Managing Student Discipline Sarah Gentry Alice Orange Joey Norman

Today’s Objectives: Initiating A Teacher Presence Setting Clear Expectations Creating Student & Teacher Relationships

Initiating a Teacher Presence Mr. Norman

How does Presence impact the classroom? Teacher Presence How does Presence impact the classroom? Some teachers just seem to have "it." They command the room. They hold students spellbound, willing, and ready to focus on learning. We believe that much of a teacher's presence in the classroom - the thing that students intuitively respond to - is composed of actions teachers can take that can be taught, practiced, and mastered. From tone of voice, to body language, to the physical space surrounding them, teachers can learn to manage themselves and their environment for the benefit of their students - and serve as models of self-respect and self- discipline in the process. - Collaborative Culture

Teacher Presence 3 Components Body Language Managing Emotions Classroom Environment

Posture, Eyes, & Face project messages to students Body Language Posture, Eyes, & Face project messages to students Presence

Managing Emotions Builds mutual respect & trust Being a second-to-last-word teacher

Managing Emotions Builds mutual respect & trust Being a second-to-last-word teacher

Classroom Environment Powerful instruction is the best classroom management Teacher behaviors are JUST as important as Student behaviors John Hattie measures Effect Size to show impact of teaching strategies - average is 0.40 Above 0.40 = positive impact Below 0.40 = negative impact 145 Components measured RANKING ACTIVITY Homework Gender Teacher clarity Ethnic Diversity Classroom Discussion Feedback Family Structure Formative Assessment Class Size Teacher Credibility

Classroom Environment Powerful instruction is the best classroom management Out of 145 practices: 1 is highest impact, 145 is the lowest impact 1 Teacher Credibility 0.90 94 Homework 0.29 4 Classroom Discussion 0.82 113 Class Size 0.21 7 Teacher Clarity 0.75 122 Family Structures 0.18 9 Feedback 0.73 133 Gender 0.08 11 Formative Assessment 0.68 141 Ethnic Diversity 0.05

Classroom Environment Powerful instruction is the best classroom management Explicit Curriculum Proximity Modeling Formative Assessment Engagement Goals Guided Practice Consistent Routines Spaced Authentic Practice with Feedback High Rates of Positive to Negative Feedback CPPQT C = P = Q = T =

Classroom Environment Powerful instruction is the best classroom management The Big 3: Engaging Curriculum Engaged Students Timely Feedback

Setting Clear Expectations Mrs. Orange

Setting Clear Expectations from Day 1 https://www.teachingchannel.org/videos/setting-classroom-tone

Setting Clear Expectations “Your expectations are not what you say, but what you allow your students to do.” Cornerstone: Creating Systems - Mr. Romagnolo “I Can” Statements Revisit Expectations on Day 1 Expectations = Structure Structure = Engagement Engagement = Less Likely to Misbehave Get students involved in Learning Outcomes

Levels of Expectations Daily Expectation: Creative Process (Ideas > Sketchbook > Project) On-Task for Daily Progress Weekly Expectation: Consistent Sketchbook Work Development of Skills, Techniques 1 Project Produced Weekly Midterm Expectation: In-Progress Portfolio Active Sketchbook Drawings Refining of Skills Quarter Expectation: Portfolio Review Written Artist Statement Variety of Pieces: Portrait, Landscape, Abstract/Non-Objective School Year Expectation: Strong, Completed Visual Art Portfolio Artist Statement Core Value: Execute Greatness Art 1 Syllabus https://docs.google.com/a/warren.kyschools.us/document/d/1fChhNF8I311MCAPvvvZqreCFob8daytNGUMaAuNJhrc/edit?usp=sharing

Accountability What do you do when: Core Value: A student is tardy with a note? Without a note? A student doesn’t do the bell-ringer? The class doesn’t do the bell-ringer? A student doesn’t have a writing utensil? A student doesn’t have paper? A student has headphones in? A student has a phone out? A student has their head down. A student takes/makes a phone call in class? A student refuses to participate in discussion? A student refuses to do any individual practice? A student cheats on formative assessment? On summative assessment? A student curses? A student makes sexual remarks? A student makes racist remarks? A student walks out of your room? A student is crying? Two students start fighting? A student threatens another student? A student is out of dress code in your class A student in the hallway (who you don’t know) curses loudly? A student in the hallway (who you don’t know) is wondering around without a pass or note? A student in the hallway (who you don’t know) refuses to take off their headphones/hat/etc. after being asked? You hear load/specious noises or smell smoke in a restroom? What do you do when: Core Value: Accountability Be where you are supposed to be When you are supposed to be there Doing what you are supposed to do The way you are supposed to do it

Accountability through RUBRICS

Creating Teacher and Student Relationships Mrs. Gentry

Why are Relationships Important? https://www.youtube.com/watch?v=aw29ecpDpoM “Rules without relationships create resentment…”

Ways to Build Relationships: Get to Know Your Students Make an effort to learn your students from the 1st day Learn their interests and abilities Humanize yourself as the teacher Be prepared to share some facts about yourself Build a sense of community within the classroom: Consider having the class create a mission statement and set goals for the year

Ways to Build Relationships: The Greeting https://www.youtube.com/watch?v=IVBiLADN7bk&index=4&list=PL4SrteVOc_AOb2uPGtMjNJnv_IZEiNekX

Building Relationships: The First Days of School Harry and Rosemary Wong have a chapter dedicated to this concept within their book. “Effective teaching is all about teacher-student relationships.” The Five Concepts that Enhance Positive Expectations: Name Please Thank You Smile Love Name- Say student name when addressing them- shows that person diginity and respect/ Pronounce the name correctly Please and Thank You- Demonstrates manners, shows repect, shows appreciation Smile- is universal language of peace and understanding-a SINCERE SMILE creates a positive climate and can disarm an angry person Love- don’t have to say you love your students/ just need to SHOW it- by listening and caring

Ways to Build Relationships: Focus on Positives Refer to Rita Pierson story of F… -18 vs. +2 on quiz- got 2 right, you’re on the right track

Ways to Build Relationships: The 2x10 Method For At-Risk Students: The 2×10 strategy is simple: spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.

Ways to Build Positive Relationships: Proximity and Redirection The Power of Proximity: Physical presence is a powerful way to shape students' desirable behaviors and prevent disruptive ones. A positive classroom environment can be facilitated by the effective use of teacher movement in the classroom. Redirect undesirable behaviors individually and within close proximity; this also protects the student’s self-esteem

Ways to Build Positive Relationships: Redirection ALWAYS FOLLOW-UP: (See also Rita Pierson video: https://ed.ted.com/on/7uwa8nKM for Win/Win Conversation when redirecting a student) Ways to Build Positive Relationships: Redirection

Building Relationships: Parents Build Relationships with Parent/ Guardians: Good News Cards Welcome Letter of Introduction Positive phone contact

Building Relationships: Reflection How does this connect to Warren Central’s Core Values and Mission Statement?

Building Relationships: Reflection What are your experiences with building positive relationships with students in your classes?