Classroom Management

Amy Jensen & JoDee LunaLancaster School District

Department of Curriculum, Instruction, and Assessment

Schedule 8:00-9:20 Whole Group

Housekeeping, Introductions Who’s like me? (Amy) Norm Setting: GLAD – 3 Personal Standards

Show Respect, Make Wise Decisions, Solve Problems 10/2 (Amy)

Outcomes, Culturally Relevant Standards (JoDee) SCARF (JoDee) Collaborative Learning Format for Break Outs (JoDee) Illuminate Video

9:20-9:35 Break

9:35-11:15 Break outs Classroom Applications – Amy’s Room 21 (Amy)

Love and Logic, PBIS (make classroom matrix, routines) Online Learning Management – Computer Lab (JoDee)

11:15-12:15 Lunch

Schedule 12:15-1:55 Break outs

1:55-2:05 Break

2:05-3:00 Whole Group 10 Summer Meditations for Next School Year (JoDee)

by Michael LinsinRead, discuss, share out

Group Problem Solving in Groups of 4 (Amy) 5, 3, 1 (Amy)

5 ideas you really liked from entire day3 ideas you will try the first week of school1 idea to share outWhip Around Your Group of 8 (Amy)

Outcomes: BIOSHow do you power up or shut down students?

BIOS: Expanding Sphere of Influence

Identity

Finding the formula for success transforms…

• Josh’s story

• “Every child has within him or her a formula for effective learning and authentic success. We can enable a child who has differences in learning to understand himself and to be understood by the adult world.

• This model provides a means for understanding and managing weak school performance whenever a child’s brain functions can’t keep up with demands.” (Levine, 2002, One Mind at a Time).

I

The Neurodevelopmental

Systems

Attention Control System

Memory System

Language System

Spatial Ordering System

Sequential Ordering System

Motor System

Higher Thinking System

Social Thinking System

http://www.allkindsofminds.org

Competing Frameworks

IndividualismIndividualismMainstream USAMainstream USA

Well-being of selfWell-being of self

IndependenceIndependence

Individual success Individual success

Task orientationTask orientation

CollectivismCollectivism70% of world culture70% of world culture

Well-being of familyWell-being of family

InterdependenceInterdependence

Group successGroup success

Social orientationSocial orientation

Rothstein-Fisch & Albarran, 2007

Culturally Relevant Strategies Encourage use and sharing of primary language in reading,

writing, and speaking

Highlight students’ countries of origin on a map

Be aware of differences in communication styles

Reaffirm connectedness/community by having a class discussion

Group desks together and share materials

Show specific interest in students as individuals, by greeting students at the door or being aware of extracurricular events they might have

Verify that assignments do not alienate certain students due to their background

Have high expectations for all students; differentiate only as needed to help students achieve success

What other strategies do you use?

SCARFSCARF is a cognitive tool, a heuristic*, for quickly

and easily recalling the potential impact of your actions on others (and others’ actions on you), thus enabling the possibility of different choices. (*heuristic: tool that helps you problem solve quickly)

Used with Developmental Stages of a TeamForming, Storming, Norming, and Performing

Read the Article

https://neurocapability.wordpress.com/tag/scarf-model/

SCARF in the Classroom“Social threats in particular, such as a fear of

looking bad in front of your peers, can inhibit high quality perception, cognition, critical thinking, creativity and collaboration. Having a memorable language for social threats and rewards allows us to notice these experiences at several points that we may not otherwise: before, during, or after an emotion-producing event.”

Which domain is this addressing?

Collaborative Learning Format for Break Out Sessions

Introduce strategy

Give a few ideas (prime the pump)

Talk in group about classroom applications

Back to whole group share out a few ideas

Record ideas

Break OutsClassroom 21 – Amy

Classroom Applications Teaching with Love & LogicClassroom organization and systemsTeaching Collaboration – T ChartPBIS- Classroom Matrix and routine chart

Break OutsComputer Lab – JoDee

Online Learning: Planning and PacingDigital Classroom ManagementStudent Tech ProjectsPeer Tech AssistantsPLT ImplementationClass DojoWebsite Exploration

SCARF Self-Assessment

Welcome to Illuminate!Iluminate Video

http://help-dna.illuminateed.com/m/10241/l/135838-u001-welcome-to-illuminate-family

Classroom Applications

Teaching with Love and Logic

The Four Key Principles of Love and LogicThe Enhancement of Self-concept

Relationship building “I noticed that…” Getting them to love you.

Deposits in emotional bank accountThrough Ebony Eyes by Gail Thompson “Effective Strategies

with Students of Color p65Shared ControlConsequences with EmpathyShared Thinking

“All effective systems allow people to learn from the results of their own decisions.” p26 Love and Logic

Teaching with Love and Logic

The Three Basic Rules of Love and Logic- how to apply the 4 principles in the classroomUse Enforceable LimitsProvide Choices Within LimitsApply Consequences with Empathy (Consequences

don’t have to follow immediately)http://www.loveandlogic.com/t-what-is-for-Love-an

d-Logic-teachers.aspx

Enhancement of Self-Concept

1. I’m loved by the “magic” people in my life. Establish a relationship of unconditional acceptance and respect. Give positive relationship messages whenever a negative content message is sent.“Just because I like you, I can’t let you get away with tha

t.”

I know more about my strengths than my weaknesses. Don’t remind kids of their weaknesses, but praise them for their strengths.

I can handle consequences of my own behavior. Don’t rescue kids from inside or outside pain of consequences. (10-2)

Shared ControlTeachers gain control by giving some of it away.

Do I want to control kids or do I want to obtain their cooperation? We either give control on our terms, or the kids will take it on theirs. (p139 Love and Logic) Establish classroom rules through discussion.1. Give choices that are legitimate and equally

acceptable to you.2. Your delivery is important. Try to start with:

You’re welcome to ____ or _____.Feel free to _____ or ______.Would you rather ______ or _____?Example Chart p. 154

Consequences with Empathy and Shared

ThinkingGive the child the opportunity to be involved in the

solution/decision making. Demonstrate problem solving techniques if the child cannot solve problem.

Administer the consequences with calm interest. Be empathetic.

Give students the opportunity to develop a new plan of behavior for next time.

Use “anchoring” to lower the student’s emotional state- lowered tone of voice, calm demeanorHeads down, lights out, write it out (10-2)

Amy’s Tips Deescalating opportunities

The safe seat Reflection sheets Writing or drawing to vent Time out in room (child returns to group when ready) Buddy classrooms Helping teacher before class or at recess

Teaching correct behaviors vs. punishment

Organizational techniques More organized, less behavioral issues Clear signals for responses Teach and practice group work protocols and protocols for

PLT Make-up work box Ticket system (Share Out 10-2)

Classroom Strategies Building a Collaborative Classroom

How to teach collaboration T Chart from GLAD Forming, Storming, Norming, Performing (GLAD) How to draw them back

Student engagement through movement: Whole Brain Teaching. Teacher must also move around classroom during instruction

Homework: consequences, models, rewards

Teaching routines to students

Effective vs. Ineffective Classrooms article

Interventions list from Teaching with Love and Logic, Fay & Funk (10-2)

Positive Behavior Intervention and Support

(PBIS)A decision making framework that guides

practices for improving academic and behavior outcomes for all students. P2 PBIS notebook by LACOE

School-wide and classroom-wide behavioral expectations

Procedures for encouraging positive behavior and discouraging behavior violations

Data system and team meetings

Classroom Management Matrix

Maximize structure in your classroomDevelop routinesDesign the environment Post, Teach, Review and Monitor 3-5 positively

stated expectations (Classroom Matrix)Actively engage students during instructionReinforce positive behaviors and respond to

inappropriate behavior (soft, direct, brief)Positive reinforcement “Thank you for being

___________by _________________.” Give a ticket. Don’t say “I like the way you…” Take yourself out of it.

Classroom Management Matrix- Application

Blank Matrix and Classroom Routine Chart

Examples for Elementary and Middle School

In Seats

Entering & Exiting Room

During PLT

At Sink During Group work

Be Respectful

Be Responsible

Be Safe

In Conclusion: The Power of Words

Video

Examples from Teaching With Love and LogicHandout pg. 29

Spend a few quiet moments before the start of each day to

recommit to positive interactions with ALL students

Thank you for being such a kind person by…

Online Learning: Planning and Pacing

Read pp. 15-19 in Expert Space Strategy Sourcebook

Preparing Students for Online Learning

Addressing Online Learning Challenges

Managing the TechnologyScheduling Computer TimeEstablishing GuidelinesPlanning AheadOrganizing the Classroom

Whole Group Discussion

Digital Classroom Management

Computer Centers Number and assign computers Post and practice procedures Use student templates for projects (paper/digital) Place class icon on the desktop Place digital templates/samples in student folders Collect student work in student digital portfolios

(folders) Back up class folder daily on computer/external hard

drive!

Computer Lab Create Grade level folders with programs for desktop Post school usernames and passwords Place program icons on desktop

Student Tech ProjectsUsing Templates for student projects

Cherokee Indians (Amy Jensen’s Project)“All About Me” “I Can Change My World”

http://cialancsd.org/the-heart-of-common-core/“I Can Change My World” Student PowerPoints

Stop Child LaborStop Animal CrueltyHelp the HomelessNot linked to this PowerPoint but I can email to you

Copyright and Fair Use for Teachers

Peer Tech AssistantsIdentify and train tech savvy students

“I do, I watch you do, I watch you help someone else”Explaining and demonstrating a process to someone

else helps students to master processTrain them to turn on digital document camera,

projector, student computersEasier with subLeave lesson plans with technology to support

learning

PLT: ImplementationClassroom computer set up

Easy transitions (flow)All screens visible

System eBooks are read to studentsREAD 180 eBooks, eReaders available

Resources for whole class:•Anchor Videos•Teacher Read•Oral Cloze

During PLT

Class Dojo Create a positive classroom culture

Build positive behavior

Keep students on-task

Document behaviors

Connect with parents

New modified version: weight behaviors 4-defiance, 1-blurting

Put comments on reports

http://www.classdojo.com/

Website Exploration SCAR website http://www.scarf360.com/about/

Take the SCARF Self Assessment http://www.neuroleadership.com/global/product/scarf-self

Explore Smart Classroom Managementhttp://www.smartclassroommanagement.com/

http://www.allkindsofminds.org

Website ExplorationExplore Digital Applications

http://cialancsd.org/scholastic-programs/

Flocabulary http://flocabulary.com

Trueflix projects (elementary) http://auth.grolier.com/login/tfx/login.php

Expert Space http://expertspace.grolier.com/

FreedomFlix projects (middle) http://www.scholastic.com/freedomflix/index.htm

Scholastic News (video tour) http://sni.scholastic.com/

I Can Change my World

Synthesize and Apply10 Summer Meditations For Next School Year

By Michael Linsin (JoDee)Read through the 10 Summer MeditationsDiscuss them with your group or another person3-5 Share out

Problem Solving in Groups of 4 (Amy)

5, 3, 1 (Amy)5 ideas you really liked from entire day3 ideas you will try the first week of school1 idea to share outWhip Around Your Group of 8 (Amy)

Works Cited http://www.ascd.org/research-a-topic/classroom-management-

resources.aspx

Fay, Jim and David Funk. Teaching with Love and Logic. Cambridge: The Love and Logic Press Inc., 1995. Print.

http://geert-hofstede.com/

http://www.middleweb.com/16325/effective-teachers-classroom-looks-like/

PBIS Team Training, Sponsored by Los Angeles County Office of Education. https://www.pbis.org/

http://www.scarf360.com/about/

http://www.smartclassroommanagement.com/

http://www.worksheetworks.com/