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I Can Do ItI Can Do ItI Can Do ItI Can Do ItHeather Sparks, NBCTHeather Sparks, NBCT
Taft Middle SchoolOklahoma City Public Schools
October 10, 2009October 10, 2009
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
WWWhhhaaattt yyyooouuukkknnnooowww:::
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
Page 4Page 4
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.
Pizza GlyphPizza Glypho Draw your crust: Thick = boy, thin= girlDraw your crust: Thick = boy, thin= girlo Add pepperoni: Number = age in yearsAdd pepperoni: Number = age in yearso Add mushrooms: Number = siblingsAdd mushrooms: Number = siblingso Add onions: Number = number of petsAdd onions: Number = number of petso Add bell pepper: Number = the number Add bell pepper: Number = the number
of years you have been at this school.of years you have been at this school.
o Now practice reading each other’s glyph!Now practice reading each other’s glyph!
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
Page 12Page 12
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
• 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
With Your Tablemates…
• Create three rules on page 17-18. Include the rewards and consequences related to your rule.
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
Break Time!
Session 4: Session 4: ReinforcementsReinforcements
Session 4: Session 4: ReinforcementsReinforcements
Page 23Page 23
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 TechniqueTechnique
Page 31Page 31
Session 6: Smoothly Flowing Session 6: Smoothly Flowing ClassroomsClassrooms
Session 6: Smoothly Flowing Session 6: Smoothly Flowing ClassroomsClassrooms
Page 46Page 46
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.
Sponge Activities
Session 8: Home/School Session 8: Home/School CommunicationCommunication
Session 8: Home/School Session 8: Home/School CommunicationCommunication
Page 66Page 66
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
Page 73Page 73
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
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.
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
Any Monday can be a new Any Monday can be a new
beginning of the year.beginning of the year.
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.wholebrainteaching.comwww.wholebrainteaching.com
Heather’s Website
www.hisparks.comwww.hisparks.com
