1. Please create a NAME TENT with large piece of paper and place in front of you. Respond to these questions on small piece of pink paper.
What do you think are 5 important components of effective classroom management?
In your experience, have you been in more classes that are effectively managed or more that are mismanaged? Explain.

2. MANAGING THE CLASSROOM THROUGH SKILLED INSTRUCTION
Lower Columbia College – Ed. 215
VOC 111
Deb Gribskov

3. Some Important Numbers for Gribskov
73 – 42
2-3 39 5

4. Private Think Time
71 – 42
2 - 3 39 5
A chance to engage with your own thoughts…. What do you believe these numbers represent? What evidence might you have to support your thinking? No talking, private reflection, gathering of thoughts

5. Sharing
A chance to share with others your thoughts and ideas…. Sharing Behaviors: 6” voices taking turns wait time attending sit up – lean in – attend – nod - track

6. Who Are You?

7. Think for a moment. . . . . . . . Why are you here?
How will you know if this class was beneficial to you?
What do you want to take away with you?

8. This class will introduce students to a variety of classroom management and discipline styles that are available to guide prospective and new teachers in developing a positive classroom experience for students, teachers, and parents.
Syllabus

9. Target for tonight:
I can identify 5 teacher behaviors that contribute to effective classroom management.
That means I can list and explain several behaviors that I must be cognizant of and be able to manage in the classroom.
I can explore the effective use of time and space as they contribute to classroom management.

10. Small group discussion: Thinking about your responses on the small paper.
What do you think are 5 important components of effective classroom management?
In your experience, have you been in more classes that are effectively managed or more that are mismanaged? Explain.

11. Small group discussions
Share your responses on your pink paper with the members of your small group.
Decide as a group on 5 important components of classroom management.
Choose one person to share with the large group.

12. How did the small group work go?
How did you know who should start sharing first?
How did you know what the teacher wanted to get back from you?
How did you know when you were finished?
Did everyone share?
How did you decide who would share with class?

13. Small group routines
Students need to be taught to move to/from their groups.
Students need to take something to the table.
Students need to know how to share their ideas.
Students need to know how to “be” in a group.

14. Sharing – small group Why we share ---- purpose for this activity
When we share --- how do I share?
How we share ---- what it looks like

15. Teachers often ask kids to use a skill they may or may not have
Teachers often ask kids to use a skill they may or may not have. This is when management problems occur.
Teachers must teach it, and then teach it again….
I DO, WE DO, YOU DO!!!

16. Discuss with your neighbors. . . .
What comprises good instruction?
How are good instruction and classroom management related?

17. Teachers often ask kids to use a skill they may or may not have
Teachers often ask kids to use a skill they may or may not have. This is when management problems occur.
Teachers must teach it, and then teach it again….
I DO, WE DO, YOU DO!!!

18. In Discovery Learning, you want the student to “struggle” with the learning – stretching themselves… you provide strategic guidance…..
Ultimately, when it information or skill is recognized as needed, you can provide it
This approach is YOU DO, WE DO, I DO!!!

19. These are very different approaches, for different circumstances.
Part of the professionalism of teaching is knowing which strategy will get you where you want to go.

20. Classroom Management and Good Instruction are the critical factors in student learning.

21. “Time is the coin of teaching. It’s up to us to spend it wisely.”
Madeline Hunter

22. Managing Teacher Time Planning Lessons
Grading student work and providing feedback
Parent Conferences
Meetings

23. Teachers’ Time Management… What one expert says

24. What about time focused on students and learning……
What does the STATE say we are looking for?
State Criterion 5

25. CEC 4: Use of learning Time
UNSATISFACTORY Teacher or students frequently disrupt or interrupt learning activities,
which results in loss of learning time.
Transitions are disorganized
and result in loss of instructional time.
BASIC Teacher or students occasionally disrupt or interrupt learning activities,
which results in some loss of learning time.   
Some transitions are disorganized
and result in loss of instructional time.
PROFICIENT Learning time is mostly maximized in service of learning.
Transitions are teacher-dependent
and maximize instructional time.
DISTINGUISHED Learning time is maximized in service of learning.
Transitions are student-managed,
efficient, and maximize instructional time.

26. Managing Instructional Time
Allocated Time --- how much time do you have?
Instructional Time – how much time will you actually be teaching?
Engaged Time – how much time will kids be working individually, in groups… etc?
Academic Learning Time --- how much time will students need to reach the learning target?

27. According to research reported in Wong and Wong (1998), the typical teacher consumes 90 percent of allocated time. Yet the only way a student learns anything is by putting in effort—by learning to work.

28. Ways to Maximize Allocated Time
Looping
Vertical Teaming
Block Scheduling
Within the Allocated Time
Procedures for handling materials (handing out, picking up, manipulatives..)

29. Ways to Maximize Content Time
Know the Standards Up Front …
Identify key content from high stakes tests and determine ways to connect this content within and between areas to maximize exposure & re-teaching.
Build a Pacing Guide around your Calendar identifying critical times that need extended focus periods

30. Ways to Maximize Engagement Time
Identify those areas of the curriculum you can develop using learning centers or independent work that can be done outside of school.
Identify those areas that can be taught “concurrently” via warm ups, learning centers, projects

31. Ways to Maximize Academic Learning Time
Refer to your pacing calendar every week as you plan your lessons. (----pacing plan is either too ambitious) ( ----or pace is too slow)
buys time that you can spend on other topics
alert you to the need to assist students
Take a “macro” look at the curriculum at the beginning of the year and a “micro” look every week

32. HomeWork…..
Use the internet to locate two different classroom layouts that are good examples of CEC 1. Send me the URLs so I can see these layouts. Write a ½ - 1 page description of the attributes of these two classrooms
Go to IRIS CENTER at URL listed below work through this module… Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
A QUICK LOOK AT SPACE options from me
Grounding Content
Guided Groups
Using a Warm Up to Review Content