1. The Important First Days Effective Student Management
New Teacher Staff Development
ALDINE ISD

2. Effective Student Management

3. Guidelines
C – Conversation: Share your experiences, discuss with neighbor, take calls outside
H – Help: Take care of needs, ask your neighbor, take a break
A – Activity: Mostly presentation, some reflection with neighbor
M – Movement: Get up and move around as needed
P – Participate: Discuss with neighbor, discuss with group
S – Success: Take away one new idea or point

4. Effective Student Management
The research is clear:
“…the teacher is probably the single most important factor affecting student achievement….”
Robert J. Marzano

5. Effects of a School vs. a Teacher on Student Entering at 50th Percentile
Classroom Management that Works
Robert Marzano

6. Campus Discipline Framework

7. Management and Discipline Planning Questionnaire
Complete the planning questionnaire
(elementary – middle 3.1, 4.1; 9th - high school 4.1, 4.2)
and discuss at your table –
What level of structure do you and your students “need”?
What are the implications for your classroom?

8. Clear Expectations / Procedures and Routines
Domain 2: Classroom Environment
2a. Creating an environment of respect and rapport
teacher interaction with students
student interactions with one another
2b. Establishing a culture for learning
importance of the content
expectations for learning and achievement
student pride in work
2c. Managing classroom procedures
management of instructional groups
management of transitions
management of materials and supplies
performance of non-instructional duties
supervision of volunteers and paraprofessionals
2d. Managing student behavior
expectations
monitoring of student behavior
responses to student misbehavior
2e. Organizing physical space
safety and accessibility
arrangement of furniture and use of physical resources

9. Effective Student Management
Clear Expectations/Rules and Procedures
Developing Positive Relationships with Students
Disciplinary and Academic Interventions
Emotional Readiness

10. Procedures and Routines
Clear Expectations
Procedures and Routines

11. The Importance of the First Two Days of Instruction

12. Clear Expectations / Procedures and Routines
Visit with a neighbor and describe what an organized classroom would look like.

13. Clear Expectations / Procedures and Routines
Beginning and ending the class period
30 sec to begin Jumpstart activity
Wrap up or summary exit activity
Transitions
Students move faster when being timed or competition is involved
Materials and equipment
Group work/class discussions
Rubrics for group work participation grades
Method for calling on students (popsicle sticks, personal data cards)
Individual work and teacher-directed instruction.
Keep the lecturing to a bare minimum

14. Clear Expectations / Procedures and Routines
Brainstorm with each other and determine other times during the school day when procedures and routines would be appropriate.

15. Clear Expectations / Procedures and Routines
You must teach, practice and reinforce the routines and procedures you want your students to follow.
This could and should be a daily activity.

16. Developing Relationships
Impressions

17. Developing Relationships
Visit with a neighbor and discuss the impact of impressions on your classroom environment.

18. Developing Positive Student Relationships

20. Developing Positive Student Relationships
Research tells us:
Children are more likely to be respectful when important adults in their lives respect them. (Kohn)
Positive relationships between students and teachers are important at every level. (Elementary, MS and HS)(Marzano)
The most powerful strategy to foster a positive learning environment is developing positive relationships with students. (Canter and Canter)
Students who like their teachers outperform those who do not by 30%. (Jenson)

21. Developing Positive Student Relationships
Develop Classroom Pride
Greet each student at the door
Call on each student by name
Display student work
Acknowledge individual accomplishments
Acknowledge classroom accomplishments in the building
Give specific encouragement to students
Use rituals

22. Developing Positive Student Relationships
Develop an Understanding of the Culture and Community
Understanding student backgrounds
Campus demographics
student populations, economically disadvantaged
How do students get to school?

23. Developing Positive Student Relationships
Take a moment and think about how you were received today… in the parking lot… in the building… in the classroom.

24. Developing Positive Relationships
Establish clear learning goals (the learning threshold).
Provide flexible learning goals.
Take personal interest in your students.
Develop an understanding of differences in students.
Utilize equitable, specific feedback.
Teaching with Poverty in Mind
Eric Jensen
A Framework for Understanding Poverty
Dr. Ruby Payne
Teaching with Love and Logic
Dr. Jim Fey

25. Interventions

26. Teaching Behavior Expectations
Interventions
Teaching Behavior Expectations

27. Interventions Students expect you to be in control.
There should be a balance between control and cooperation.

28. Proximity Control Or Working the Crowd Eye Contact and Body Language
Focus on Prevention
A key way to address classroom disruptions is by utilizing:
Proximity Control Or Working the Crowd
Eye Contact and Body Language
Tone of Voice

29. Focus on Prevention
Our ability to move around the room and navigate from desk to desk enhances our ability to manage the classroom.

30. Focus on Prevention Fred Jones refers to three zones: Red Zone
Yellow Zone
Green Zone

31. Focus on Prevention Teacher Student Student Student Student Student

32. Focus on Prevention
Share with a neighbor other possible ways to organize your classroom to enable good movement and increased mobility. What criterion on your smart card would this address?

34. Principles of Effective Student Management
The teacher is the MOST important figure in maintaining good student behavior.
All students seek acceptance and success.
All students can exhibit acceptable behavior.
Structure facilitates success.
Discipline depends on consistency, persistence, and follow-through.
Consequences are more effective than punishment.
Encouragement and reinforcement provide motivation for appropriate student behavior.

35. Principles of Effective Student Management
Students behave in different ways.
Student behave according to what motivates them.
Students use learned patterns of behavior to control their environment.
Inappropriate behavior can be modified.
Different interventions work with different children.

37. Principles of Effective Student Management
Providing positive support and proactive interventions are more important than having a reactive discipline plan.

38. Principles of Effective Student Management
How would we define effective student management?
Clear Expectations
Time on Task
Opportunities to Respond
Positive Interactions (3:1)
Correction with Fluency
Re-teaching Expectations

40. Teaching Behavior Expectations
Model behavior you want to see.
Use real examples to make the point.
Reinforce appropriate behaviors!
3:1 ratio

41. Emotional Readiness

42. Emotional Readiness

43. Emotional Readiness Do not take disrespectful behavior personally.
Responding based on calm and control.
Utilize wait time before responding.

44. Principles of Effective Student Management
Power struggles are not an effective way to change behavior.
Your actions as an educator make an impact on the behavior of children.

45. CALM is STRENGTH Upset is weakness
Emotional Readiness
CALM is STRENGTH Upset is weakness

46. Emotional Readiness
List ways you can diffuse a situation with a student.
Share with a neighbor.

47. Classroom Management & Discipline Plan
Complete your own Classroom Management and Discipline Plan (blank handout) utilizing the sample Classroom Management Discipline Plan (bulleted suggestions) for a successful school year

48. “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
― Haim G. Ginott

50. References Classroom Management that Works
Robert J. Marzano
Teaching with Poverty in Mind
Eric Jensen
CHAMPS: A Proactive and Positive Approach to Classroom Management
Randy Sprick
Love and Logic
Jim Fay and Charles Fay
Tools for Teaching
Fred Jones

51. The Important First Days Effective Student Management