1. Classroom Management Strategies Part II
Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities
Classroom Management Strategies Part II
Fall 2009
New Teacher Development Program

2. Brown Bag Questions

3. Outcomes
Participants will know how to use Checking My Systems for Equity to self-assess their practice
Participants will be able to apply effective classroom management methods that take into consideration issues of equity
Participants will be able to apply effective behavior management methods for maintaining a productive learning community 

4. Agenda Welcome and Overview Checking My Equity Systems
A Look at Engaging Practice
Behavior Management
Role Play: Guided Practice through Demonstration 
Case Study 
Team Mind Mapping 
Closure

5. Norms for Collaborative Work
Equity of Voice
Active Listening
Respect for All Perspectives
Safety and Confidentiality

6. Guiding Principles for Teaching & Learning in a Multicultural Society
Culturally responsive educators who are committed to ensuring equity for all students:
Continually examine how our life experiences, perspectives, and behaviors regarding culture, language, racial identity, and equity impact our work in teaching and learning.
Implement a relevant and challenging curriculum which:
Draws upon and affirms the cultural knowledge, life experiences, interests, and competencies of each student.
Expands students’ knowledge of diverse cultural perspectives within their communities and society as a whole.
Design and implement equitable opportunities that maximize student learning through full participation, interaction, and empowerment.
Explicitly teach in a meaningful context the academic and communication skills, strategies, and conventions that are required for success in advanced learning and the larger society.
Understand, value, and build upon the dynamic cultures, knowledge, languages, experiences, and critical issues of families and other members of the school’s community.
Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, McGinty/Mendoza-Reis 1998

7. Toward Equity: A Guide for Teaching & Learning in a Multicultural Society
Principle One:
 Teachers who are committed to becoming more culturally responsive and ensuring equity for all students:
Continually examine how our life experiences, perspectives, and behaviors regarding culture, language, racial identity, and equity impact our work in teaching and learning.

8. Checking My Systems for Equity By Enid Lee
“I check my systems for equity every time I enter my classroom”
Teacher reflecting on their practice in an equity workshop
 What does this teacher actually do to check their systems for equity? 
Teacher frequently checks the assumptions they make about students and families based on language, culture, race, gender and class;  
and  
how those assumptions are shaped by their own language, race, gender, culture and class, among other aspects of their identify, as they prepare, teach, and reflect.  
© Enid Lee Consultants 2003

9. Checking My Systems for Equity
As you are reading through Checking My Systems for Equity
Place a Pnext to questions you consider on a regular basis 
Place an * next to questions you want to remember to do more of in your classroom
Quietly reflect on your next steps, and record these on Checking My Systems for Equity, Planning Next Steps
With your elbow partner, share your findings.
Discuss additional ideas.

10. Checking My Systems for Equity Planning Next Steps
I want to remember to…
What might my next steps be?
What are the resources available to me?

11. Looking At Practice Use Video Note-Taking Guide to collect data.
Record only what you see and hear. For example:
Comments or language stems by teacher or students
Descriptions of actions

12. Looking At Practice Analysis of Data
What did you see the teacher doing?
What did you see the student doing?
What did you hear the teacher saying?
What did you hear the student saying?
What does this teacher actually do to check her systems for equity? 

13. Behavior Management in a Democratic Classroom
Clear Messages
Consequences
Power Struggles
Firm Limits

14. Clear Message Focus of message on behavior. Be direct and specific.
Use your normal tone of voice.
Specify the consequences for noncompliance.
Support your words with effective action.

15. CONSEQUENCES teach responsibility by holding students accountable for their choices and behavior Setting Limits in the Classroom, R.J. MacKenzie, ED.D
Consequences are most effective when they are applied immediately after the unacceptable behavior.
Consistent consequences are vital to effective guidance.
Logical consequences are effective guidance tool that place focus on behavior, not on child.
Effective consequences are proportional to the behavior with a clear and well defined beginning, middle and end.
Effective consequences are respectful. Remember the method we use is the method we teach.
When the consequence is over, it should really be over!

16. ENDING POWER STRUGGLES
Setting Limits in the Classroom, R.J. MacKenzie, ED.D
When Students Cross The Line, Hold Firm
Ignore Attitude, Not Misbehavior
Don’t Personalize Misbehavior
When Students Argue, Cut It Off
“We’re finished talking about it. If you bring it up again then…
“Discussion time is over. You can do what you were asked, or spend some quiet time by yourself getting ready. What would you like to do?”
When Students Tune Out, Check In
“What did I ask you to do?” “Did you understand what I said”
When Students Get Hot, Cool Them Down

17. Characteristics of Firm Limits Setting Limits in the Classroom, R. J
Characteristics of Firm Limits Setting Limits in the Classroom, R.J. MacKenzie, ED.D
Stated in clear, direct, concrete behavioral terms.
Words supported by actions.
Compliance expected and required.
Provide information needed to make acceptable choices and cooperate.
Provide accountability.

18. Reflection One What do I need to do more of?
What do I need to do less of?

19. Turn and Talk

20. Guided Practice Through Demonstrations
In your group:
Read your scenario.
Discuss possible preventions that could have helped avoid the situation.
Consider possible interventions.
Create a 2-3 minute enactment demonstrating prevention and/or intervention strategies.

21. Break 10 minutes

22. Case Study Issue related to your case study student.
What is the context?
What is the problem?
What are some solutions?

23. Preparing for Team Mind Mapping
Break into small groups of 3 to 4 people
Each person should use a different color marker from others in the group
Summarize your case study challenge in the center of the Team Mind Map
Entitle each spoke as follows:
Preventions
Resources
Interventions
People

24. Team Mind Mapping Case Study Challenge Preventions People
Interventions
Resources

25. Team Mind Mapping Protocol/
Explanation… 2 minutes
First person summarizes their issue as group listens quietly without asking questions
Clarification… 2 minutes
Group members ask clarifying questions only
Team Webbing… 6 minutes
Working simultaneously, group members record ideas onto presenter’s Mind Map. More category “spokes” may be added.
Move around (or turn around) the map to get a fresh perspective
When there are no other responses, sign your name on the mind map with your color marker.
Repeat - next team member presents

26. While Brainstorming Consider
Preventions and interventions (resource packet)
Communication with parents
School and community resources
Student history and cumulative files 
Peer and mentor support
Personal reflections? Personal well being? Time of day?

27. Reflection Two
What insights have you gained tonight related to your identified issue?
What will be your next steps?
How might your New Teacher Developer or another school colleague assist you?

28. Brown Bag Questions

29. Seminar Summary What we learned… How we learned it… Self-Assessed
How to use Checking My Systems for Equity to self- assess their practice
Applied effective classroom management methods that took into consideration issues of equity
Applied effective behavior management methods for maintaining a productive learning community. 
Self-Assessed
Video Observation
Writing Reflections
Role Play/Guided Practice
Turn And Talk
Team Mind Maps

30. Treat people as if they were what they should be, and you help them become what they are capable of becoming.
- Johann Wolfgang von Goethe

31. Post-It Feedback
What Worked?
What didn’t?
Questions?