORT

1. Room Temperature2. Furniture Arrangement3. Physical Activity4. Breaks5. Bulletin Boards/Walls6. Climate (Humor and Tone)

Order1. Routines2. Guidelines3. Perception of Safety

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

Responding the Right WayThese are power behaviors that influence a student’s sense of acceptance

and thereby enhance his or her creativity and engagement with the lesson.

Provide Wait TimePausing to allow a student more time to answer instead of moving on to another student

when you don’t’ get an immediate response

Dignify ResponsesGiving credit for the correct aspects of an incorrect response

Restate the QuestionAsk the question again using the same words

Rephrase the QuestionUse different words that might increase the probability of a correct response

Provide GuidanceGiving enough hints and clues so that the student will eventually determine the correct

answer

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 STUDENT’S RESPONSE BEFORE ASKING ANOTHER QUESTION OR CONTINUING THE LESSON

Session 3: Session 3: Rules and RoutinesRules and Routines

Session 3: Session 3: Rules and RoutinesRules and Routines

How Do I Get Started?How Do I Get Started?

The chief sourceof the “problem of discipline”

in schools is that…a premium is put onphysical quietude; on silence, on rigiduniformity of posture and movement;upon a machine-like simulation of theattitudes of intelligent interest. The

teacher’s business is to hold the pupils upto these requirements and to punish the

inevitable deviations which occur.

John DeweyDemocracy and Education

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.

John Hopkins University Researchers, Gottfredsons CARS Newsletter, April/May 1995

SCHOOL/CLASSROOM CHARACTERISTICS ASSOCIATED WITH DISCIPLINE PROBLEMS

Formula for Success

VoiceVoice + + ChoiceChoice = = LoyaltyLoyalty

Tomorrow is the most important thing in life

Comes in to us at midnight very

clean. It’s perfect when it arrives and it puts itself in our hands and hopes we’ve

learnt something from yesterday John Wayne,

Actor (1907-1979)

The number one problem

is not discipline;

it is the lack of

procedures & routines!

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

• 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 isn’t working change it.

How to Establish Rules

Session 4: Session 4: ReinforcementsReinforcements

Session 4: Session 4: ReinforcementsReinforcements

Rewards and PraiseRewards and Praise

If you punish a child for being naughty, and

reward him for being good, he will do right merely for the sake of the reward, and when he goes out into the world and finds that goodness

is not always rewarded, nor wickedness always punished, he will grow into a man who thinks about how he may get on in the world, and does right or wrong

according as he finds of advantage to himself.

Immanuel Kant Education

Selecting Appropriate Reinforcers

1.Ask the child.

2.Observe the child’s preferences.

3.Use what worked elsewhere.

4.Give the student choices.

5.Reinforcers lose value over time.

Instructions forGive-One-Get-One

1. Jot down three (3) of your own ideas.2. Get up and find someone from another table. Share

your lists.3. Give one new idea from your list to your partner. Get

one new idea from your partner's list.4. Move on to a new partner and repeat Steps 2 and 3.5. 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.

Session 5: Polishing Your Session 5: Polishing Your TechniqueTechnique

Session 5: Polishing Your Session 5: Polishing Your TechniqueTechniqueTips and HintsTips and Hints

Session 6: Smoothly Flowing Session 6: Smoothly Flowing ClassroomsClassrooms

Session 6: Smoothly Flowing Session 6: Smoothly Flowing ClassroomsClassrooms

Signals, Transitions and SpongesSignals, Transitions and Sponges

SIGNALSUse a classroom signal for attentionWhatever signal you use -- be consistent!!!

GIVING DIRECTIONSPlan your directions ahead of timeUse 3 step directionsGive directions immediately before the activityGet the attention of every studentGet feed back from studentsTell them and show themKeep your voice lowUse signals for whole class response

Thumbs up = yesThumbs down = no

Fist = question or I don't know

Smoothly Flowing Classrooms

Transition Problems

1. A few students always seem to be slow during transitions delaying the rest of the class.

2. Students frequently find reasons to wander during transitions.

3. 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.

4. Students talk loudly at the beginning of the period. The teacher is interrupted while checking attendance, and the start of content activities is delayed.

Smoothly Flowing ClassroomsTransition Problems

4. 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.

5. Two students argue, even after being separated.

6. Whenever the teacher attempts to move the students from one activity to another, a number of students don’t make the transition but continue working on the preceding activity. This delays the start of the new activity or results in confusion.

7. 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.

Session 8: Home/School Session 8: Home/School CommunicationCommunication

Session 8: Home/School Session 8: Home/School CommunicationCommunication

Two-way communicationTwo-way communication

Home & SchoolHome & School

CommunicationCommunication

IndividualIndividual

StudentsStudents

InstructionalInstructional

ProgramProgram

EngagingEngaging

FamiliesFamilies

HOME AND SCHOOL COMMUNICATIONHOME AND SCHOOL COMMUNICATION

HINTS

*KEEP A LOG OF PARENTAL CONTACTS

*KEEP YOUR PRINCIPAL INFORMED – GIVE HIM/HER COPIES OF YOUR HOME COMMUNICATIONS

*SAVE E-MAIL COMMUNICATIONS IN FOLDER

*WEB SITES – BLOGGING (USE CAUTION)

Session #9: Dealing with Session #9: Dealing with Difficult BehaviorsDifficult Behaviors

Session #9: Dealing with Session #9: Dealing with Difficult BehaviorsDifficult Behaviors

Carousel BrainstormingCarousel Brainstorming

GOALS WHEN DEALING WITH GOALS WHEN DEALING WITH

DIFFICULT BEHAVIORDIFFICULT BEHAVIOR

1. To eliminate or minimize the behavior.

2. To maintain student’s self esteem.

3. To maintain the lesson.

AttentionAttention

AvoidanceAvoidance

PowerPower

Do It:Quietly

Calmly

Privately

Discussing Inappropriate Behaviors

Every Time You Can!

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.

Don’t major in minor problems!

KWL Chart

WWWhhhaaattt yyyooouuukkknnnooowww:::

WWWhhhaaattt yyyooouuu wwwaaannnttttttooo kkknnnooowww:::

WWWhhhaaattt yyyooouuullleeeaaarrrnnneeeddd:::What I Know What I Want to Know What I Learned

Phases of First Year Teacher’s

Attitudes Towards Teaching

Anticipation

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July

Source: Trainer’s Manual, Support Provider Training, Revised May 1996

Books I Love (Phyllis Hartfiel)

• Ayers, William. To Teach: The Journey of a Teacher. New York: Teacher’s College, 2001.

• Barber, Linda Clary and Geddes, Betsy. Students Speak: Effective Discipline for Today’s 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 Teacher’s 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: Nat’l. 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.

Heather’s Favorite Four:Heather’s Favorite Four:

Lavoie, Richard. Lavoie, Richard. The Motivation Breakthrough: 6 Secrets to Turning on the The Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out ChildTuned-Out Child. ISBN 978-0-7432-8960-3.. ISBN 978-0-7432-8960-3.

  

MacKenzie, Robert J. Ed.D. MacKenzie, Robert J. Ed.D. Setting Limits in the ClassroomSetting Limits in the Classroom. .

ISBN 0-7615-1675-1.ISBN 0-7615-1675-1.

  

Pohlman, Craig. Pohlman, Craig. Revealing Minds: Assessing to Understand and Support Revealing Minds: Assessing to Understand and Support Struggling LearnersStruggling Learners. ISBN: 978-0-7879-8790-9.. ISBN: 978-0-7879-8790-9.

  

Whitaker, Todd. Whitaker, Todd. What Great Teachers Do Differently: 14 Things That What Great Teachers Do Differently: 14 Things That Matter Most.Matter Most. ISBN 1-930556-69-1. ISBN 1-930556-69-1.

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.• O’Hanian, 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: Teacher’s College Press, 2002.• Toch, Thomas. High Schools on a Human Scale. Boston: Beacon Press,

2003.

Helpful Websites:Helpful Websites:

www.disciplinehelp.comwww.disciplinehelp.com

www.responsiveclassroom.orgwww.responsiveclassroom.org

www.teachers.netwww.teachers.net

www.theteachersguide.comwww.theteachersguide.com

www.theteacherscorner.comwww.theteacherscorner.com