The Important First Days Effective Student Management New Teacher Staff Development 2014-2015 ALDINE ISD

Effective Student Management

Guidelines C – Conversation: Share your experiences, discuss with neighbor, take calls outside H – Help: Take care of needs, ask your neighbor, take a break A – Activity: Mostly presentation, some reflection with neighbor M – Movement: Get up and move around as needed P – Participate: Discuss with neighbor, discuss with group S – Success: Take away one new idea or point

Effective Student Management The research is clear: “…the teacher is probably the single most important factor affecting student achievement….” Robert J. Marzano

Effects of a School vs. a Teacher on Student Entering at 50th Percentile Classroom Management that Works Robert Marzano

Campus Discipline Framework

Management and Discipline Planning Questionnaire Complete the planning questionnaire (elementary – middle 3.1, 4.1; 9th - high school 4.1, 4.2) and discuss at your table – What level of structure do you and your students “need”? What are the implications for your classroom?

Clear Expectations / Procedures and Routines Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport teacher interaction with students - student interactions with one another 2b. Establishing a culture for learning importance of the content expectations for learning and achievement student pride in work 2c. Managing classroom procedures management of instructional groups management of transitions management of materials and supplies performance of non-instructional duties supervision of volunteers and paraprofessionals 2d. Managing student behavior expectations monitoring of student behavior responses to student misbehavior 2e. Organizing physical space safety and accessibility arrangement of furniture and use of physical resources

Effective Student Management Clear Expectations/Rules and Procedures Developing Positive Relationships with Students Disciplinary and Academic Interventions Emotional Readiness

Procedures and Routines Clear Expectations Procedures and Routines

The Importance of the First Two Days of Instruction

Clear Expectations / Procedures and Routines Visit with a neighbor and describe what an organized classroom would look like.

Clear Expectations / Procedures and Routines Beginning and ending the class period 30 sec to begin Jumpstart activity Wrap up or summary exit activity Transitions Students move faster when being timed or competition is involved Materials and equipment Group work/class discussions Rubrics for group work participation grades Method for calling on students (popsicle sticks, personal data cards) Individual work and teacher-directed instruction. Keep the lecturing to a bare minimum

Clear Expectations / Procedures and Routines Brainstorm with each other and determine other times during the school day when procedures and routines would be appropriate.

Clear Expectations / Procedures and Routines You must teach, practice and reinforce the routines and procedures you want your students to follow. This could and should be a daily activity.

Developing Relationships Impressions

Developing Relationships Visit with a neighbor and discuss the impact of impressions on your classroom environment.

Developing Positive Student Relationships

Developing Positive Student Relationships Research tells us: Children are more likely to be respectful when important adults in their lives respect them. (Kohn) Positive relationships between students and teachers are important at every level. (Elementary, MS and HS)(Marzano) The most powerful strategy to foster a positive learning environment is developing positive relationships with students. (Canter and Canter) Students who like their teachers outperform those who do not by 30%. (Jenson)

Developing Positive Student Relationships Develop Classroom Pride Greet each student at the door Call on each student by name Display student work Acknowledge individual accomplishments Acknowledge classroom accomplishments in the building Give specific encouragement to students Use rituals

Developing Positive Student Relationships Develop an Understanding of the Culture and Community Understanding student backgrounds Campus demographics student populations, economically disadvantaged How do students get to school?

Developing Positive Student Relationships Take a moment and think about how you were received today… in the parking lot… in the building… in the classroom.

Developing Positive Relationships Establish clear learning goals (the learning threshold). Provide flexible learning goals. Take personal interest in your students. Develop an understanding of differences in students. Utilize equitable, specific feedback. Teaching with Poverty in Mind Eric Jensen A Framework for Understanding Poverty Dr. Ruby Payne Teaching with Love and Logic Dr. Jim Fey

Interventions

Teaching Behavior Expectations Interventions Teaching Behavior Expectations

Interventions Students expect you to be in control. There should be a balance between control and cooperation.

Proximity Control Or Working the Crowd Eye Contact and Body Language Focus on Prevention A key way to address classroom disruptions is by utilizing: Proximity Control Or Working the Crowd Eye Contact and Body Language Tone of Voice

Focus on Prevention Our ability to move around the room and navigate from desk to desk enhances our ability to manage the classroom.

Focus on Prevention Fred Jones refers to three zones: Red Zone Yellow Zone Green Zone

Focus on Prevention Teacher Student Student Student Student Student

Focus on Prevention Share with a neighbor other possible ways to organize your classroom to enable good movement and increased mobility. What criterion on your smart card would this address?

Principles of Effective Student Management The teacher is the MOST important figure in maintaining good student behavior. All students seek acceptance and success. All students can exhibit acceptable behavior. Structure facilitates success. Discipline depends on consistency, persistence, and follow-through. Consequences are more effective than punishment. Encouragement and reinforcement provide motivation for appropriate student behavior.

Principles of Effective Student Management Students behave in different ways. Student behave according to what motivates them. Students use learned patterns of behavior to control their environment. Inappropriate behavior can be modified. Different interventions work with different children.

Principles of Effective Student Management Providing positive support and proactive interventions are more important than having a reactive discipline plan.

Principles of Effective Student Management How would we define effective student management? Clear Expectations Time on Task Opportunities to Respond Positive Interactions (3:1) Correction with Fluency Re-teaching Expectations

Teaching Behavior Expectations Model behavior you want to see. Use real examples to make the point. Reinforce appropriate behaviors! 3:1 ratio

Emotional Readiness

Emotional Readiness

Emotional Readiness Do not take disrespectful behavior personally. Responding based on calm and control. Utilize wait time before responding.

Principles of Effective Student Management Power struggles are not an effective way to change behavior. Your actions as an educator make an impact on the behavior of children.

CALM is STRENGTH Upset is weakness Emotional Readiness CALM is STRENGTH Upset is weakness

Emotional Readiness List ways you can diffuse a situation with a student. Share with a neighbor.

Classroom Management & Discipline Plan Complete your own Classroom Management and Discipline Plan (blank handout) utilizing the sample Classroom Management Discipline Plan (bulleted suggestions) for a successful school year

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” ― Haim G. Ginott

References Classroom Management that Works Robert J. Marzano Teaching with Poverty in Mind Eric Jensen CHAMPS: A Proactive and Positive Approach to Classroom Management Randy Sprick Love and Logic Jim Fay and Charles Fay Tools for Teaching Fred Jones

The Important First Days Effective Student Management