Classroom & Behavior Management Session 4 Nine tenths of education is encouragement. Anatole France Writer, critic, one of the major figures of French literature in the late 19th and early 20th centuries, who was awarded the Nobel Prize for Literature in 1921 Write your reflections in your Idea Cookbook, and we’ll discuss it when everyone is finished.

Senate Bill 1031, passed May 26, 2007 End of Course Exams Beginning in the school year 2011 – 2012, all entering 9th graders will have to pass End of Course exams in order to receive a high school diploma. These EOC exams will be offered for 12 secondary courses: Algebra I English I BiologyWorld Geography Algebra II English II ChemistryWorld History Geometry English III PhysicsUS History Each EOC exam will count as 15 percent of a student's grade for that course. With the exception of the 3 English EOC exams, all EOC exams will be given in May. For students who do not perform well on the EOC exams, school districts will be required to provide acceleration.

Senate Bill 1031, passed May 26, 2007 Requirements for a High School Diploma In order to earn a high school diploma, students do not have to “pass” all EOC exams that they take. Instead, they must earn a cumulative score that is at least equal to the product of the number of EOC exams they take and 70 with each EOC exam scored on a scale of 100. A student must earn a score of at least 60 for the score to count towards the cumulative score. For example: A student on the Recommended High School Program will take all 12 EOC exams. In order to receive a high school diploma, he/she must earn a total of 840 points out of 1200 possible on the 12 tests (with none of the individual scores being lower than 60). A student on the Minimum High School Plan might only take 8 EOC exams. In this case, he/she must earn a total of 560 points out of 800 (with none of the individual scores being lower than 60).

Senate Bill 1031, passed May 26, 2007 Other Noteworthy SB 1031 Information School districts are not allowed to spend more than 10% of school time on district wide testing. TEA is charged with adopting a series of questions that will not determine a student's grade but will be used for reporting purposes. Some of these will questions will be used to determine a student’s college readiness. Some of them will be used to determine if the student is ready for advanced high school courses. By September 1, 2008, all school districts must report to TEA their readiness for administering the tests on-line In addition to the EOC exams, school districts will test 8th and 10th graders with a college prep assessment at state cost. 11th graders will also have the opportunity to take one college admission test at state cost. TEA will develop a list of assessments that qualify for these two requirements.

Beginning Class Items AnnouncementsAnnouncements Book shareBook share Article shareArticle share General thoughts or commentsGeneral thoughts or comments Anyone change any personal information?Anyone change any personal information? Anyone have a job to report?Anyone have a job to report?

A word of caution… This is our last full week in class. That means that out of fairness and professional courtesy, you need to get all of your tickets (and alternate assignments) completed and turned in this week. I have a lot of grading and paperwork to do over the weekend, and the sooner you get things in, the better for me.

Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? A.Does my instruction reflect a consistent and coherent educational philosophy? B.Do my students have opportunities to participate in varied types of learning experiences? C.Do my lessons promote all students’ intellectual involvement and active engagement in learning? D.Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? A.Does my instruction reflect a consistent and coherent educational philosophy? B.Do my students have opportunities to participate in varied types of learning experiences? C.Do my lessons promote all students’ intellectual involvement and active engagement in learning? D.Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment system in which: A.different standards of performance are used to determine grades for different groups of students B.tests and quizzes administered to the class include questions at varying levels of difficulty C.feedback given to students is based on peer assessment as well as assessment by the teacher D.process and progress are considered as well as product in determining grades

A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment system in which: A.different standards of performance are used to determine grades for different groups of students B.tests and quizzes administered to the class include questions at varying levels of difficulty C.feedback given to students is based on peer assessment as well as assessment by the teacher D.process and progress are considered as well as product in determining grades

“The Keys to Classroom Management” John Marzano Classroom & Behavior Management Session 4

Concerning classroom discipline, students need the following: (Kronowitz, p. 149) 1.Safety – physically & emotionally 2.Limits – need to learn what is appropriate 3.Acceptance – demonstrating acceptable behavior promotes the desire and approval of others 4.Self-Esteem – those who control their behavior will garner the support of others and improve confidence in self Classroom & Behavior Management Session 4

Concerning classroom discipline, students need the following: (Kronowitz, p. 149) 5.Learning – order and discipline improves learning 6.Responsibility – for every action, there is a logical response 7.Democratic Training – effectively managed classrooms teach the democratic principles Classroom & Behavior Management Session 4

Incentives and Penalties (Kronowitz, p. 151) Apply It! (p. 158) Avoid It! (p. 158) Coppell – The use of music school-wide during the passing period. Music stops to signify the one- minute warning. Classroom & Behavior Management Session 4

Causes of Misbehavior (Kronowitz, p. 160) Three Clues 1.The recognition reflex 2.Your visceral reaction to misbehavior 3.What the student does when told to stop Classroom & Behavior Management Session 4

Apply It! (p. 163) Watch It! (p. 165) Classroom & Behavior Management Session 4

Related to “Apply it” on pp. 76 & 78 1.From your experience, how do rules affect management strategies? 2.How did you feel when rules were not consistently enforced? 3.Can you remember having a teacher whose rules were unfair? Classroom & Behavior Management Session 4

Seven Principles of Rule Making (pp ) Classroom & Behavior Management Session 4

Read Chapters 16 & 17 on your own to fill in any gaps Classroom & Behavior Management Session 4

Four Corners Activity Groups of four Rotate around to the stations, and add thoughts Discussion will follow Alternate: We will discuss as a class Classroom & Behavior Management Session 4

1. Why is it important to develop good positive teacher-student relationships? 2. What are some ways or activities to develop effective relationships? 3. What are some things a teacher can do at the beginning of school to set a tone for effective classroom management? 4. How can you involve students in establishing rules/guidelines/procedures? Classroom & Behavior Management Session 4

Classroom Arrangement (pp ) Discussion What’s yours going to look like? (Reminder: Let’s talk about floating) Classroom & Behavior Management Session 4

Journal Focusing on the bracketed paragraph on page one in the Classroom Management section of your binder, how do you plan on creating a supportive environment for your students? Classroom & Behavior Management Session 4

“What Fills You Up?” Directions: 1.Put two XXs for any activity that takes longer than an hour 2.Put one X for any activity that takes ten minutes to one hour 3.Put 0 for activities that take less than ten minutes Classroom & Behavior Management Session 4

1.Spending time with the family 2.Reading 3.Writing 4.Playing golf 5.Studying & learning 6.Researching 7.Woodworking 8.Playing with my dog 9.Working on my website 10.Seeing former students in town Classroom & Behavior Management Session 4

1.Spending time with the family 2.Reading 3.Writing 4.Playing golf 5.Studying & learning 6.Researching 7.Woodworking 8.Playing with my dog 9.Working on my website 10.Seeing former students in town XXXXXXXXXXXXXXX0 Classroom & Behavior Management Session 4

“What Fills You Up?” People with mostly 0s are people who know how to grab every opportunity for enjoyment and happiness. These are the people who will not wait for tomorrow to do things they want to do – people who find joy in the simplest of activities. Adaptable to the classroom? Classroom & Behavior Management Session 4

Cipher in the Snow (film) At-risk students Classroom & Behavior Management Session 4

TESA Strategies pp in your binder pp in Kronowitz Classroom & Behavior Management Session 4

Kronowitz (pp ) Procedures and Routines Discussion Read this on your own to fill in any gaps Classroom & Behavior Management Session 4

High Needs Behavior 1.Passive Students 2.Aggressive Students 3.Students with Emotional Problems 4.Perfectionist Students 5.Socially Isolated Students Classroom & Behavior Management Session 4

1.Passive Students 2.Aggressive Students 3.Students with Emotional Problems 4.Perfectionist Students 5.Socially Isolated Students Pair up and discuss each activity considering the types of behaviors that might be present in class as a result. Share with class. Classroom & Behavior Management Session 4

Approaches to Classroom Management (pp ) Now, as a pair, examine how each type approach might effectively or ineffectively deal with each type of behavior you listed previously. For example, how would an Authoritarian Approach deal with a Passive Student? Classroom & Behavior Management Session 4

Types of Behavior 1.Rambling – walking around the room 2.Shyness or Silence – lack of participation 3.Talkativeness – knowing everything, manipulation, chronic whining 4.Sharpshooting – trying to shoot down everything the teacher says 5.Arguing – disagreeing with everything you say 6.Grandstanding – getting caught up in gaining attention 7.Hostile or Resistant – angry, belligerent, or combative behavior 8.Side Conversations – may be personal or related to the subject but not paying attention In groups of four, using all of the information you have, list specific ways you think a teacher could effectively deal with the above scenarios.

Natural and Logical Consequences (pp ) Highlights and Discussion Classroom & Behavior Management Session 4

Relationship building is critical to effective classroom management and effective teaching It helps to set up activities that allow students to be actively involved If the proper procedures are in place, you can do non- traditional activities and solicit good behavior Classroom & Behavior Management Session 4

Take out a sheet of white notebook paper Do not place your name on the paper Answer the following questions 1.How will students know you care? 2.What concerns you most about classroom management? 3.List a way to model respect 4.Why isn’t it appropriate to be ‘friends’ with your students? 5.How can you establish a relationship of trust and safety in your classroom? 6.What’s the difference between being ‘friends’ with students and being ‘friendly’? Classroom & Behavior Management Session 4

Snowball Fight Classroom & Behavior Management Session 4

Please return from break within 15 minutes

Respond to the following: M Manage student behavior in two ways A Activity scheduled for the first day of school N Note written to self reminding what it’s like to be a student A Another way to let students know you as a person is… G Geared for students, I will utilize relationship- building activities such as… E Each student will know I care because each day I will…

At the end of each class you should ask your students: Did you LEARN today? Did you LOVE today? Did you LAUGH today? Schools should be places for learning, loving, and laughing. If we achieve that, we make dreams come true for everyone.