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Pre-Intervention:

Pre-Intervention:. Classroom Management Strategies. Beliefs. All students should be treated with dignity and respect . Students should be taught the skills and behaviors necessary for success .

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Pre-Intervention:

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  1. Pre-Intervention: Classroom Management Strategies

  2. Beliefs • All students should be treated with dignity and respect. • Students should be taught the skills and behaviors necessary for success. • Staff members should encourage motivation through positive interactions and building relationships with students. • Student misbehavior provides a teaching opportunity.

  3. To accomplish these beliefs effective teachers focus on the following: . • Proactive – preventing problems instead of constantly dealing with them. • Positive – building collaborative relationships with students and provide meaningful, positive feedback. • Instruction – directly teach and review expectations throughout the year.

  4. The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated and highly engaged in instructional activities.

  5. There are five variables that you can experiment with to try to guide students toward these goals.

  6. Classroom Management • Structure/Organize the classroom for success. • Teach students how to behave responsibly in every setting. • Observe student behavior in all school settings. (Supervise) • Interact positively with students- build relationships. • Correct irresponsible behavior fluently- calmly, consistently, immediately, briefly, respectfully.

  7. STOIC ….one who demonstrates “patience and endurance in the face of adversity.”

  8. STOIC Structure/ Organize the classroom for Success

  9. Let’s look at the bookRead & Share • #1 page 30-31 A, B & C • #2 page 31-32 D • #3 page 33 • #4 page 34 #3 • #5 page 34-35 #4 • #6 page 35 -36 #5-#6

  10. Let’s go to the STOIC checklist!Answer the questions silently for Structure. 2 minutesDiscuss around the table.

  11. STOIC Teach students how to behave responsibly.

  12. Successful teachers are very clear with students about exactly how they expect them to behave during the school day.

  13. CHAMPS • Conversation • Help • Activity • Movement • Participation

  14. CHAMPs C • Conversation • Can students talk to each other? • Level 0 Silence • Level 1 Whisper • Level 2 Soft conversation • Level 3 Presentational • Level 4 Outside H Help How do they get your attention?

  15. Activity What is the task or end product? CHAMPs A M Movement Can the students move about? P Participation What does the behavior look or sound like?

  16. Teacher Lecture Co-Taught lesson Experiment Independent Seatwork Small Groups Whole groups Direct Instruction Stations Peer Tutoring Cooperative Groups Classroom Activities

  17. Activity: Independent seatwork CONVERSATION Can students engage in conversations with each other during this activity? If yes, about what? Yes, level 2 ( Only about work assigned ) With whom? Only students they sit next to How many students can be involved in a single conversation? Only two How long can the conversation last? Only about a minute then back to work HELP How do students get questions answered? How do students get your attention? Put up red card and mark the question thatneeds help If students have to wait for help, what should they do while they wait? Continue working on the rest of the assignment ACTIVITY What is the expected end product of this activity? (Note: This may vary from day to day.) Short follow up review to mini lecture MOVEMENT Can students get out of their seats during the activity? If yes, acceptable reasons include: Pencil Yes Restroom yes, after signing out DrinkNo Hand in/pick up materials yes Other: Do they need permission from you? Only for the restroom PARTICIPATION What behaviors show that students are participating fully and responsibly? Looking at papers, writing or doing what task requires What behaviors show that a student is not participating? CHAMPs Classroom Activity Worksheet wandering around the room, talking about something other than assignment, not doing task

  18. Transition Activities • Before the bell rings. • After the bell rings. • Getting out paper, pencil, and heading paper. • Getting a book out and opening to a particular page. • Moving to and from groups. • Cleaning up. • Trading papers for corrections. • Handing things out • Handing things back • Opening and dismissal routines. • Leaving the classroom for another activity. • Putting things away. • Handing in work.

  19. The more structure your class requires, the more specific and tightly orchestrated you need to make your expectations for transitions.

  20. Pay attention to the level of structure your students need.

  21. Management & DisciplinePlanning Questionnaire

  22. Three Step Process 1. Teach your expectations before the activity or transition begins 2. Monitor student behavior by circulating and visually scanning. 3. Provide feedback during the activity and at the conclusion of the activity. Begin the cycle again for the next activity/transition

  23. Let’s go to the STOIC Checklist!Answer the questions silently for Teach. 2 minutesDiscuss around the table. 3 minutes

  24. STOIC Observe student behavior in all school settings.

  25. Observe & Supervise • Circulate and scan as a means of observing/monitoring student behavior. • Model friendly/respectful behavior while monitoring the classroom. • Periodically collect data to make judgments about is going well and what needs to be improved.

  26. Let’s go to the STOIC checklist!Answer the questions silently for Observe. 2 minutesDiscuss around the table.3 minutes

  27. STOIC Interact positively with all students.

  28. Interact Positively • Greeting students as they arrive • Showing interest in their work • Inviting students to ask for assistance • Having conversations as time permits • Making a special effort to greet or talk to a student with whom you’ve had recent interaction regarding behavior

  29. Providing age appropriate non-embarrassing feedback Feedback should be... • Accurate • Specific & descriptive • Contingent • Age- appropriate • Fit your style

  30. Let’s go to the STOIC checklist!Answer the questions silently for Interact. 2 minutesDiscuss around the table.3 minutes

  31. STOIC Correct irresponsible behavior fluently.

  32. Provide corrections… • Consistently • Calmly • Immediately • Briefly • Respectfully

  33. Establish a menu of in-class consequences that can be applied to a variety of infractions. pp. 56-62 • Establish a plan for how to respond to different types of misbehavior fluently. pp.64-65

  34. Mentally Rehearse how to handle different situations. • A student blurts out an answer. • A student hits someone. • A student teases another student. • A student calls someone a name. • A student is tardy to class. • A student swears accidentally.

  35. STOIC & CHAMPS Syllabus Template pp.26-27

  36. Duration/Intensity Positive Behavior Support Continuum Intervention design Universal

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