Managing Instruction: To Interact or Not to Interact

1. Managing Instruction: To Interact or Not to Interact ACT-ESL VCU Grant Meadowbrook High School April 21, 2009 Terry Franson, M.A. Instructional Specialist

2. Activity • Complete the 3-2-1 activity. • Stop working when you hear the chimes.

3. Goal of today’s session: Building and Accessing Background Knowledge As a result of this session: Teachers will experience interactive activities and learn strategies for effective implementation. Teachers will understand why children misbehave. Teachers will identify what constitutes a discipline problem.

4. Corners

5. Corners • When I tell you to, please stand by your seat. • Listen to the questions and decide which corner you will choose. • Wait until I tell you to move, then go to the appropriate “corner”.

6. Debriefing • How does this activity promote thoughtful discussion? • How might you modify this activity for your content class? • How did the clear definition of expectations aid in implementing the activity?

7. You can lead a horse to water, but you can’t make him…..

8. You CAN salt his oats andrun ‘im hard!

9. Brain Research • Long-term Memory vs. Short Term Memory • Neurons that fire together wire together • The growing and withering of neural connections in the brain is based on usage

10. A tired brain • A wired brain

11. Growing Dendrites/Building Connections • An environment which is meaningful, challenging and in which students’ minds are actively engaged No matter how well-planned, interesting, stimulating, colorful, or relevant the lesson, if the teacher does all the interacting with the material, the teacher’s -not the student’s brain will grow new connections.

12. CLOCK PARTNERS

13. Clock Partners • When I tell you to begin, you will seek out classmates to fill your “clock” appointments. • Once you have an appointment or date, be sure to fill in names. • Continue until you hear the chimes, then return to your seat.

14. The Basics (Marzano, 2003) Three factors affecting student achievement:

15. The Magic Formula A School that is safe and orderly + A Teacher with good classroom management skills + A Student that is highly motivated

16. Academic Achievement

17. Think-Pair-Share • On a sheet of paper or an index card, please list three characteristics of an effective teacher. • When you hear the chimes, find your 1 o’clock partner and share your list. Try to add at least two items to your list. • When you hear the chimes, find your 2 o’clock partner and share your list. Try to add at least two items to your list. • When you hear the chimes, return to your seat.

18. The Big Three • Work with three or four people near you. • Review the lists you have created. • Reduce the lists to the THREE most important characteristic of an effective teacher. • Be prepared to share your answers with the group.

19. The Effective Teacher:(Harry Wong) • …has positive expectations for student success. • …is an extremely good classroom manager. • …knows how to design lessons for student mastery.

20. ???????? • What is the single most important factor in determining the learning environment?

21. The Basics (cont.) • The single most important factor in determining the learning environment is teacher behavior. (Levin and Nolan, 2004)

22. Power Bases • Each group has a hand-out relating to different power bases used by teachers. • Each person at the table will read the passage. • Decide as a group how you will present the information to the group. • Using chart paper, illustrate your topic and be prepared to present to the group. Include scenarios. • You will have 5 minutes to prepare your presentation.

23. Power Bases • The Tricks-of-the-Trade Approach (Case 4.1) • Teacher Power Bases • Referent Power (Case 4.2) • Expert Power (Case 4.3) • Legitimate Power (Case 4.4) • Reward/Coercive Power (Case 4.5) • Effects of Rewards

24. The Basics (cont.) Teachers have the professional responsibility for assuming the role of instructional leader, which involves employing techniques that maximize student on-task behavior.

25. The Basics (cont.) • Teachers who have clearly developed ideas of… -the relationship between teaching and discipline -the factors motivating student behavior -a systematic plan to manage misbehavior …have classrooms characterized by a high percentage of on-task student behavior.

26. Quick Write • Take one minute to write the following: Definition of “Teaching” • Once you start, do not lift your pen from the paper! • Stop when you hear the chimes…

27. Quick Write • Take three minutes to write the following: Definition of “Classroom Management” • Once you start, do not lift your pen from the paper! • Stop when you hear the chimes…

28. Quick Write • Take one minute to write the following: What constitutes a discipline problem? • Once you start, do not lift your pen from the paper! • Stop when you hear the chimes…

29. Inside-Outside Circles

30. What is teaching? “…the use of preplanned behaviors founded in learning principles and child development theory and directed toward both instructional delivery and classroom management, that increase the probability of affecting a positive change in student behavior” (Levin and Nolan, 2004, p. 4)

31. What is classroom management? “…the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can take place“ (Dukes, 1979, p.xii as cited in Marzano, 2003, p. 88) “…actions taken to create and maintain a learning environment conducive to successful instruction” (Brophy, 1966, p. 5 as cited in Marzano, 2003, p.88)

32. Defining a Discipline Problem “A discipline problem exists whenever a behavior interferes with the teaching act, interferes with the rights of others to learn, is psychologically or physically unsafe, or destroys property.” (Levin and Nolan, 2004, p. 19)

33. Think, Pair, Share When I say begin, you will have 3 minutes to read a discipline scenario, think about your response, and discuss is it with others in your group. Select one person who will report for your group. Consider these three questions in your discussion:

34. Test your Discipline Awareness Skills (Adapted from Levin and Nolan, 2004) 1. Is there a discipline problem? 2. If there is a discipline problem, who is exhibiting it? 3. Why is the behavior a discipline problem, or why is it not a discipline problem? You will know that time is up when you hear the following sound…

35. Scenario #1 Marissa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher ignores Marisa and involves the class in reviewing the homework.

36. Scenario #2 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher publicly announces that there will be no review of the home-work until Marisa puts away the magazine and takes out her homework.

37. Scenario #3 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher begins to involve the class in reviewing the homework and at the same time moves closer to Marisa. The review continues with the teacher standing in close proximity to Marissa.

38. Scenario #4 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to show the magazine to the students who sit next to her. The teacher ignores Marisa and begins to involve the class in reviewing the homework. Marisa continues to show the magazine to her neighbors.

39. Scenario #5 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to show the magazine to the students who sit next to her. The teacher does not begin the review and, in front of the class, loudly demands that Marisa put the magazine away and get out her homework. The teacher stares at Marisa for the two minutes that it takes her to put the magazine away and find her homework. Once Marissa finds her homework, the teacher begins the review.

40. Scenario #6 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to show the magazine to the students who sit next to her. The teacher begins the homework review and, at the same time, walks toward Marisa. While a student is answering a question, the teacher, as privately as possible, assertively asks Marisa to take our her homework and put the magazine away.

41. Why Do Children Misbehave?

42. Societal Changes (Nolan and Nolan) • The Knowledge Explosion and the Erosion of Respect for Authority • The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Relevancy of Schooling • Television, Video Games and Violence • Alternative Role Models • Changes in Ethnicity

43. The Magic Formula A School that is safe and orderly + A Teacher with good classroom management skills + A Student that is highly motivated

44. Marzano (2003)identifies classroom management in four areas: #1 Establishing and enforcing rules and procedures. #2 Carrying out disciplinary actions. #3 Maintaining effective teacher and student relationships. #4 Maintaining an appropriate mental set for management.

45. Effective Teachers • Effective teachers introduce rules, procedures, and routines on the first day of school and continue to teach them the first week. • If you do not have a plan, you are planning to fail.

46. What Should My Rules Be? • Be in your seat when the bell rings. • Bring all books and materials to class. • No personal grooming during class time. • Sit in your assigned seat daily. • Follow directions the first time they are given.

47. It is important to introduce the discipline plan on the first day of school • You have carefully planned for what you want to accomplish. • You have written the rules to help you accomplish the goals. • You have posted the rules along with the consequences and rewards.

49. How to Acknowledge and Reinforce Acceptable Behavior • Post expectations • Be specific and descriptive • Use the vocabulary of the expectations to praise • Provide praise feedback more frequently than you think is necessary (5 to 9:1 ratio of positive to negative) • Recognize that some students are starved for attention, others do not want attention drawn to them • Expand reinforcement choices yearly and vary choices throughout the year

50. Main Points to Remember Classrooms show increases in achievement rates when teachers use a 5 to 9.1 ratio of positive to negative comments.