1. Reframing Classroom Management and Discipline Welcome teachers of Arabic Chinese 1/15/2015N. Gadbois Startalk@Geo Mason 2010

2. INTASC Standard 5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. What does this mean to me? Getting to know your students as soon as you meet them in the semester. 1/15/2015N. Gadbois Startalk@Geo Mason 2010

3. 1/15/2015N. Gadbois Startalk@Geo Mason 2010

4. INTASC Standard 5 Encouraging respect in students from day one a. privileges/responsibilities b. student input c. “building up” d. student pride 1/15/2015N. Gadbois Startalk@Geo Mason 2010

5. Characteristics of a Well-Managed Classroom from Harry Wong Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented but relaxed and pleasant 1/15/2015N. Gadbois Startalk@Geo Mason 2010

6. Classroom management Your grade book Managing papers Multiple levels of classes at one time Homework Arranging the classroom Floaters 1/15/2015N. Gadbois Startalk@Geo Mason 2010

7. Your grade book Electronic Hard copy Both? My experience 1/15/2015N. Gadbois Startalk@Geo Mason 2010

8. 2009-2010 1/15/2015N. Gadbois Startalk@Geo Mason 2010

9. What’s inside 1/15/2015N. Gadbois Startalk@Geo Mason 2010

10. Plan Book 1/15/2015N. Gadbois Startalk@Geo Mason 2010

11. What’s inside 1/15/2015N. Gadbois Startalk@Geo Mason 2010

12. Managing papers Color folders—a different color for each class Special folder for department chair handouts Special folder for administrators info to teachers Special folder for guidance counselors Special substitute folder 1/15/2015N. Gadbois Startalk@Geo Mason 2010

13. Multiple levels of learners in one class All students in the SAME level or----- Levels within levels, Arabic 3+4; Chinese 2+3 My experience: level 4+5AP Spiraling Editing the task, not the text Special folders in my “tool box” Students as teachers 1/15/2015N. Gadbois Startalk@Geo Mason 2010

14. homework 25% of grade85% compliance rate E-mailed to students (and sometimes parents) one week in advance, along with hard copies available in the classroom My sample: how often? Quizzes and tests often reflect the homework 1/15/2015N. Gadbois Startalk@Geo Mason 2010

15. Homework sample 1/15/2015N. Gadbois Startalk@Geo Mason 2010

16. Arranging the classroom From Harry Wong… ”The purpose of arranging seats is to accomplish classroom tasks.” Cooperative learning? Listening to a lecture? Taking a test? Small group activity? Seating assignments….my experience 1/15/2015N. Gadbois Startalk@Geo Mason 2010

17. Floaters Reality Advantages Advice 1/15/2015N. Gadbois Startalk@Geo Mason 2010

18. Discipline Setting classroom rules Building teacher-student relationships Dealing with disrespectful behavior Inattentive students Heritage speakers 1/15/2015N. Gadbois Startalk@Geo Mason 2010

19. My posted rules (for teacher and student) Be prepared Be on time Be respectful Be a good listener Be fair, always. 1/15/2015N. Gadbois Startalk@Geo Mason 2010

20. Why students misbehave (Kapalka) Teacher behaviors and reactions Classroom dynamics Student factors Teacher expectations 1/15/2015N. Gadbois Startalk@Geo Mason 2010

21. STEP 1 Teachers+ students interacting How to give a command What to do when the student obeys the command Step one checklist p. 43 1/15/2015N. Gadbois Startalk@Geo Mason 2010

22. STEP 2 Effective warnings A consequence is coming…… Be patient; it takes time Step two checklist pp 57-58 1/15/2015N. Gadbois Startalk@Geo Mason 2010

23. Step 3 Temper tantrums Time out spot for younger students One-on-one with older students Time out outside of the classroom Step 3 checklist p. 75, p. 77 1/15/2015N. Gadbois Startalk@Geo Mason 2010

24. Step 4 Behavioral Contract Rewards, not bribes Involving the student in the list of rewards Discretion, privacy Step 4 checklist pp 98-99 1/15/2015N. Gadbois Startalk@Geo Mason 2010

25. Step 5 Transitions Step 6 Discouraging Interruptions Checklists p. 114, p.125 Approaches are similar Causes reflect each other Practice always required! 1/15/2015N. Gadbois Startalk@Geo Mason 2010

26. Step 7 out of class settings For you to read at a later date Putting it all together, p. 137 Checklist pp 138-139 1/15/2015N. Gadbois Startalk@Geo Mason 2010

27. Step 8 Homework Homework checklist, between teacher and parent for younger students Weekly feedback sheet for teens, communication with parents Parents and their role in setting consequences 1/15/2015N. Gadbois Startalk@Geo Mason 2010