E ffective I nstruction S eries July October 4 December 1 June 4 Welcome to ESU 6!

Bell Ringer Geometric Response Ideas that square with my beliefs or current practice three points I want to remember the ideas going around in my head made me wriggle in my seat an action I will take

Series Goals Participants will…  Utilize assessment, reporting, and grading practices based on current research and literature.  Utilize instructional routines and strategies based on current research and literature.  Implement classroom management practices based on current research and literature.

Set Activity Visualization  Visualize  What does your ideal classroom sound like, look like, feel like? See it in your mind…  Scan your vision for student behaviors and put these in slow motion for closer examination. What are the specific behaviors that are so pleasing to you?  Make a list of desired behaviors. If you want it, teach it!

Essential Questions  What will I do to establish or maintain classroom rules and procedures ? (p. 5-6)  What will I do to engage students ? (p )  What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? (p )  What will I do to establish and maintain effective relationships with students? (p )

Objectives  Identify classroom behaviors, routines, and procedures requiring teaching.  Teach a behavior, routine, or procedure expected of students using a strategic process.  Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

Objectives  Indentify positive, replicable ways to encourage positive relationships with students including  knowing students  greeting students  making students look good  maintaining appropriate student level of concern

Get to Know Your Students  Use names  Attend (or know about) extra-curricular activities  Use interest and learning profile inventories  Interest circle  Surveys  Find someone who  Greet students at the door  Other ideas?

Making Students Look Good  Glow Comments before Grow Comments  Appropriate Level of Concern  Pass Option  Wait-Time & Wait-Time Extended  Interaction Sequence scaffold for academic success (Sharer, Anastasio, & Perry, 2007, p. 37)

Appropriate Level Of Concern  Set reasonable standards; break difficult concepts into manageable chunks  Be specific about time allotments  K – 6, teacher minutes multiplied by 4 or 5  7 – 12, teacher minutes multiplied by 3 or 4  Use proximity (MBWA)  Be conscious of your nonverbal signals  Use competition carefully (against self, time NOT individuals. (Sharer, Anastasio, & Perry, 2007, p. 54)

Managing Classroom Conditions Factors we Control  Walls  Teacher’s Desk  Seating Arrangement  Plants & Animals  Equipment  You

Pass Option  Best as temporary exit  “Tell me one thing you heard _(the previous responder)_ say.”  Allows time  Gather thoughts, composure  Refocus / re-engage  Requires teaching  Explain why  Teach what it looks like / sounds like  Communicate its temporary nature (Sharer, Anastasio, & Perry, 2007, p )

Extended (also Think-Pair-Share)  Ask all students the question.  Pause (3+ seconds).  Select student(s) to respond. on-the-clock Put students on-the-clock. –“You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Wait Time (Sharer, Anastasio, & Perry, 2007, p )

Interaction Sequence 1.Prompt / ask ALL students. 2.Pause (3+ seconds). 3.Put students on-the- clock. e.g., “You have 30 seconds to share your answer with your partner.” 4.Students share their thoughts with a partner. 5.Select student(s) to respond. Monitor & Conference Check student answers Probe Provide answers when missing Take note of good responses 1. Intentional Selection 2. Random Selection 3. Volunteer Selection (Sharer, Anastasio, & Perry, 2007, p )

Making Students Look Good  Glow Comments before Grow Comments  Appropriate Level of Concern  Pass Option  Wait-Time & Wait-Time Extended  Interaction Sequence (Sharer, Anastasio, & Perry, 2007, p. 37) scaffold for academic success

Objective Identify classroom behaviors, routines, and procedures requiring teaching.

Recall the behaviors exhibited in your vision of the ideal classroom…

“Most behavior problems in the classroom are caused by the teacher’s failure to teach students how to follow procedures.” (Wong & Wong, 1998) (Wong & Wong, 1998)

Establish Rules & Procedures  Rules  Identify general expectations or standards for student behavior  “Treat others the way you would want them to treat you.”  Procedures & Routines  Expectations and process for specific behaviors to realize the rules  how to assemble in three-ish groups (Marzano, 2007, p. 119) Focus Number of Effect Sizes Average Effect Size Percentile Decrease in Disruptions Design and implementation of rules and procedures in general

Identify Behaviors, Procedures, & Routines to Teach  Entering the room  How to volunteer a response  How to greet a partner/small group  Asking to leave the room (restroom, etc.)  Transitions  Getting ready to leave & orderly dismissal  Organizing personal workspace  Making sure items get home  Recording assignments in assignment notebook  Others? Involve students in this brainstorming stage!

Brainstorming Activity Wait-Time Extended & Have a Ball!  Think of the routines, behaviors, and procedures necessary to maintain the most positive learning environment.  Share your ideas with a nearby partner. You have one minute.  When the ball comes to you, say a behavior, routine, or procedure and toss the ball to someone else.  Return to your partner. Write as many ideas as possible. You have one minute.

Objective  Teach a behavior, routine, or procedure expected of students using a strategic process.

Front Load Expected Behaviors  “If you want it, teach it.”  Teach vs. Tell  proactive vs. reactive approach  student self-control vs. constant teacher control  Prioritize, teach 2-3 most important per week until all have been taught (Sharer, Anastasio, & Perry, 2007, p. 47)

Teach Expected Behaviors: Five Steps for Getting Kids Ready 1.Brainstorm the expectations; determine and teach the content. 2.Model the behavior. 3.Practice the behavior. 4.Reinforce the behavior. 5.Re-teach the behavior. “If you want it, teach it.” (Sharer, Anastasio, & Perry, 2007, p. 47)

For example…

Experience & Observe  Strategy observer  What steps/processes did you observe?  Participant observer  What words, behaviors, evidence of student learning did you notice?  Participants  What did you learn? What worked for you? How did you feel as a learner using this strategy?

Teach Expected Behaviors: Five Steps for Getting Kids Ready 1.Brainstorm the expectations; determine and teach the content. 2.Model the behavior. 3.Practice the behavior. 4.Reinforce the behavior. 5.Re-teach the behavior. “If you want it, teach it.” (Sharer, Anastasio, & Perry, 2007, p. 47)

Objectives  Explain how to use the retraining strategy when students fail to deliver on expected behaviors.

When things don’t go as planned…  Calm  Don’t go limbic with your students.  “When you are ready to talk reasonably about his, let me know.”  Question  Get the information you need.  “Is there something I need to know that I don’t know that caused you to…”  Teach  Retrain the desired behavior.

Retraining  Purpose: change the unwanted behavior, a way to hold students accountable for taught behaviors  Instructional vs. punitive  On students own time, but only as long as necessary to successfully re-teach (Sharer, Anastasio, & Perry, 2007, p. 54)

Criteria for Teaching and Reteaching Behaviors  Be consistent  Be dispassionate  Be professional  approach student privately  never use sarcasm or ridicule  Follow up appropriately (Sharer, Anastasio, & Perry, 2007, p. 54) Confront the behavior not the person. Confront the behavior not the person.

Withitness  “ aware of what is happening in all parts of the classroom at all times by continuously scanning the classroom”  “the disposition of the teacher to quickly and accurately identify…potential problem behavior and to act on it immediately” (Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67) Focus Number of Studies / Subjects Average Effect Size Percentile Decrease in Disruptions Withitness3 /

In Other Words…  Management By Walking Around (MBWA)  “On your feet, not on your seat.”  Constant monitoring (Sharer, Anastasio, & Perry, 2007, p. 54)

What does withitness look like? What recognizable, replicable behaviors do “with-it” teachers exhibit?

Closure Craft Knowledge Record