Session 6 agenda
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Session 6 Agenda. 1:00 Teach More CHAMPS 1:30Presentation 2:00Break 2:10Groups 2:30Reports 2:50Adjourn. Classroom Organization & Social Instruction:        Your First Month of School Individual Motivation Laura Rothenberger, Ed.D. October 9, 2006. First Day. Be Prepared!

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Session 6 Agenda

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Session 6 agenda

Session 6 Agenda

  • 1:00 Teach More CHAMPS

  • 1:30Presentation

  • 2:00Break

  • 2:10Groups

  • 2:30Reports

  • 2:50Adjourn


Session 6 agenda

Classroom Organization & Social Instruction:        Your First Month of SchoolIndividual MotivationLaura Rothenberger, Ed.D.October 9, 2006


First day

First Day

  • Be Prepared!

    • Social Expectations & Instruction

      • Classroom Rules

    • Daily Schedule

    • Classroom Layout

    • Attention Signal

    • Beginning & Ending Routines

    • Student Work

    • CHAMPS Lessons as Needed

      • Behavioral Expectations


First day opening strategy

First Day Opening Strategy

  • Creating Metaphors – Grades 3-6

    • Fill in the blank: When I am at my best as a student I am a _______________.

    • Draw a picture of that metaphor on your name tag.

    • In large group, each student has a turn to tell the class about their metaphor as a learner over the course of the first month of school.

      From: The Courage to Teach by Parker Palmer and:

      http://www.couragerenewal.org/


The heart of a teacher parker palmer

The Heart of A TeacherParker Palmer

“Use traditions and rituals to give important meaning to beginnings and endings. This applies to not only how we begin and end each school year, but also the routines we use to welcome students and how we bring closure to each day’s work.”


Session 6 agenda

Module 4: The First MonthWhen you teach students how to behave responsibly during the first month of school, you dramatically increase their chances of have a productive year.

  • Final Preparations, sign, entry activity,plan for greeting, dealing with parents, seating

  • Day One – schedule, introduction, attention signal

  • Day 2 Through 20 (The First Four Weeks) – Teaching procedures and routines

  • Special Circumstances- new students


Critical instructional practices for first five minutes of the day

Critical Instructional Practices for First Five Minutes of the Day

One day I said, "Justin, why are you always late to class?" And he said, "Because, nothing happens during the first five to ten minutes in this class!"


First ten minutes continued

First Ten MinutesContinued

Greet students as they enter the classroom.

Respond to student’s following directions

Connect lesson focus to previously taught skills

Provide differential feedback for cooperation

Know if all student’s responded correctly

Establish transition routine for student’s who complete initial instructional task


Organization and social instruction in other contexts

Organization and Social Instruction in Other Contexts

  • Buses

  • Cafeteria

  • Hallways

  • Specialists


Other suggestions

Other Suggestions

  • Student Quiz or Interviews

  • Family Connections & Explanations

  • New Students

    • Review with class, buddy, video, etc.

  • Unique Events

    • Assembly, Field Trip


Session 6 agenda

Module 5: MotivationWhen you implement effective instruction and positive feedback, you motivate students to demonstrate their behavior.

  • Noncontingent Attention

  • Enthusiasm

  • Effective Instruction

  • Positive Feedback

  • Intermittent Celebrations

  • Ratio of Interactions


Non contingent attention

Non-contingent Attention

  • Greetings

  • Interest

  • Asking if help is needed

  • Conversation

  • Check in with student who was in need of behavioral reminder


Positive feedback

Positive Feedback

  • Accurate, descriptive

  • Behavior was important

  • Behavior required effort

  • Something to be proud of

  • Quiet, business like, brief

  • Negative response may indicate;

    • Need to hold onto image

    • Fear of success


Effective instruction

Effective Instruction

  • Presentational Style

  • Student Involvement

  • Insuring success

  • Classroom Structure

  • Immediate Feedback


Ratio of interactions

Ratio of Interactions

  • 3 interactions for appropriateness to 1 interaction for inappropriate behavior

  • What about students that need an inordinate amount of attention?

    • Pay attention to the behavior you want to encourage

    • Individual interviews about expectations and procedures, what looks like and sounds like.


Incentives

Short-term

Classroom dollars

Front of lunch line

Choose story

Sign, badge

Student of the day

Eat lunch with you

Lunch with principal

Call home, note home

Caught being good

Students nominate fellow students

Long-term

Fall fun day

Pizza

Skating

Spring May day

Barbeque

Rock climbing slide

Cupcake walk

D.J.

Face painting

Softball game

INCENTIVES


A plan for motivating your students

A Plan for Motivating Your Students!

People behave in a certain way because it works! You have to create motivating environments that produce constructive and productive students.

Group Discussion on Intrinsic/Extrinsic Motivation

  • What are they? Are they mutually exclusive? How can your classroom environment enhance motivation?

  • What are your examples of the elements of Extrinsic motivation that might produce Intrinsic Motivation?


Additional resources

Additional Resources

Clark, R. (2003) The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child: Hyperion.

Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Doll, B., Zucker, S., Brehm, K. (2004) Resilient Classrooms: Creating Healthy Environments for Learning. New York: Guilford Press.


Additional resources1

Additional Resources

Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (2009). Classroom management for elementary teachers (8th Ed.). Coumbus, Ohio: Merrill.

Kame’enui, E. & Darch, C. (2003) Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd Ed.) Prentice Hall

Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West


Additional resources2

Additional Resources

Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary classroom management (3rd Ed.) Boston, MA: McGraw-Hill.

Witt, J., LaFleur, L., Naquin, G., & Gilbertson, D., (1999) Teaching Effective Classroom Routines. Longmont, CO: Sopris West

Wong. K.K., & Wong, R.T. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K Wong Publications.


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