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Tools for Teaching. Classroom Management SystembyFred Jones. Why do we need a Classroom Management System?. All efforts to improve student success come down to increasing the level of engagement of the learnersIncreasing engaged time means decreasing

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1. Bellwork Please take a piece of cardstock, fold it in half to make a nameplate, and write your name (in large letters) on the nameplate. Please put your nameplate on the front edge of your desk. THANKS – Glad you are here

2. Tools for Teaching Classroom Management System by Fred Jones

3. Why do we need a Classroom Management System? All efforts to improve student success come down to increasing the level of engagement of the learners Increasing engaged time means decreasing “goofing off” time Skills are necessary to accomplish this task

4. What do we need from a Classroom Management System? It must work – the students are on task and successful (problems are prevented before they occur) It must be easy to learn & implement It must not take “extra time” to implement – it must be a time saver It must help create an environment conducive to learning

5. Positive Classroom Management Involves 3 Broad Areas Instruction Motivation Discipline

6. Instruction Can be Improved by: Using mobility and proximity to keep students on task and monitor work Arranging the room for easy access to students Providing a Visual Instructional Plan Say, See, Do Teaching Giving feedback in the Praise, Prompt, and Leave format

7. Is Proximity Important?

8. Zones of Proximity – The Red Zone Circular area around the teacher roughly 8 feet in radius Very few problems occur in the red zone Students in this zone know that they will get caught if the “goof off” here

9. Zones of Proximity – The Yellow Zone Circular area that extends another 6 feet in every direction outside the red zone Students act much they way students in the red zone act – as long as the teacher is facing in their direction If a teacher is distracted for a little too long, especially if the teacher’s back is turned – “goofing off” begins

10. Zones of Proximity – The Green Zone Outside of the yellow zone lies the green zone Students in this zone do not start “goofing off” immediately Five minutes in the green zone can change a well-behaved student into a disruption

11. Using Proximity – Working the Crowd with Movement Eye contact Energy

12. Proximity Demonstration Try this role play with 3 students Teacher stands 13 feet from the group. Ask students “Would you start talking if I were standing here?” Teacher moves toward the students until you are 5 feet away and try it again. Repeat until everyone has had a chance to experience both roles.

13. Room Arrangement allows you to maximize the benefits of proximity and effectively “Work the Crowd”

14. Keys to Effective Room Arrangement - 1 Move the students as close as possible to the front of the room Make the arrangement compact Provide large walkways Create an interior loop Elicit help from the custodians Post a map of your room arrangement so that it can be easily returned to the correct setup

15. Successfully working the crowd requires that we deliver instruction in a way that allows for quick, effective feedback. This can be accomplished by incorporating Visual Instructional Plans (VIPs) into your lessons.

16. What is a VIP? A Visual Instructional Plan (VIP) is a string of visual prompts. A separate picture is provided for each step Is distinctly different from a summary graphic where one step is laid over another Requires teacher to do a thorough Task Analysis

17. Example VIP

18. Summary graphic

19. Benefits of VIPs Accelerates Learning – reduces cognitive overload Provides prepackaged corrective feedback – the students can use them as a study guide Teacher doesn’t get stuck tutoring one student while the rest of the class gets off task Frees teacher up to monitor student progress more effectively

20. Example VIPs

21. Say, See, Do Teaching Breaks the lesson into “chunks” and teaches each piece by – Explanation (Say) - This is just one step Modeling (See) – A demonstration Structured Practice (Do) Slow down and walk the students through the performance until they get it right

22. Maximizing Learning Packaging the lesson where students perform immediately after input increases retention Say, See, Do Teaching delivers its full potential when input is brief and output is immediate

23. Active Participation Is the consistent engagement of the minds of all learners with that which is to be learned Provides an opportunity for student output or structured practice (the “Do” in Say-See-Do Teaching)

24. Types of Active Participation Overt : observable Covert: non observable (think about ..) Combination: covert and overt together Most powerful is combination of covert followed by overt “..think about the steps in the scientific method, now write them on your slates..”

25. Command Words for Active Participation Overt Active Participation Show Draw Covert Active Participation Think Remember Combination – One of each

26. Try This with a partner Think about possible command words for overt active participation and covert active participation, then create a list of each type on your slates.

27. Strategies that Promote Active Participation Choral response Slates/paper Advanced organizer note sheet Underline key words Star important concepts

28. Strategies that Impede Active Participation Round Robin Calling a student name before asking the question “Who wants to …?” Rhetorical Questions

29. Why Use Active Participation? - Benefits Teacher More effective teaching Less behavior problems Effective diagnostic tool Student Makes learning more engaging Increases retention Creates student ownership of learning Validates student efforts

30. Moving to Guided Practice (Providing Corrective Feedback) Align corrective feedback with the way the brain works (one step at a time) If you tell them more than 1 step, they forget (auditory memory is not that good) – causes cognitive overload Normal corrective feedback takes 3-6 min. – too long – we must shorten it

31. Focus on What is Right It is normal to focus on the error This is consistent with the way our brain is structured to help us survive This causes an emotional response (a mild fight-flight reflex) – exasperation This reinforces the natural defensiveness that comes with receiving corrective feedback

32. Format for Corrective Feedback Praise Prompt Leave

33. Your Physical Response Take a relaxing breath This allows you to take your focus from the error. It also calms you and allows time for the fight-flight reflex to pass. Take another relaxing breath Refocus on the task – “What has the student done right?” and “What do I want the student to do next?”

34. Your Verbal Response - 1 Praise Focus the student’s attention on that portion of the performance that is relevant to the upcoming prompt Review what the student has done right so far as a bridge into the prompt Don’t use it if you do not need it (the 2nd time you help the student) – remember it is competing for short-term memory with the prompt

35. Your Verbal Response - 2 Prompt Provides a clear guide to performance while avoiding cognitive overload Guidelines One step at a time Short and simple Specific

36. Your Verbal Response – 3 Prompt – cont’d Avoid but, however, and instead of as transitions into the prompt Begin with the phrase – “The next thing to do is…..”

37. Your Verbal Response - 4 Leave Leave before you see the student carry out the prompt If you stay you: Signal that you think they may need more help Encourage them to rely on you rather than themselves

38. You’ve arranged the room, you know how to “work the crowd”, you’ve designed the lesson for maximum effectiveness – NOW how do you get the students to work -

39. Motivation Students who are motivated cooperate with teacher requests This cooperation results in more time for learning This can be achieved through an incentive program called “Preferred Activity Time” or PAT PAT details – p. 251

40. Benefits of PAT Gain cooperation in the day-to-day activities within the classroom (transitions between activities, fire drills, behavior with substitutes, etc.) Increases time on task Without PAT 45% - 55% With PAT 75% - 77%

41. PAT Ideas Ideas and instructions can be found on page 323. Additional ideas can be found at

42. Discipline – The 3rd component of the Classroom Management System The key to success with discipline in the classroom is planning and organization The focus is on prevention rather than remediation You are teaching students to manage themselves Discipline starts on Day 1

43. Getting Organized Determine your room arrangement including seating assignments Greet them at the door Have Bellwork ready to go Practice saying “If you want to talk and socialize, stay out in the hall. That is what halls are for. When you are ready to work, come in.”

44. Bellwork Always the first task of the day Should be simple Gets the day’s instruction started Can be a warm-up activity that incorporates the review you would have done anyway after “settling in” The purpose is to start students thinking, not to assess performance

45. Bellwork on Day 1 Can be filling out an information card – be sure you have a VIP on the board showing them how to complete the card Day 1 should also include an Icebreaker that lasts at least ˝ hour Sample Icebreakers - p. 120 Additional samples in packet

46. Creating a Classroom Environment that Encourages Learning On the first day students have a need to know “Who are you (the teacher)?” “Who are they (the other students)?” Students do better in class both academically and socially when they are comfortable. They don’t do well in an impersonal environment.

47. First Impressions Students will have a solid impression of you by the end of the first day Do you care about them Is this class a work environment or a place to “kick back” Do you know what you are doing or are you a rookie What do you consider important

48. Structuring the Classroom – General Rules General Rules (p. 124) There should be relatively few general rules (5-8 is common) Only make rules that you are willing to enforce at any time Should be simple and clear Should be posted

49. Structuring the Classroom – Specific Procedures and Routines Teachers make ~ 5000 decisions a day. It is difficult to be consistent without procedures and routines in place. Look at the list of procedures and rules and the list of procedures to teach.

50. Structuring the Classroom – Teaching Procedures Procedures must be Taught and Practiced to Mastery Teaching Procedures is an investment that will pay off many times throughout the year If the teacher doesn’t consider procedures important enough to spend time teaching them, then the students won’t consider them important either

51. Structuring the Classroom – Chores and Communication Classroom Chores – Involve Students (Creates Ownership and a sense of Community) Communicate your Standards to Parents – (Suggestions for format of parent phone call – p. 133) Refer to packet for example of first day letter and “Getting to Know You” sheet

52. Dealing with Minor Disruptions You have to address them because they occur frequently and they can grow into Major Disruptions No means No – Consistency Stay Calm Always use the “cheapest remedy” Use the body language of “Meaning Business” Don’t go public if you can help it

53. Staying Calm is Important to Teacher Longevity A classroom disruption causes the teacher to have a mild “fight or flight” reaction – the adrenaline released takes ~ 27 min. to clear your system 2 or 3 disruptions per class will keep you “running on adrenaline” all day long This leaves you exhausted at the end of the day

54. Staying Calm - 1 Remaining calm under pressure is achieved through relaxation Relaxation is a skill – it’s a matter of breathing A relaxing breath is slow & relatively shallow Relaxing breathing lowers your heart rate & blood pressure

55. Staying Calm - 2 Your muscles relax and your face becomes expressionless Check to be sure your face is relaxed Your emotions are contagious – it will help calm the students “Calm is strength. Upset is weakness.”

56. Practice Relaxing Practice relaxed breathing Practice relaxing your face so that it has an expressionless look

57. Objectives of Managing Classroom Disruptions Calm the Student Get them Back on Task

58. Meaning Business This is conveyed mainly through body language You must shift from instruction mode to discipline mode If you haven’t made the commitment to deal with the problem, your body language will give you away and the students won’t take you seriously

59. The Turn: Your Emotional Response - 1 When you see the disruption, take a relaxing breath and slow down Lean over and excuse yourself from the student you are working with You turn away from the problem You model common courtesy You deliver a closure message

60. The Turn: Your Emotional Response - 2 Stay down and take another relaxing breath You give yourself time to refocus You fill your lungs Slow down This signals clearly that you have switched to discipline mode

61. A Turn that says you “Mean Business” takes about 6 Seconds Relaxing Breath Begin to straighten up (halfway) as you look toward the disruptive students over your shoulder Finish straightening up (looking toward the students) Rotate shoulders, then waist toward the disruptive students Point 1 foot toward the disruptive students Bring other foot around and square up to the students

62. Other Important Components of “The Turn” Find a relaxed position for your hands Keep your face relaxed – Relax and check to be sure your jaw is not clenched Don’t give mixed messages by grinning

63. Following Through Walk slowly to the student’s desk and stand in front of it Place one hand on the desk and give a visual prompt Go to palms (watch and wait) Stand and wait until it is clear that everyone is working Walk and Buttonhook (p. 203) “Working the Crowd” allows you to do this in a private way

64. Another Important Component of Following Through When you are walking to the desk of the disruptive student, DON’T TALK – Just walk.

65. Dealing with Backtalk Do not engage in a discussion with a student who is backtalking or arguing with you When in doubt – Do Nothing Types of Backtalk (p. 212) Switching the agenda (70% of backtalk) Whiny backtalk Nasty backtalk

66. If you don’t talk – What do you do? Let them run out of steam If the backtalk continues move to “Camping Out” Stay until you have a stable commitment to work Thank the student Move out

67. Practice with Backtalk Smile Practice with Partner

68. Management of Backtalk Involves 2 Time Frames Short term Response – stops the behavior and lets you get on with instruction Long term Response – all options are open to you (a warning, talking with the student after class, detention, etc.)

69. Strategy for Solving Problems Get as much management as you can from one component before you move to the next

70. The Backup System (p. 307) Small Backup Options (these can be invisible because they are hidden by “Working the Crowd” Medium Backup Options (taking it public) Large Backup Options (a trip to the office)

71. Most Disruptions Can be Handled Before Moving into the Backup System

72. The Goal of the Discipline Management System Getting the work done while developing and strengthening our relationships with our students

73. Closure – Turn to your Partner List the 3 broad areas of Classroom Management. What is a VIP and how is it useful? What is meant by Say, See, Do teaching? How long does a turn that says you “Mean Business” take?

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