1. Classroom Leadership Secondary Teachers

2. Part 1 Managing student behaviors
Classroom Leadership
Part 1
Managing student behaviors

3. Norms Tame Your Technology
Keep Conversations Professional and Respectful
Actively Participate

4. Classroom Leadership
We will explore different areas of classroom management.
I will create a hierarchy of consequences for students who do not follow classroom expectations.

5. Experiences may vary… We have to consider:
Foundation- Who we are as teachers
Prevention- What we do proactively
Intervention- What we do in response to the classroom
Share your current management style.
Consider your strengths and areas for improvement.
What are you most concerned about for the coming school year? Put on a sticky and put it on the poster as it is brought around. Group concerns into different types.

6. Assumptions
What do you, as a teacher, assume about yourself and your students?
Put sticky note assumptions on myself/ students posters. Play music and do a sticky scramble so this information is anonymous.

7. Assumptions
While viewing the video on Assumptions, complete the summary page.
Fill in assumptions page while viewing the video.
How can these assumptions impact instruction?

8. Inner Authority “inner authority” “inner apology” teaching? What does
and
“inner apology”
mean in relation to
teaching?
Authority/ Apology page. Place activities on the spectrum.
“If you are unsure of yourself, it often shows in what you do as inner apology.” Give them 2 examples:
Teacher A: Comes in with papers (Meagan) acts all flustered and says “OK?” a lot.
Teacher B: Comes in giving a test and deals with two talkers in a poor way.

9. Inner Authority- Does it matter?
Provides a foundation for job satisfaction
Affects how the teacher gives directions, passes out papers, and talks one-on- one with students.
Is necessary to implement structure and strategies.
4 minute video
Only show~ 0:41- 1:54
2:50-3:47

10. Inner Authority- Can I buy it at the store?
NO, but…

11. Assuming the best of yourself
Reducing stress
Getting practice in the experience of “holding your ground”
Reflecting on HOW you held your ground.
Asking for help
Teaching procedures
Being consistent

12. Responding vs. Reacting
Great teachers must address anger by responding to students, rather than reacting to them. Anger is a feeling everyone may have, reacting to it is a choice.
Video 4:28 – 7:05

13. Holding Ground
Holding your ground effectively is directly related to how you deal with anger, disappointment, and frustration!
Students will role play after responding and reacting

14. Positive Connections
This is important for creating an atmosphere of trust which is critical to deeper learning, classroom management, and student motivation. “When kids make choices in their learning, it is a very positive thing. They are more motivated, more involved, and they have more follow through, there’s more buy-in.” -- Rick Smith

15. How do we create positive connections without ending up in the “Friend Zone”???
Greetings at the door promote a safe environment and add to a personal connection.
Build choices into your lesson.
Two by Ten Strategy: Have a personal conversation with a student two minutes a day, ten days in a row. (Effective for challenging students and students having issues)
Expressing appreciation beyond a perfunctory praise statement.
How do you create personal connections? (Brainstorm on paper)
Clips of video
Are there any changes to your thinking? Let’s share out one misconception you had or one thing you learned.

16. Consistency
There must be clarity of expectations, clarity of the lesson, and clarity of procedures.
When a student wants to argue, a well-defined procedure will potentially give the student a voice.
Effective teachers minimize private conversations and maximize learning conversations.
Photographs can be very useful for substitute teachers.
Answer the question and be ready to share appropriately.
“Describe what a consistent classroom looks like.”

17. Effective Uses of Consequences
Students have the power of choice.
Consequences for poor choices should move through an easy range, beginning with most gentle.
Let the consequences do the talking so the teacher does not have to get upset or lose control.
Have multiple consequences on the same level so students actually choose their own consequence.
Consequences do not have to be implemented in the heat of the moment, but must be addressed soon after the incident.
To balance consequences, it is useful to also have incentives. Create Hierarchy of Consequences
Hierarchy of consequences sheet in groups of 4.

18. What to do when Consequences Don’t Work
???
Fill in When Consequences Don’t work page
Role Play!!!! Now go forth and manage your classrooms! No, really, just take a break and come back!

19. Part 2 Physical Organization
Classroom Leadership
Part 2
Physical Organization

20. Classroom Leadership
We will discuss considerations with physical space in the classroom.
I will evaluate my classroom using the Physical Organization page.

25. The Student Desks Not fixed throughout the year, or even the day!
Rows for lecture, pairs for collaboration, quads for groups
Important: Make sure that there is a place for student belongings and still keep the aisles clear for easier movement.

28. The Teacher Desk Graded papers Papers to be graded Lesson plans
Sub folder
Materials for the day
Clipboard with seating chart and notepads

30. The Walls Purposeful Educational Useful Student created work
Some “flair” is ok, but less is more when it comes to older students.

32. Brainstorming
Look at the Evaluating the Physical Organization page. How will you tackle each item in your classroom?

33. Classroom Leadership Part 3 Time Management Bag of stuff activity
Label: Lesson Planning, calling parents, grading papers, copies, analyzing data, reflection

34. Classroom Leadership
We will explore different aspects of time management.
I will create core procedures for my classroom and for myself.

35. Teaching Procedures -- Rick Smith
“Procedures are the railroad tracks and content is the train. We need to lay those tracks down in the beginning of the school year, polish and maintain them throughout the school year so the train of content has a speed and direction in which it can go.”
-- Rick Smith

36. Teaching Procedures
Teaching procedures should be differentiated from content.
Sound signals can be used to teach a specific procedure.
Transitions are more effective through the use of music.
To cement procedures:
Clearly explain the procedure
Use a visual or hand-out
Have students practice the procedure as required.

37. How to practice the procedure:
Teach the procedure
Go live
Build in accountability
Classroom Procedures sheet 10 minutes
Each person will teach their procedure to the class! 20 minutes

38. Handy Tip:
Pass papers across from right to left instead of from front to back. It will go more quickly and there will be less distraction!
Classroom Procedures sheet 10 minutes
Each person will teach their procedure to the class! 20 minutes

39. Sub Folders Seating Charts Procedures, rules, and consequences
Specific Plans if absence is known ahead of time
General plans for unexpected absences
Extension activities for classes that get done too quickly

40. Personal Procedures
Prioritize Activities Create a schedule Stay in control! Don’t procrastinate!