Creating an Effective Instructional Climate. District Staff Development Aldine ISD August 18, 2009. Goals for Today. Understand the differences between classroom management and classroom discipline
District Staff Development
August 18, 2009
These are two distinctly different concepts
Classroom Management: how things are done
Classroom Discipline: how people behave
Everyone needs to take time to think about personal practices, then share concerns and questions frequently with others deemed as credible and successful in order to gain new insight and ideas (Bernshausen & Cunningham, 2001).
Complete the two surveys:
8 = 50%
7 = 44%
6 = 38%
5 = 31%
4 = 25%
3 = 19%
2 = 13%
1 = 6%
16 = 100%
15 = 94%
14 = 88%
13 = 81%
12 = 75%
11 = 69%
10 = 63%
9 = 56%
Add up your total points for the seven responses.
These scores are for your information ONLY! Take a few minutes and reflect on areas that are your strengths as well as areas of concern.
The process of reflection may leave you feeling disappointed initially, but the goal is to identify your opportunities for improvement.
Reflection helps you to learn who you are as a teacher and to make you more aware of how you teach.
Classroom Management Strategies require a teacher who is in charge of:
The following teacher behaviors affect how students respond in the classroom:
Most importantly, the teacher must establish him/herself as the authority figure and role model in the classroom.
Complete Reflection 1. Spend several minutes considering the question below and then write your response.
What do you consider to be your underlying philosophy or values for creating and maintaining a controlled classroom environment?
“What you do on the first days of school will determine your success or failure for the rest of the school year.”
Wong and Wong, 1998.
Invite students to be part of the learning process.
Rules should reflect the teacher’s and campus’ philosophy of education.
Considerations when establishing rules:
Students need to be provided with consequences for all behaviors, not just misbehavior.
Positive behaviors positive consequences.
Negative behaviors negative (disciplinary) consequences.
The teacher needs to think through appropriate consequences before the year begins. Teachers should work with campus administrators to align positive rewards to the campus discipline plan.
Effective teachers need to maintain a record-keeping system that allows them to keep track of student behavior in an efficient manner without wasting instructional time.
(Marzano, Marzano, & Pickering, 2003)
Discuss in your group ways to keep track of student behavior. Make a list of ideas and be ready to share.
Student engagement begins with well-planned lessons.
Make sure to:
Teachers must carefully plan lessons, activities, and materials to address all learning modalities- visual, auditory, and kinesthetic.
In what way do you actually acquire knowledge? Are you visual, auditory, or kinesthetic?
Which of the three modalities do you use LEAST often for instruction?
How can you improve your instructional strategies in this area?
Appropriate Use of Instructional Time and Procedures
Work with your group.
Read the “Sounds great, but . . .” card. Discuss the points on the card. Be ready to describe the situation and give several ideas of ways to resolve the problem. Some ideas are given on the card and your group should add other ideas they feel are appropriate.
Sounds great, BUT what about the student who calls out “Teacher, I’m done!”?
Sounds great, BUT what about the student who constantly displays minor misbehaviors?
Sounds great, BUT what about the student who wants constant help?
Sounds great, BUT what about the students who are unmotivated?
Sounds great, BUT what about the students who call out the answers?
There are many things happening in any classroom at any point in time. It is up to the teacher to determine why student(s) are behaving in a particular manner.
Today we discussed:
Using this information spend a few minutes thinking about your goals for the school year. Make a list of several strategies you plan to use that will insure all students in your class(es) will succeed this year.
As you begin this year: