For MGMT 2, you will need… ATL.CM.FD > #CMIM Handouts --> Week1.Handouts --> CS Handouts --> TeachStud.High.For.Behavior.HO.CD.HAND OUTS.2012 Your Behavior Management Plan draft Sit with your kid groups!

MGMT 2 Teaching Students Your High Expectations for Behavior

4 Do Now: Management Quick Quiz 1)True or False? Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it. 2)Who controls how students behave in your classroom? __________ 3)Which students can behave? __________ 4)Complete this definition: Classroom management means __________% compliance from 100% of _________ 100% of the time. Bonus: How does this actually lead to students having more autonomy and freedom in your class? 5)Part One: Put the following components of getting to an effectively-managed class in order: a.a well-planned system for management and procedures b.the system is clearly enforced with students c.the system is clearly communicated to students d.a strong teacher voice/presence in the classroom Part Two: Which two components did we begin working on yesterday? Part Three: why are our mindsets about management so important?

Keys to Effective Management 1. Beliefs:  Classroom management is essential to student achievement.  All students can behave and it’s my responsibility to help them do so.  Even though I’m a new teacher, I can master the actions that lead students to behave responsibly. 2. Skills:  An effective “teacher voice”  Mini lessons on responsible behavior 3. Tools:  A strong management plan, customized to the needs of my classroom. Consider: How will I communicate my management plan to my Ss so that they understand it and are able to comply?

\\ I AM THE BOSS OF MY CLASSROOM!

7 minutes Reviewing MGMT 1 Previewing MGMT 2

Key Points: MGMT 1 How does having a well managed classroom demonstrate that we care about students? Is it reasonable to expect that all students can behave? What is the definition of classroom management?

Key Points: MGMT 1 Why is a well managed classroom so critical to student success? How does having a well managed classroom demonstrate that we care about Ss? Who sets the tone for student behavior in the classroom? Is it reasonable to expect that all Ss can behave? What is the definition of classroom management? How does strong classroom management lead to a culture of achievement and engagement? Ss want and deserve a well-managed classroom, and a teacher who cares enough to manage it. Their learning depends on it. We control how our Ss behave in the classroom. All Ss can and will behave if we set high expectations for behavior and teach Ss to meet them. Classroom management is the ability to motivate Ss to follow directions. This means 100% compliance from 100% of Ss, 100% of the time.

KP4: Teaching Responsible Behavior Criteria for Effective Mini-Lessons:  Come soon before behavior is need  Include a short, student-friendly, academic-focused rationale  An objective & 3-4 observable behaviors  Modeling of examples & non- examples  Checks for understanding throughout  Whole class practice Behavior expectations need to be explicitly taught.

46 minutes Teaching Ss Responsible Behavior: Introduction, Modeling, & Practice Have the following available: CS- TeachStud.High.ExpHO Handout 1 Guided Notes pg 1 Handout 2 Template pg 2 Handout 3 Example pg 3 Have the following available: CS- TeachStud.High.ExpHO Handout 1 Guided Notes pg 1 Handout 2 Template pg 2 Handout 3 Example pg 3

Video Clip: “Testimonials on Teaching Management” Consider: WHY do we need to teach Responsible Behavior? Consider: WHY do we need to teach Responsible Behavior? Common Concerns: 1. Ss should come to class pre- programmed to behave the way we want them to. 2. Older Ss should already know how to behave. 3. It’s not my job as a teacher to teach behavior. 4. Isn’t it culturally disrespectful to expect my Ss to behave like I did when I was a student?

Video Clip: “Lee Canter on How to Teach Responsible Behavior” As you watch, note the following…  WHAT do I need to teach?  HOW should I teach it?  WHY are the teachers in the clips effective?  Are there other things they could do to be more effective? Yes, this level of explicitness is necessary. Have the following available: CS- TeachStud.High.ExpHO Handout 1 Guided Notes pg 1 Have the following available: CS- TeachStud.High.ExpHO Handout 1 Guided Notes pg 1

Process: How to Teach Management Have the following available: CS- TeachStud.High.ExpHO Handout 2 Template pg. 2 Have the following available: CS- TeachStud.High.ExpHO Handout 2 Template pg. 2

Process: How to Teach Management StepLocation on Plan 1. Open with a short, student-friendly, academic-focused rationale for the responsible behavior Opening Section 2. Tell Ss what the objective of the lesson is Objective 3. Model for them 3-4 observable behaviors (verbal behavior, movement, participation) you want to see. INM 4. Have several Ss get up and model examples & non-examples of the behavior Modified GP ( not always necessary) 5. Ask questions to check for understanding throughout. Throughout 6. Have the whole class practice the behavior. GP Right before your Ss practice a certain behavior, teach a mini lesson: Additional Notes: 5-10 minutes, happens right before expected behavior occurs Additional Notes: 5-10 minutes, happens right before expected behavior occurs

Teaching Management at Institute  First Days of School  Teach most essential aspects of Management Plan  Throughout Summer  Re-teach as needed  Teach new Policies & Procedures as they arise  Use mini lesson template as guide  Kid Groups will divide planning/teaching opportunities* *CMA supported work time this afternoon

Example Mini Lesson: Active Listening Position 1. What are some strengths of this Responsible Behavior mini-lesson? 2. In what ways could it be made stronger? If you have time… 3. In what ways would this mini-lesson need to be modified for 6 th - 8 th graders? Handout 3: Responsible Behavior Mini Lesson Example Read the mini lesson plan on H3 pg. 3 Discuss w/ a partner. Read the mini lesson plan on H3 pg. 3 Discuss w/ a partner.

Mini Lesson Mind Meld Simple, clear, meaningful, student- friendly rationale 4 observable behaviors Addresses verbal behavior, movement, participation Whole-class practices behavior Checks for understanding (CFUs) higher-level than “thumbs-up/thumbs- down” Specific plan for what both teacher and students will do Plan for exact language teacher will use Skips small-group modeling (to save time for more complex learning)* Skips small-group modeling* CFUs do not occur throughout mini- lesson CFUs only check some students Strengths…Could be stronger… What are the benefits of these strengths?

Video Clip: “CMs Teaching Responsible Behavior” Consider:  WHAT made these mini- lessons on effective?  WHAT could these teachers have done even better? Handout 1: Guided Notes for Video Instruction

 Ms. Yang: Specific and observable behaviors for students to follow.  Ms. Baranpuria: Provided rationale for procedure & expectations are visible  Mr. Lundy: Had students model getting quiet during his attention signal  Ms. Carabajal: CFU by asking questions about specific example  Mr. Lundy: Should address movement and participation when he gives the attention getting signal ( what to do with hands, looking at teacher)  Ms. Carabajal: CFU could be stronger. Only asked one student, but ends up giving the student most of the answer. StrengthsImprovements

Teaching Responsible Behavior is like the results wear off after a while, and you must do it over and over again for it to be effective!

Rehearsal Protocol: Snappy Practice Step #1: Watch the exemplar What does this skill look like done well? Step #2: Get clear on the directions How will we practice? What skill(s) am I focusing on? Step #3: Pair practice CM#1 acts as teacher; CM#2 observes Repeat until time to switch roles Step #4: Whole group example* Watch a peer try this and answer: “What should s/he definitely do again and why? What should s/he consider doing differently and why? Step #5: Reflection* Answer questions: How did I do? What are my next steps? *Step may sometimes be omitted.

Video Clip for Snappy Practice: “Teaching Active Listening Position” Justin Meli – 3 rd Grade In pairs, practice:  Giving a short, student-friendly, academic-focused rationale  Communicating 3-4 observable behaviors (verbal behavior, movement, participation)  Checking for understanding  Giving Ss an opportunity to practice  Using your strong Teacher Voice

25 Snappy Practice: Teaching Active Listening Position When the timer goes off we are automatically going to do something that we call active listening position. Please put your eyes on me, fold your hands on your desk. Fantastic, this class is doing wonderfully already. Feet flat on the floor, and your back is straight with your head up, we’re not slumping we’re not leaning sideways. We’re going to use active listening position a lot because scientists show that when students are sitting in active listening position, that means making eye contact with the person who’s speaking, that means sitting with their hands folded, their back straight and their feet flat on the floor, that that is the position in which you're taking in the most information. Active listening position is going to be very useful when I’m giving you instructions or when I’m teaching you something new that you’re going to need to do in just a few minutes. So when I saw active listening position let’s see active listening position. Active listening position. Fantastic! I am so proud of all of you.

Share Out and Reflection What should s/he definitely do again? Why? What should s/he consider doing differently? Why? How did I do w/ this skill? What are my next steps? Whole GroupPartner Reflection

15 minutes Clarifying Your Management Plan: Sections D&E Management Q&A Management Plan Sections D & E 6-8 Management Plan Sections D & E 6-8

Management Plan: Responsible Behavior During Instructional Activities (Section D)  WHAT are they?  Expectations for behavior during regular instructional times  WHY do we have them?  Provides comforting routine  Saves learning time  At Institute  Complete right-hand column w/ 3-4 specific behaviors What to do, how to do it, cover verbal behavior, movement, & participation, and be observable & specific Write the way you will present to Ss  Create accompanying visual  Plan the details From MGMT1, Handout 2: The Collaborative Management Plan

Section D: Behavior Expectations for Instructional Activities (p ) How is this section different from the rules section we reviewed yesterday?

Management Plan: Procedures (Section E)  WHAT are they?  Recurring, non-academic classroom events  What to do and how to do it  Verbal behavior, movement, and participation  WHY do we have them?  Provides comforting routine  Saves learning time  At Institute  Complete right-hand column w/ 3-4 specific behaviors  Create accompanying visual  Plan the details From MGMT1, Handout 2: The Collaborative Management Plan

Management Plan Sample Procedure Attention Getting Signal: Ss need to know the cue for giving you their full attention, and what “full attention” means. You must be able to give this signal from anywhere in the room. Ss must be silent and have their eyes on you as a result of you giving the signal. Ss must give you their full attention w/in 5 seconds of the signal. 3-4 specific, observable behaviors Ss must do, written in the way you will communicate them to Ss (verbal behavior, movement, participation) Detailed Description: When I ring the bell, all of you will: Turn your eyes to me and zipper your mouth Hands free and clear on the desk, feet on the floor, sitting up straight Do all of these things w/in 5 seconds I’ll have two bells, one in the front of the room on my desk and one in the back of the room by the bookcase so that I can get Ss’ attention quickly wherever I am. I will hit the bell twice to get Ss’ attention. I will countdown narrate 3 Ss’ compliant behavior while counting down 5 secs.

Section E: Procedures

A Final Reminder/Recommendation… Whenever possible, teach Ss behavior expectations and procedures just before they use them for the first time.

Management Plan: Q&A Time What questions to you have about:  Section A: Rules?  Section B: Positive Recognition?  Section C: Corrective Action?  Section D: Responsible Behavior During Instructional Activities?  Section E: Procedures?  Anything Else?

21 minutes Responsible Behavior Mini-Lessons: CM Work Time

CM Work Time: (20 min) You will need:  Handout 2: Responsible Behavior Mini Lesson Template  Management Plan Draft During this time :  Collaborative (10 mins.): Outline expectations for:  2 instructional activities (D)  2 procedures (E)  Individual CM (10 mins.): Draft 1 Responsible Behavior mini-lesson  *rehearsal to come

Closing: Recap of MGMT Sessions Where We’ve Been Today (MGMT 2) Made case for why teaching Responsible Behavior is critical. Saw examples and learned strategies for teaching Responsible Behavior Engaged w/ mini-lesson template for teaching expectations to Ss Practiced teaching Ss Active Listening Position Worked on Management Plans Worked on Responsible Behavior mini-lessons Where We’ll Go in the Future MGMT3 (tomorrow): Maintaining Control Through the Behavior Management Cycle Ready for the first day of school!

TEXT ME Summarizer  1 thing that made you say OMG!  AND/or 1 piece of feedback 