Describe how you feel when your schedule is different from the usual. Objective: Identify problem behaviors related to transitions in class and create a schedule that demonstrates DAP. Warm up: Describe how you feel when your schedule is different from the usual.

Schedules and Routines help reduce behavior problems Develop a schedule that promotes child engagement and success. Balance activities: active and quiet small group and large group teacher-directed and child-directed Teach children the schedule. Establish a routine and follow it consistently. When changes are necessary, prepare children ahead of time. 2

Teach schedules with Visual cues 3

Visual Schedule Change Diaper Wash Breakfast Music Use real objects. 4

Visual Schedule with Photographs 5

Morning Meeting Mini-Schedule 6

Visual cue for procedures 7

1. Turn on water. 2. Wet hands. 3. Get soap. 4. Rinse hands. 8

5. Turn off water. 6. Dry hands. 7. Throw away towel. 8. Go play. 9

Activity Turn-Taking Cue 10

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Scenario 1 You say it’s time for circle. One little boy roams away from circle. When you try to guide him to circle, he drops to the ground and will not budge. How can you use your visual schedule to teach? 12

Scenario 2 You announce that it’s time for centers and a girl runs to go out the door yelling “No! Play out!” How can you use your visual schedule to teach? What else might you be able to use to teach? 13

Scenario 3 A child goes to play with her favorite train. When you go over to her and tell her it’s time for snack she starts screaming and throwing train pieces. How can you use your visual schedule to teach? What else might you be able to do/use to teach? 14

Scenario 4 A new little boy arrives in your classroom and he is very scared. When Mommy says bye, he screams, cries, pulls on her leg, and tries to climb up Mommy’s body. How can you use your visual schedule to teach? 15

Scenario 5 Today you have scheduled water play outside. All of the children are excited and have been anticipating the outside fun all week. But we have been given a tornado warning and it’s raining, so there will be no outside fun today. How will you teach using your visual schedule to prevent challenging behavior? 16

Activity: Write a classroom procedure for two classroom situations. State the intended age group for the procedure. You will be modeling this in class.   You may select from the following list or come up with another situation requiring a procedure: Morning routine (coming into the classroom in the morning) Evening routine (preparing to leave school in the afternoon) Preparing for lunch Procedure for quieting the class Procedure for collecting work Procedure for lining up Procedure for getting the teacher’s help Procedure for going to the bathroom Procedure for getting make up work Procedure for walking in the hallway

Homework: Fast forward 4-5 years Homework: Fast forward 4-5 years. You are starting the year as a teacher of grade __ Think about the procedures you will have in place for your students (at least 5 procedures) Briefly explain each one. Prepare a power point to explain these to your students. Add any pictures etc. you need to. Explain in the notes how you will reinforce the implementation of these procedures. Printed and turned in by Tuesday.

Objective: To discuss impact of transitions on learning and suggest ways to use these effectively What do we refer to as “transition” when writing lesson plans?

Transitions: The process or a period of changing from one state or condition to another. Examples in a classroom? 20

Plan for Transitions Minimize the number of transitions that children have during the day. Minimize the length of time children spend waiting with nothing to do. Prepare children for transitions by providing a warning. Structure the transitions so that children have something to do while they wait. Teach children the expectations related to transitions. Individualize supports and cues.

Video 1.2: Transitions to Centers 22

Video 1.3: Providing Individualized Transition Cues to Gabby 23

Transition with Visual and Timer 24

Transition with Visual cue 25

Transition with Visual Choice 26

Transition with Center Necklaces 27

Teach children the rules video 1.6 28

Activity Analysis Using Clip Art Washing Hands 1 2 3 4 5 Wet hands. Get soap. Wash hands. Dry hands. Throw away. 29

Individual Schedule First Then 30

Large Group Activities Planning the activity Consider the length Be clear about the purpose and goals of the activities Use circle time to teach new things Implementing the activity Provide opportunities for all children to be actively involved Assign jobs to children Vary your speech and intonation patterns Have children lead activities Pay attention to children’s behavior 31

Small Group Activities Importance of small group activities Skill building Individualized attention Planning and implementing Be clear about the goal Use peers as models Ensure participation by all children Provide feedback 32

Article

Objective: To create a kindergarten schedule Warm up: Study the activities on the pages assigned to you in pairs and do the following

Create a schedule (Individual portfolio)20 points Make a schedule for one day in a full day kindergarten class. Printed and turned in by ____________ Show the timings of all activities and outline of what kids will do during that time. Along with the schedule you will submit a write up of 300-400 words why such a schedule will be successful and what is your reason for choosing the timing you have allotted. Title your work and make it look professional.

Closure

Objective: To discuss types of rules needed in a classroom and examine given examples. Warm up: List one rule that you like in school and another that you don’t. Consider the one that you don’t like… do you understand the need for that rule?

Rules Should Address Noise level Movement inside Interactions with property Interactions with adults Interactions with peers 38

General Guidelines About Rules Have a few simple classroom rules. Involve the children in developing the rules. Post the rules visually. Teach the rules systematically. Reinforce the rules at high rates initially and at lower rates throughout the year. 39

Involving Children in Developing the Rules Have children help generate the rules. Name the rule and have a child demonstrate the rule. Name the rule and have the children identify the visuals that might go on a poster. Have children help decorate a rules 40

Program-wide Rules 41

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Circle Time Rules 43

Questions for Video (next slide): Circle Activity Are the children engaged in these two clips? What tells you that the children are or are not engaged? Describe the teacher’s behavior in these clips. What is the teacher doing that engages the children? What strategies can you suggest that would help the teacher engage the children even more? 44

Video 1.4: Circle Activity Q’s on next slide 45

Video 1.5: Stop/Go Teaching Rules http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_5.MPG 46

Video 1.6: Children Demonstrating Classroom Rules http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_6.MPG 47 47

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Fun Ways to Reinforce the Rules Rules Bingo! Make a big book about school rules Homework– what are your rules at home? Play “rule charades” 49

Rules Activity Develop a list of 3-5 rules you use or would use in a classroom. Discuss these rules with others at the table. Brainstorm fun and creative ways for teaching the rules. 50

Homework Interview two teachers, individually, about their classroom management procedures and rules. Introduce yourself and inform the teachers that you are there to interview them specifically about their classroom management procedures. Ask at least 10 questions. Work to be typed and printed. How will you make sure this is an interview and not a questionnaire?

Examples of questions: How are students to signal they want your attention or help? How do you call on students during whole-group activities? What are your guidelines and expectations for small-group, active learning projects? How do you respond if a student disregards your guidelines or rules? How are students to obtain materials for instructional activities? How are students to store and organize their materials? How and when are students to enter and exit the classroom? What are procedures for students going to the drinking fountain or bathroom? How do you set up expectations and manage noise level in the classroom? How do you set up expectations and manage noise level in the classroom, especially during group work time? Describe your expectations for classroom behavior and the consequences for misbehavior.