1. Managing Student Discipline
Sarah Gentry
Alice Orange
Joey Norman

2. Today’s Objectives: Initiating A Teacher Presence
Setting Clear Expectations
Creating Student & Teacher Relationships

3. Initiating a Teacher Presence Mr. Norman

4. How does Presence impact the classroom?
Teacher
Presence
How does Presence impact the classroom?
Some teachers just seem to have "it." They command the room. They hold students spellbound, willing, and ready to focus on learning. We believe that much of a teacher's presence in the classroom - the thing that students intuitively respond to - is composed of actions teachers can take that can be taught, practiced, and mastered. From tone of voice, to body language, to the physical space surrounding them, teachers can learn to manage themselves and their environment for the benefit of their students - and serve as models of self-respect and self- discipline in the process.
- Collaborative Culture

5. Teacher Presence 3 Components Body Language Managing Emotions
Classroom Environment

6. Posture, Eyes, & Face project messages to students
Body Language
Posture, Eyes, & Face project messages to students
Presence

7. Managing Emotions Builds mutual respect & trust
Being a second-to-last-word teacher

8. Managing Emotions Builds mutual respect & trust
Being a second-to-last-word teacher

9. Classroom Environment
Powerful instruction is the best classroom management
Teacher behaviors are JUST as important as Student behaviors
John Hattie measures Effect Size to show impact of teaching strategies - average is 0.40
Above 0.40 = positive impact
Below 0.40 = negative impact
145 Components measured
RANKING ACTIVITY
Homework Gender Teacher clarity
Ethnic Diversity Classroom Discussion
Feedback Family Structure
Formative Assessment Class Size
Teacher Credibility

10. Classroom Environment
Powerful instruction is the best classroom management
Out of 145 practices: 1 is highest impact, 145 is the lowest impact
1 Teacher Credibility Homework 0.29
4 Classroom Discussion Class Size 0.21
7 Teacher Clarity Family Structures 0.18
9 Feedback Gender 0.08
11 Formative Assessment Ethnic Diversity 0.05

11. Classroom Environment
Powerful instruction is the best classroom management
Explicit Curriculum Proximity
Modeling Formative Assessment
Engagement Goals
Guided Practice Consistent Routines
Spaced Authentic Practice with Feedback
High Rates of Positive to Negative Feedback
CPPQT
C =
P =
Q =
T =

12. Classroom Environment
Powerful instruction is the best classroom management
The Big 3:
Engaging Curriculum
Engaged Students
Timely Feedback

13. Setting Clear Expectations Mrs. Orange

14. Setting Clear Expectations from Day 1

15. Setting Clear Expectations
“Your expectations are not what you say, but what you allow your students to do.”
Cornerstone: Creating Systems
- Mr. Romagnolo
“I Can” Statements
Revisit Expectations on Day 1
Expectations = Structure Structure = Engagement Engagement = Less Likely to Misbehave
Get students involved in Learning Outcomes

16. Levels of Expectations
Daily Expectation:
Creative Process (Ideas > Sketchbook > Project)
On-Task for Daily Progress
Weekly Expectation:
Consistent Sketchbook Work
Development of Skills, Techniques
1 Project Produced Weekly
Midterm Expectation:
In-Progress Portfolio
Active Sketchbook Drawings
Refining of Skills
Quarter Expectation:
Portfolio Review
Written Artist Statement
Variety of Pieces: Portrait, Landscape, Abstract/Non-Objective
School Year Expectation:
Strong, Completed Visual Art Portfolio
Artist Statement
Core Value: Execute Greatness
Art 1 Syllabus

17. Accountability What do you do when: Core Value:
A student is tardy with a note? Without a note?
A student doesn’t do the bell-ringer?
The class doesn’t do the bell-ringer?
A student doesn’t have a writing utensil?
A student doesn’t have paper?
A student has headphones in?
A student has a phone out?
A student has their head down.
A student takes/makes a phone call in class?
A student refuses to participate in discussion?
A student refuses to do any individual practice?
A student cheats on formative assessment? On summative assessment?
A student curses?
A student makes sexual remarks?
A student makes racist remarks?
A student walks out of your room?
A student is crying?
Two students start fighting?
A student threatens another student?
A student is out of dress code in your class
A student in the hallway (who you don’t know) curses loudly?
A student in the hallway (who you don’t know) is wondering around without a pass or note?
A student in the hallway (who you don’t know) refuses to take off their headphones/hat/etc. after being asked?
You hear load/specious noises or smell smoke in a restroom?
What do you do when:
Core Value:
Accountability
Be where you are supposed to be
When you are supposed to be there
Doing what you are supposed to do
The way you are supposed to do it

18. Accountability
through
RUBRICS

19. Creating Teacher and Student Relationships Mrs. Gentry

20. Why are Relationships Important?
“Rules without relationships create resentment…”

21. Ways to Build Relationships: Get to Know Your Students
Make an effort to learn your students from the 1st day
Learn their interests and abilities
Humanize yourself as the teacher
Be prepared to share some facts about yourself
Build a sense of community within the classroom:
Consider having the class create a mission statement and set goals for the year

22. Ways to Build Relationships: The Greeting

23. Building Relationships: The First Days of School
Harry and Rosemary Wong have a chapter dedicated to this concept within their book.
“Effective teaching is all about teacher-student relationships.”
The Five Concepts that Enhance Positive Expectations:
Name
Please
Thank You
Smile
Love
Name- Say student name when addressing them- shows that person diginity and respect/ Pronounce the name correctly
Please and Thank You- Demonstrates manners, shows repect, shows appreciation
Smile- is universal language of peace and understanding-a SINCERE SMILE creates a positive climate and can disarm an angry person
Love- don’t have to say you love your students/ just need to SHOW it- by listening and caring

24. Ways to Build Relationships: Focus on Positives
Refer to Rita Pierson story of F…
-18 vs. +2 on quiz- got 2 right, you’re on the right track

25. Ways to Build Relationships: The 2x10 Method
For At-Risk Students:
The 2×10 strategy is simple: spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.

26. Ways to Build Positive Relationships: Proximity and Redirection
The Power of Proximity:
Physical presence is a powerful way to shape students' desirable behaviors and prevent disruptive ones.
A positive classroom environment can be facilitated by the effective use of teacher movement in the classroom.
Redirect undesirable behaviors individually and within close proximity; this also protects the student’s self-esteem

27. Ways to Build Positive Relationships: Redirection
ALWAYS FOLLOW-UP:
(See also Rita Pierson video: for Win/Win Conversation when redirecting a student)
Ways to Build Positive Relationships:
Redirection

28. Building Relationships: Parents
Build Relationships with Parent/ Guardians:
Good News Cards
Welcome Letter of Introduction
Positive phone contact

29. Building Relationships: Reflection
How does this connect to Warren Central’s Core Values and Mission Statement?

30. Building Relationships: Reflection
What are your experiences with building positive relationships with students in your classes?