Download - …my ideal classroom
…my ideal classroom What does it sound like, look like, feel like?
Scan your vision for student behaviors and put these in slow motion for closer examination. What are they doing that is so pleasing to you?
If you want it, teach it!
Classroom Classroom ManagementManagementParticipants will implement classroom leadership and
management practices based on current research and
literature.
Essential Questions What will I do to establish and maintain effective
relationships with students?
What will I do to communicate high expectations for all students?
What will I do to establish or maintain classroom rules and procedures?
What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
Objectives Identify classroom behaviors, routines, and
procedures requiring teaching.
Teach a behavior, routine, or procedure expected of students using a strategic process.
Explain how to use the retraining strategy when students fail to deliver on expected behaviors.
Objectives Indentify positive, replicable ways to
encourage positive relationships with students including– knowing students– greeting students– making students look good– maintaining appropriate student level of
concern
Get to Know Your Students Use names Attend (or know about) extra-curricular
activities Use interest and learning profile inventories
– Interest circle– Surveys– Find someone who
Greet students at the door
Other ideas?
Making Students Look Good Glow Comments before Grow Comments Appropriate Level of Concern Pass Option Wait-Time & Wait-Time Extended Interaction Sequence
scaffold for academic success
(Sharer, Anastasio, & Perry, 2007, p. 37)
Appropriate Level Of Concern Set reasonable standards; break difficult concepts
into manageable chunks Be specific about time allotments
– K – 6, teacher minutes multiplied by 4 or 5– 7 – 12, teacher minutes multiplied by 3 or 4
Use proximity Be conscious of your nonverbal signals Use competition carefully (against self, time NOT
individuals. APL Power Words: organization, specificity,
consistency
(Sharer, Anastasio, & Perry, 2007, p. 54)
Managing Classroom ConditionsFactors we Control
Walls Teacher’s Desk Seating Arrangement Plants & Animals Equipment You
Pass Option Best as temporary exit
– “Tell me one thing you heard _(the previous responder)_ say.”
Allows time– Gather thoughts, composure– Refocus / re-engage
Requires teaching– Explain why– Teach what it looks like / sounds like– Communicate its temporary nature
(Sharer, Anastasio, & Perry, 2007, p. 32-34)
Extended(also Think-Pair-
Share) Ask all students the question. Pause (3+ seconds).
Select student(s) to respond.
Put students on-the-clockon-the-clock.– “You have 30 seconds to share your answer
with your partner.”
Students share their thoughts with a partner.
Wait Time
(Sharer, Anastasio, & Perry, 2007, p. 77-80)
Interaction Sequence Ask all student the question. Pause (3+ seconds). Put students on-the-clockon-the-clock.
– “You have 30 seconds to share your answer with your partner.”
Students share their thoughts with a partner.
Select student(s) to respond.
Conference with 1 or 2 pairs• Check student answers• Probe• Provide answers when missing
1. Purposeful Selection: Call on pairs you visited
2. Random Selection: Call on another pair or two
3. Volunteer Selection: Allow volunteer responses
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
Making Students Look Good Glow Comments before Grow Comments Appropriate Level of Concern Pass Option Wait-Time & Wait-Time Extended Interaction Sequence
(Sharer, Anastasio, & Perry, 2007, p. 37)
scaffold for academic success
Objective Identify classroom behaviors, routines, and
procedures requiring teaching.
Recall the Recall the behaviors behaviors
exhibited in your exhibited in your vision of the ideal vision of the ideal
classroom…classroom…
““Most behavior Most behavior problems in the problems in the
classroom are caused classroom are caused by the teacher’s failure by the teacher’s failure to teach students how to teach students how to follow procedures” to follow procedures”
(Wong & Wong, 1998).(Wong & Wong, 1998).
Establish Rules & Procedures Rules
– Identify general expectations or standards for student behavior– “Treat others the way you would want them to treat you.”
Procedures & Routines– Expectations and process for specific behaviors to realize the rules– how to assemble in three-ish groups
(Marzano, 2007, p. 119)
FocusNumber of Effect Sizes
Average Effect Size
Percentile Decrease in Disruptions
Design and implementation of rules and procedures in general
10 -0.76 28
Identify Behaviors, Procedures, & Routines to Teach Entering the room How to volunteer a response How to greet a partner/small group Asking to leave the room (restroom, etc.) Transitions Getting ready to leave & orderly dismissal
– Organizing personal workspace– Making sure items get home– Recording assignments in assignment notebook
Others? Involve students in this brainstorming stage!
Brainstorming Activity: Using Wait-Time Extended & Have a Ball! Think of the routines, behaviors, and procedures
necessary to maintain the most positive learning environment.
Share your ideas with a nearby partner. You have one minute.
When the ball comes to you, say a behavior, routine, or procedure and toss the ball to someone else.
Return to your partner. Write as many ideas as possible. You have one minute.
Objectives
Teach a behavior, routine, or procedure expected of students using a strategic process.
Front Load Expected Behaviors “If you want it, teach it.” Teach vs. Tell proactive vs. reactive approach student self-control vs. constant teacher
control
Prioritize, teach 2-3 most important per week until all have been taught
(Sharer, Anastasio, & Perry, 2007, p. 47)
Teach Expected Behaviors:
Five Steps for Getting Kids Ready1. Brainstorm the expectations; determine
and teach the content.2. Model the behavior.3. Practice the behavior.4. Reinforce the behavior.5. Re-teach the behavior.
““If you If you want it, want it,
teach it.” teach it.”
(Sharer, Anastasio, & Perry, 2007, p. 47)
Choral Choral ResponseResponse
an example
Experience & Observe Strategy observer
– What steps/processes did you observe?
Participant observer– What words, behaviors, evidence of student
learning did you notice?
Participants– What did you learn? What worked for you?
How did you feel as a learner using this strategy?
1. Identify behavior, explain purpose & importance.
2. Model the behavior.3. Practice the behavior.4. Reinforce the behavior.5. Re-teach the behavior.
““If you If you want it, want it,
teach it.” teach it.”
Teach Expected Behaviors:
Five Steps for Getting Kids Ready
(Sharer, Anastasio, & Perry, 2007, p. 47)
Objectives
Explain how to use the retraining strategy when students fail to deliver on expected behaviors.
When things don’t go as planned… Calm
– Don’t go limbic with your students.– “When you are ready to talk reasonably about
his, let me know.” Question
– Get the information you need.– “Is there something I need to know that I don’t
know that caused you to…” Teach
– Retrain the desired behavior.
Retraining Purpose: change the unwanted behavior,
a way to hold students accountable for taught behaviors
Instructional vs. punitive
On students own time, but only as long as necessary to successfully re-teach
(Sharer, Anastasio, & Perry, 2007, p. 54)
Criteria for Teaching and Reteaching
Behaviors Be consistent Be dispassionate
Be professional – approach student privately– never use sarcasm or ridicule
Follow up appropriately
(Sharer, Anastasio, & Perry, 2007, p. 54)
Confront the behavior not the person.
Withitness “aware of what is happening in all parts of the
classroom at all times by continuously scanning the classroom”
“the disposition of the teacher to quickly and accurately identify…potential problem behavior and to act on it immediately”
(Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)
FocusNumber of Studies /Subjects
Average Effect Size
Percentile Decrease in Disruptions
Withitness 3 / 426 -1.417 42
In Other Words… Management By Walking Around (MBWA)
“On your feet, not on your seat.”
Constant monitoring
(Sharer, Anastasio, & Perry, 2007, p. 54)
What does withitness look like? What recognizable, replicable behaviors do
“with it” teachers exhibit?
Closure: Craft Knowledge
Record