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CI 402 E Class #9 March 28 th 2013

CI 402 E Class #9 March 28 th 2013. Classroom Management Reading Lessons Continued. The Best Classroom management strategy is a good lesson plan…. How are you engaging ALL students? What are different modalities and learning styles that your lesson addresses?

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CI 402 E Class #9 March 28 th 2013

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  1. CI 402 EClass #9March 28th 2013 Classroom Management Reading Lessons Continued

  2. The Best Classroom management strategy is a good lesson plan… • How are you engaging ALL students? • What are different modalities and learning styles that your lesson addresses? • Is your lesson broken into developmentally appropriate time chunks? • When you see a student acting out, the first thing we tend to examine is the student behavior. Try to flip this on its head. What am I doing that might be contributing to this behavior? This does not mean you have to blame yourself, but it does require an important degree of reflection.

  3. Rules and Procedures Checklist:General Procedures • Beginning of Period • Attendance • Previously Absent Students • Tardy Students • Do Now • Materials needed/distributed B. Out of Room Policies • Bathroom/water signal • Bathroom/water pass • Bathroom/water #s • Length of time • Hallway behavior C. Materials and Equipment • What to bring to Class • Pencil Sharpener • Books/library check-out • What to do if you forgot something • Other room equipment • Student contact with teacher’s desk, storage and other materials D. Ending the Period • Closure/Exit ticket • Packing Up • Does the bell dismiss or do you? Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

  4. Rules and Procedures Checklist:Seat Work, Instruction & Group Work • Student Attention • Posture • Amount of movement allowed B. Student Participation • How often are you allowed to participate? • How often must you participate? • How do you signal wanting to participate? • To whom is the participation directed C. Seatwork procedures • Talk amongst students (amount and level) • Obtaining help • Getting up • When you are done D. Group Work • Use of materials and supplies • How groups are made • How furniture is moved • Student assignments • Student roles • Product/student work Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

  5. Rules and Procedures Checklist:Miscellaneous • Signals • Bathroom • Water • Quiet • Come back together • Help is needed • Participation B. Behavior during interruptions • PA Announcements • Phone Calls • Visitors C. Special Equipment • Laptops/Technology D. Fire and Disaster Drills • Lining up and getting out • Getting back to class E. Lunch/Passing/Transitioning • Movement • Getting food • Coming Back Adapted From: Emmer, E.T. & Evertson C.M. ( 2013) Classroom management for middle and high school teachers. Boston,MA: Pearson.

  6. Managing Student Work • Grading System • School Policy • What components • What percentage for each component? • What system for keeping track/weighting grades • Feedback and Monitoring • Oral • Written • Individual • Group • Timing of monitoring • Student self-monitoring • Check-Ins for longer assignments • Where will students keep their work (folders in class, take home binders etc) • Communicating Assignments • How will assignments be posted or communicated? • Oral • Written • Visual • Models • How will communicate Grading criteria? • Rubrics • Anchor texts • Narrative handouts • What Standards for format will you have? • Pencil, color of pen • Typed vs handwritten • Neatness • Type of paper • Incomplete work • Late work • Heading • Make- Up work

  7. How Effective Managers Maintain Activity Flow

  8. How Effective Managers Maintain Activity Flow

  9. The best management strategies are:

  10. Skills you must have to manage effectively.

  11. Think Positive

  12. Types of Problem Behavior

  13. Management Strategies

  14. Some items for your management tool box • A count/check or demerit system with a hierarchy of consequences (warning, time out, after school meeting/detention). The key to this working is consistency. You should have some sort of visual display and assign checks or demerits uniformly and non-emotionally. • Non-verbal indicators: A class-wide noise chart. Colored index cards that coordinate to various rules. Notes placed on students’ desks reminding them of what they should be doing. Hand signals • Withhold privilege or desired activity (think about: what will this do to student motivation?) • Isolate or remove students (Think about: What is school’s policy on this? Can students take a “time out” outside? Is their behavior such that it is so distracting that it is better for them to miss instruction? Think about a time-out area a place to create a written reflection or a teacher buddy system before referrals to detention/dean/principal). • Refer with caution! You are your own authority. Think about yourself as a state court. If you turn over authority to the supreme court, you are deferring to an outside arbiter. Students will remember this. It also damages your relationship with the student. Design an individual contract with students • Hold a parent conference.

  15. I cannot emphasize enough… • Look to yourself: • What is your tone? • What is your body language? • What are you feeling? How is that conveyed to the students? • Where are you in the classroom? • What is going on in your lesson? • Look at your classroom: • How is seating organized? How is seating assigned/not assigned? • How are other pieces of furniture that students interact with organized (library, computer station etc.) • What is the flow of movement for you/students? • What is the focal point/center of attention? Does it shift? • Where are expectations posted? How will students visually know how they are doing/what they should be doing?

  16. Looking ahead… • April 4th = Lessons from Irini & Sarah + Lynnette Monica’s up for food • April 11th and April 18th are planning sessions for the unit, which is due on April 25th. • The format is almost identical to last semester • However, you must use a single central text (supplemental texts allowed and encouraged) by an author traditionally underrepresented in the canon • The lesson must be for 6th 7th or 8th grades and attend to their developmental needs (reference article from 1st day of class). Think carefully about this. I warned you my texts skew older and many responses have indicated that they would teach a certain text for a high school rather than a middle school • Use the next week to discuss on the blog and in-person about groups. Consider: • What books you have read that might overlap • You may not work with someone you are teaching with this semester (either in my class or in your placement) • Groups of 3-4 • If you struggle, I will assign groups next week. • Ideally each group has a different text. Use the blog to discuss this (i.e. we can’t have 4 groups doing part time Indian.

  17. If you still feel stressed about reading 5 books: • Watch this documentary on PBS and sub in as one of your responses. It is 4 hours in total. You must watch at least one section, but of course I recommend both! • Check this website for local listings • http://www.pbs.org/programs/180-days-american-school/tv-schedule/

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