Communication baa02dc902cbc33fce3a0323eaa8.pptx

Communication

1. Classroom Management PD: Kevin M. Reeves January 20, 2016

2. Today’s Session Define Classroom Management (Relevant) Understand Why Students are Disruptive Your Classroom Management Profile 5 R’s for Better Classroom Management

3. Classroom Management? How would you define it? What does it include? Do you have any personal problems?

4. Classroom Management is…… The process of ensuring that lessons run smoothly The prevention of disruptive behavior The process of managing behaviors Designing activity, monitoring it, and following up Both the tangible and intangible techniques we use to engage students and keep them engaged Content, Conduct and Covenant KEY: Classroom management is more than just managing student behavior. It’s important to remember that we need to look at our instruction first and foremost, and the ways in which we engage our students.

5. Understanding Why Students are Disruptive (i.e. Not Engaged) Refer to packet

6. Understanding Why Students are Disruptive (i.e. Not Engaged) Bored Due to Lack of Challenge See lessons as irrelevant Don’t feel the teacher cares Perceived inability or lack of understanding Need for power or control

7. What is Your Classroom Management Profile? Answer these 12 questions and learn more about your classroom management profile. The steps are simple: Read each statement carefully Write your response, from the scale below, on a sheet of paper Respond to each statement based upon your classroom experiences Then, follow the scoring instructions on the next slide. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4= Agree 5 = Strongly Agree

8. Each statement represents one classroom management style. To score your quiz, add your response to: Statements 1, 3 and 9 refer to authoritarian style Statements 4, 8 and 11 refer to authoritative style Statements 6, 10 and 12 refer to laissez-faire style Statements 2, 5 and 7 refer to indifferent style The result is your classroom management profile. Your score for each management style can range from 3 to 15. A high score indicates a strong preference for that particular style.

9. Authoritarian Places firm limits and controls on students Classes are normally quiet Discussion is not encouraged Student follow directions and may not ask why.

10. Authoritative Places limits and controls on the students, but also encourages independence Is firm, but polite Disciplines, but only after evaluating the situation

11. Laissez-Faire Goes with the flow “Do your own thing” Has difficulty saying no Places few demands on students

12. Indifferent Is not very involved Has low expectations Management is lacking

13. 5 R’s for Better Classroom Management

14. Step One: Relationships and Rapport “It is our responsibility to get to know our students at different levels, not only academically, but personally and socially as well,” says retired New Mexico teacher Eloy Gonzales. “You may have the content knowledge, but if you don’t build the rapport with students, you won’t get anywhere.” “The more we know about the child the more we can build learning environments and curriculums that are going to work for them.”

15. Knowing the Community and School How well do you know the community in which you are teaching? How well do you know the students in your school? The first step to knowing your students is learning about the community in which they live. Learn the history of your community and school in order to better understand the day to day lives of your students. Additionally, you must have a vested interest in your students outside of the classroom. Understanding personal hobbies and incorporating this into your lessons.

16. Knowing your Students A major piece of classroom management is how well you engage your students in the curriculum How will you engage your students if you do not know what motivates them? To motivate your students, both intrinsically and extrinsically, you must KNOW what makes them tick You can start from these relationships on week three of this term and continue this endeavor throughout each term. Here’s How…..

17. Getting to Know You Can You Find Me? Human Scavenger Hunt Find Someone Who…. Who is __________? Peer Interviews BINGO Who Am I? Class Quilt Student Bio-Poems Toilet Paper Tell-All 4 Truths 1 Lie Personalized T-Shirt We are Linked! What’s My Name? Student Info Sheet Surveys (Online) Personality Assessment Learning Style Inventory Edmodo or Class Blog

18. Now It’s Your Turn…. You can not do it on your own! What resources are available to you to help you build stronger relationships with your students? With your partner, share one “Getting to Know You” Activity that you have used/will use with your students. It may be one you have learned today or another idea altogether.

19. Step Two: Routines Design a Proactive Plan with appropriate routines/procedures, celebrations, consequences, and parental support. Be consistent and practice. Being proactive helps you to: Anticipate outcomes Spend decreased time and energy trying to decide what to do Create and explicitly teach as many routines and procedures as possible Ask yourself: will these routines and procedures be meaningful to your students?

20. BT Mistake: Trying to control Behavior Did you know? We all have a “resistance principle” that instinctively tells us that when people say we should do something, it might not be in our best interest On the opposite end of the spectrum, it’s equally ineffective when the teacher tries to be a “best friend” to children Try This! Seek first to influence, then manage Create and teach clear and explicit routines and procedures Hold students accountable when boundaries are crossed Repair relationships after the accountability Focus on “catching children being good” rather than on the mistakes they make

21. Step Three: Room Create a physical classroom environment conducive to learning that includes appropriate lighting, music, aromas, and seating Work the room Cruise and schmooze Safe and Inviting

22. Step Four: Relevance and Rigor Deliver brain-compatible, relevant lessons that not only reduce behavior problems but increase learning and achievement Did you know today’s brain is different due to… Nutritional deficits Lack of play Changing family structures Increased stress and anxiety Brain Compatible Stratigies

23. Differentiation: One Size Does Not Fit All Adjusting the curriculum, teaching strategies, and classroom environment to better meet the needs of all students (Think: content, process, product) In a differentiated classroom: Student differences shape the curriculum Pre-assessment is typical and frequent Multiple options for students are offered There is variable pacing Varied grading criteria are used Individual efforts and growth are honored

24. How do I get started? Adjusting Questions Digital Tools Choice Boards Compacting Cubing Webquests Flexible Grouping Graphic Organizers Highlighted Texts Problem-Based Learning Learning Centers Multiple Entry Journals RAFT (role audience format topic) Think Dots Tic-Tac-Toe Tiered Instruction Layered Curriculum (A, B, C) Facts and Puzzle Cards Jigsaw Document Based Questions Varied Resources Texts Anchor Activities Independent Study Project-Based Learning Enrichment Clusters Literacy Clusters

25. Step Five: Reinforcements Dealing with chronic behavior problems that are not alleviated by conventional classroom management practices Early Intervention Celebrate minimal progress or success Adapt, Instruction: visual, multisensory, short-term activities, provide student choice Make your classroom predictable: Say, See, Do Cycle Stay calm and seek help (parents, administrator, counselor, social worker, mentor, coach, previous teachers, etc.) Remember only 5% to 10% of your students are chronic behavior problems, even though it seems like they take up 90% of your time!

26. One thing I struggle with in terms of classroom management is…… Under which “R” does this issue fall? What can you control in this situation? What is out of your control? What is your next step?