For MGMT 1, you will need…

1. For MGMT 1, you will need… • CMIM Handouts • Wk 1 Handouts • CS • Dev.MindsetVoicePlan • MGMT plan folder

2. MGMT 1 Developing a Mindset, Voice, & Plan for Strong Management

3. Do Now One word to describe what comes to mind when you think of classroom management.

4. Keys to Effective Management • Beliefs: • Classroom management is essential to student achievement. • All students can behave and it’s my responsibility to help them do so. • Even though I’m a new teacher, I can master the actions that lead students to behave responsibly. • Skills: • An effective “teacher voice” • Tools: • Astrong management plan, customized to the needs of my classroom.

5. \ I AM THE BOSS OF MY CLASSROOM!

6. Intro to Classroom Management 28 minutes

7. Video Clip: “Management Testimonials” Handout 1: Management Note-Taking Template • How might you feel if you were the teacher of these classrooms? • What impact do you think lack of management has on: • Ss’ achievement? • Ss’ desire to be in school? • Teacher’s ability to be effective? 2 min to share your thoughts with a partner

8. Video Clip: “All Ss Can Behave” Handout 1: Management Note-Taking Template • What surprises you about what good student behavior looks like at different ages? • Which learning activities would only be possible to do w/ well-behaved Ss? • How do you think the experience of these teachers compares to that of the first two we saw? As you watch, focus on what the STUDENTS are doing.

9. Classroom Management and a Culture of Achievement and Engagement • What did the teachers in the video clip do and believe that led to their management success? • Consider: What does a culture of achievement and engagement look and feel like? • Consider: What is the connection between classroom management and creating a culture of achievement and engagement?

10. Definition: Classroom Management The ability to motivate students to follow directions. 100% compliance from 100% of students 100% of the time. What is your reaction to this definition? What does this look like? What doesn’t it look like? Video Clip: Compliance Means Freedom

11. 100% interested and hard working 11

12. Classroom Management: Recipe for Success Five Components: • Key mindsets • Strong teacher voice & presence in classroom • Well planned system for policies and procedures • System that is clearly communicated to Ss • System that is consistently reinforced w/ Ss • SsWANT and DESERVE a well-managed classroom and a teacher who cares enough to command it. • WE control how Ss behave in our classrooms. • ALL SsCAN and WILL behave if we set high expectations for behavior and teach Ss to meet them.

13. Effective Strategies for Beginning Teachers 8 minutes

14. Classroom Management: Recipe for Success Five Components: • Key mindsets • Strong teacher voice & presence in classroom • Well planned system for policies and procedures • System that is clearly communicated to Ss • System that is consistently reinforced w/ Ss

15. The Assertive Discipline Management System • 100% Ss following directions 100% of the time is a high bar • Critical to CM and student success at Institute and in regions • Partnership w/ Lee Canter • Assertive Discipline • Strategies for beginning teachers based on 30 yrs of research • Calm, positive, learning centered classroom from the beginning • Prescriptive Management Plan and system • Focus on execution, not planning • Intended for beginning teachers and/or teachers struggling w/ management Video Clip: Introduction to Lee Canter & Preview of Strategies

16. Developing Your Teacher Voice 27 minutes

17. Developing a Teacher Voice • Establishing leadership of a classroom begins with an effective TEACHER VOICEthat is… • Assertive (but not hostile) • Firm and Confident • Caring • … and that leaves no question in students’ minds as to who is running the classroom.

18. Video Clip: “Montage – Teacher Voice Examples” Handout 1: Management Note-Taking Template • Which example strikes you as a particularly strong Teacher Voice? Why? • Which Teacher Voice is most similar to your style? What will you need to do to develop this voice? 2 min to share your thoughts with a partner

19. Rehearsal Protocol: Snappy Practice *Step may sometimes be omitted.

20. Remember… Video Clip: Middle School Teacher Voice • An effective TEACHER VOICEis… • Assertive (but not hostile) • Firm and Confident • Caring • … and leaves no question in students’ minds as to who is running the classroom.

21. Rehearsal Protocol: Snappy Practice- Quotes Can I have somebody read this quote here? Go ahead. So it looks like during the 1920’s there was a lot of culture happening, there was a lot of dance, there was a lot of different parts of America that were doing well, and it seems like the economy was doing well too like we spoke about yesterday. And this is just a poem that talks about the flapper. Now let’s make a switch, and here’s where I want you to start taking a couple of notes. Life during the 1930’s. Look at this picture right now and just write a few things that you notice on your notes. So write 1930’s and take note of anything that you’re noticing in this picture right now that could be a contrast to what we just saw.

22. Snappy Practice Review • Whole group (4 min) • What should this teacher keep and do again? • What should this teacher consider changing? • Reflect w/ partner (2 min) • How did I do with this skill? • What are my next steps?

23. Your Management Plan 23 minutes

24. Classroom Management: Recipe for Success Five Components: • Key mindsets • Strong teacher voice & presence in classroom • Well planned system for policies and procedures • System that is clearly communicated to Ss • System that is consistently reinforced w/ Ss

25. Getting Started Write 4-5 rules for your classroom. Don’t deliberate or discuss. Just go. Don’t panic, we’re giving you your Management Plan this summer!

26. Rationale for School-Wide Management Plan • Why am I being given a pre-made management plan? • Time saving • Focus on execution • More effective coaching from staff • Best practice • Good for Ss

27. Path to Culture of Achievement: Management Plan Handout 1: Management Note Taking Template and Handout 2: Management Plan

28. Management Plan: Essential Information • Why is this called the “Path to Culture of Achievement: Management Plan”? • Differs slightly based on grade level • 6-8 M.P. under MGMT Plan folder • Contents • Policies (Rules & Consequences)  MGMT 1 • Responsible Behavior Expectations  MGMT 2 • Procedures  MGMT 2 • Appendices  Ongoing Support • General Info • Collaborative Plan • Customization decisions on right-hand side • Due Dates • Due to CMA by: Friday first thing (5am) • CMA will return w/ feedback by: Friday by the end of school • Revisions due by: Monday first thing (5am) MGMT PLAN (6-8) Handout 2: Path to Culture of Achievement Management Plan

30. Management Plan: Rules (Section A) • Rules are: • For observable behaviors (can see or hear) • Very specific; not open to interpretation • In effect the entire day or period • At Institute: • School wide rules for grade level band that meet criteria • No customization • Decisions on right hand side The first and most important rule is always: FOLLOW DIRECTIONS. Handout 2: Path to Culture of Achievement Management Plan

31. Rules • Take a look at the rules you and your partner brainstormed a few minutes ago. Do they meet the criteria we have set up for rules? Why or Why not?

32. Management Plan: Positive Recognition (Section B) • Purpose: • To shape Ss’ behavior • 2 Types of Rewards: • Individual for: • Coming to class and following the rules • Checklist system; Ss w/ 0-1 infractions get reward at end of class • In the moment actions • Be specific about why student earned reward • Class-wide • Points on the board, connected to behavioral narration • Rigged System • 4-6 Days for Reward • Will talk more about in MGMT 3 • Additionally: • Positive call or note home • Letter to student from you • Other ideas? Handout 2: Path to Culture of Achievement Management Plan

33. Management Plan: Corrective Action (Section C) • Consequences are effective due to their inevitability, not their severity. • Features of Consequence Hierarchy • Multiple levels • Clean slate w/ each new teacher • Severe clause • Behavior grade • Consequence tracking system Handout 2: Path to Culture of Achievement Management Plan

34. Consequence Hiearchy A(negative consequence is check mark should be sufficient to redirect) 1st Rule Break Check Mark Loss of small privilege Another Check Mark 2nd Rule Break B(other than loss of small privilege nothing “bad” happens) More unpleasant Consequence Another Check Mark C(time-out/reflection: Appendix 2) 3rd Rule Break Serious Consequence Another Check Mark D(Essay Topic completed as homework: Appendix 3) 4th Rule Break 5th Rule Break School Team Decision F

35. Be clear on… Fist of 5 • What are the three primary components of an effective management plan? • What are rules? What rules will I use at Institute? • What is the difference between positive recognition and corrective action? • What system of positive recognition will I use at Institute? • What system of corrective action will I use at Institute? • What are my responsibilities in relation to the management plan? If you are unsure, ask NOW.

36. Next Steps & Reminders • Tomorrow • Responsible Behavior Expectations  MGMT 2 • Procedures  MGMT 2 • Supported work time w/ CMA in afternoon • Today • Complete Sections A, B, C • Look at Assertive Discipline Quick Guide (CMCD)???? • Due Dates • Due to CMA by: Friday morning to CMA’s email • CMA will return w/ feedback by: Friday by the end of school • Revisions due by: Monday morning to CMA’s email

37. Closing Reflections 4 minutes

38. Closing: Reflections on Management Video Clip: “The Importance of Management”

39. Self- Reflection • On an index card write: • What excites you the most about the management plan  • What aspect of the management plan are you most nervous about  * Write your name and your CMA’s name on the back of the index card*

40. Remember… The first and great commandment is, “Don’t let them scare you.” -Elmer Davis The second is, “Don’t be scared of yourself.”