1. Creating the Learning Environment and Classroom Management at the Middle Level William Bialecki And Nichole Hoffman

2. Starting Note

3. First Day of Class  It is important to get started off on the right foot with your class  Personally and professionally  Start building a quality classroom atmosphere as quickly as possible Ice breakers are sometimes a good thing  Outline your daily routine Maybe even something as simple as Parks’ 5-10- 15-20 rule  Set the classroom tone early, which can be outlined by your syllabus

4. Social Contract Agreement of classroom guidelines and rules made between teacher and students

5. Benefits of creating a social contract  This type of activity gives each student a voice  Teaches students decision making and responsibility  Provides a sense of autonomy and value  Gives studentsa feeling of power and enstills confidence  Helps prevent arguments over rules later on, “we agreed…”  Builds a collaborative environment with compromise

6. Guidelines for Creating Contracts  Focus on ideal behaviors rather than undesirable actions  Keep rules broad to allow application to many situations  Keep it simple and easy to remember  Majority rules, but remember you are the final authority and have veto power  Don’t allow students to determine punishments

7. Steps to Create Contract  Brainstorm in small groups  Come together as a class and offer ideas to large group  Class decides which rules to keep  Set clearly worded rules  Clarify any questions  Create a document and have it ratified

8. Syllabus  Your syllabus is a key part of organizing and managing your class  Use this to tell students what is expected of both them and you in the class  Provide an outline for due dates, readings and exams for students  Explain the grade scale and your grading style  Include school policies and rules that must be followed. These are the non-negotiable items.  Remember it is easier to be stern and strict to begin a school year and ease up later on than the reverse

9. Response to Intervention (RtI)

10. The Wisconsin Model

11. Culturally Responsive Practices “Culturally responsive practices account for and adapt to the broad diversity of race, language and culture in Wisconsin schools and prepare all students for a multicultural world.” -Wisconsin DPI

12. High Quality Instruction “High quality instruction (curriculum, instruction, and assessment) is engaging, standards-based, data-driven, and research-based and is grounded in culturally responsive practices.” -Wisconsin DPI

13. Balance Assessment “Continuous review of student progress within a RtI system involves a balanced, systematic process of constant inquiry that uses multiple measures to determine the current skill level of a student or group of students, how students are responding to core curriculum and instruction, and how students are responding to interventions or additional challenges.” -Wisconsin DPI

14. Collaboration “Collaboration as part of a RtI system includes educators, families, and communities working together both formally and informally. This partnership builds and implements a model that identifies and provides supports to students to increase their academic and behavioral success through data-based decision making.” -Wisconsin DPI

15. Multi-level System of Support “A multi-level system of support is the practice of systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention.” -Wisconsin DPI

17. Take A Break

18. The Wisconsin Model

19. Resources for RtI  Wisconsin DPI: http://rti.dpi.wi.gov/ http://rti.dpi.wi.gov/  Intervention Central: http://www.interventioncentral.org/ http://www.interventioncentral.org/

20. Take A Break

21. What is Classroom Management?

22.  History of “Classroom Control”  1800’s: Classroom Discipline  1930’s: Permissive Classes  Today: Effective Classroom Management

23. Approach to Classroom Management B.F. Skinner – Behavior Modification Four Steps 1) Identify 2) Record 3) Reinforce Desired Behavior 4) Chose a Reinforcer Includes: Privilege, Social, Graphic, Tangible, and Token Reinforcers

24. Approach to Classroom Management Lee and Marlene Canter- Assertive Discipline -Teacher and Students have rights in the classroom -Expectations should be clearly stated -Positive Consequences for appropriate behavior and negative consequences for inappropriate behavior

25. Approach to Classroom Management Rudolf Dreikurs- Logical Consequences Six Points 1) Involve students 2) Clear understanding 3) Student responsibility 4) Classroom respect 5) Recognize and encourage possitive goals 6) Recognize but do not encourage negative goals

26. Strategies to use in the Classroom  Assertive Discipline  Discipline with Dignity  Behavior Contracting

27. Classroom Set Up

28. Your Dream Classroom Arts and Crafts! What is your dream classroom? Be creative, think out of the box and be prepared to share!

29. Connecting With Parents/Guardians  A huge part of managing your classroom begins with students’ home life  Get parents involved early and often  Don’t be afraid to send things home for signatures, possibly even your syllabus  Be willing to call or meet with parents for good and bad reasons  Building connections between home and classroom shows you are invested in your students  Parents can be your biggest ally or greatest obstacle, so be proactive

30. The Shared Classroom *Activity* Meet Upstairs in 228