Beginning Teacher September Forum #1 Classroom Management CIC:

Connecting Forum Structure Part A

Agenda Introductions Classroom Management Absolutes -Clearly Defined and Posted Expectation -Assertive Intervention - Practice Roll Out Speeches Announcements Closing

Outcomes Classroom management training will be reinforced. Appropriate interventions to behavior problems will be practiced. Rapport building with students to maximize academic success and minimize behavior problems will be emphasized.

Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

Introductions Going around the room, state: Your name What you teach Something that will make us all smile

Learning Forum Structure Part B

Classroom Management What does it look like? Expectations (I-9)

Expectations for Behavior All Expectations Must: Be clearly defined and posted Be monitored constantly and consistently Have consequences when not followed Rules: Should address 3 – 6 of the most frequently occurring and/or the most unacceptable behavior Must be specific and observable Activity/Transition Procedures: Must be taught, modeled, and practiced until they are performed automatically Must, must, must include an attention signal

Consequences Can be specific to the offense - Chewing gum: Scrape gum in detention - Broke in line: Last in line for one week Can be generic and graduated - First Offense: Warning - Second Offense: Call home - Third Offense: Teacher detention - Fourth Offense: Office Referral Can be in response to how serious the offense is - Minor - Moderate - Severe

Assertive Approach to Intervention Be sure your message is clear Use proximity Stay calm and lower your voice Keep the focus of your message on the behavior Be direct and specific Be firm and matter of fact Specify any consequences Follow through with accountability Be consistent Be fair

Effective Intervention Practice Form groups of three and assign roles: - Student - Teacher - Observer Student chooses a scenario from the stack of five and reads it aloud Teacher role-plays a response directed to student Observer gives positive feedback to teacher Teacher incorporates feedback from observer and responds to the same scenario Teacher asks observer for specific advice and gives a polished response to the scenario Repeat the above activity 2 more times until each participant has played all 3 roles

Essential Classroom Management Skills Focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior. Preplan responses to misbehavior to ensure that responses are in a brief, calm, immediate, and consistent manner.

Important Considerations Don’t take misbehavior personally, even if remarks are directed to you. Just as you have to learn how to intervene effectively to misbehavior, your students have to learn how to change their behavior. Be patient. Everyone is on a learning curve. Approach every intervention with intentions to deescalate the situation and minimize the disruptive effects on the rest of the class.

Managing Forum Structure Part C

Announcements IPDPs are due October 30, or, for late hires, within 15 working days from the start date of the beginning teacher. Other announcements pertinent to your campus BTs

Closing Forum Structure Part D

Reflecting on the Learning Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? Will you use anything that has been addressed in this learning?) What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

CAL Survey: Activities Completed with Mentor Which activities have you completed with your mentor? Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together. Be sure to verify the completion in MAS.