Managing Instruction: To Interact or Not to Interact

ACT-ESL VCU GrantACT-ESL VCU GrantMeadowbrook High SchoolMeadowbrook High School

April 21, 2009April 21, 2009Terry Franson, M.A.Terry Franson, M.A.

Instructional SpecialistInstructional Specialist

Activity

Complete the 3-2-1 activity.Complete the 3-2-1 activity. Stop working when you hear the chimes.Stop working when you hear the chimes.

Goal of today’s session: Building and Accessing Background KnowledgeAs a result of this session:As a result of this session:Teachers will experience interactive Teachers will experience interactive

activities and learn strategies for effective activities and learn strategies for effective implementation.implementation.

Teachers will understand why children Teachers will understand why children misbehave.misbehave.

Teachers will identify what constitutes a Teachers will identify what constitutes a discipline problem.discipline problem.

CornersCorners

Corners

When I tell you to, please stand by your When I tell you to, please stand by your seat.seat.

Listen to the questions and decide which Listen to the questions and decide which corner you will choose.corner you will choose.

Wait until I tell you to move, then go to the Wait until I tell you to move, then go to the appropriate “corner”.appropriate “corner”.

Debriefing

How does this activity promote thoughtful How does this activity promote thoughtful discussion?discussion?

How might you modify this activity for How might you modify this activity for your content class?your content class?

How did the clear definition of expectations How did the clear definition of expectations aid in implementing the activity?aid in implementing the activity?

You can lead a horse to water, but you can’t make him…..

You CAN salt his oats andrun ‘im hard!

Brain Research

Long-term Memory vs. Short Term Long-term Memory vs. Short Term MemoryMemory

Neurons that fire together wire togetherNeurons that fire together wire together The growing and withering of neural The growing and withering of neural

connections in the brain is based on usageconnections in the brain is based on usage

A tired brainA tired brain

A wired brainA wired brain

Growing Dendrites/Building Connections An environment which is meaningful, challenging An environment which is meaningful, challenging

and in which students’ minds are actively engagedand in which students’ minds are actively engaged

No matter how well-planned, interesting, No matter how well-planned, interesting, stimulating, colorful, or relevant the lesson, if the stimulating, colorful, or relevant the lesson, if the teacher does all the interacting with the material, teacher does all the interacting with the material, the the teacher’s teacher’s -not the -not the student’sstudent’s brain brain will grow will grow new connections.new connections.

CLOCK PARTNERSCLOCK PARTNERS

Clock Partners

When I tell you to begin, you will seek out When I tell you to begin, you will seek out classmates to fill your “clock” classmates to fill your “clock” appointments.appointments.

Once you have an appointment or date, be Once you have an appointment or date, be sure to fill in names.sure to fill in names.

Continue until you hear the chimes, then Continue until you hear the chimes, then return to your seat.return to your seat.

The Basics (Marzano, 2003)

Three factors affecting student achievement:Three factors affecting student achievement:

The Magic Formula

A A SchoolSchool that is safe and orderly that is safe and orderly

++

A A Teacher Teacher with good classroom with good classroom management skills management skills

++

A A Student Student that is highly motivatedthat is highly motivated

Academic Achievement

Think-Pair-Share

On a sheet of paper or an index card, please list On a sheet of paper or an index card, please list three characteristics of an effective teacher.three characteristics of an effective teacher.

When you hear the chimes, find your 1 o’clock When you hear the chimes, find your 1 o’clock partner and share your list. Try to add at least two partner and share your list. Try to add at least two items to your list.items to your list.

When you hear the chimes, find your 2 o’clock When you hear the chimes, find your 2 o’clock partner and share your list. Try to add at least two partner and share your list. Try to add at least two items to your list.items to your list.

When you hear the chimes, return to your seat.When you hear the chimes, return to your seat.

The Big Three

Work with three or four people near you.Work with three or four people near you. Review the lists you have created.Review the lists you have created. Reduce the lists to the THREE most Reduce the lists to the THREE most

important characteristic of an effective important characteristic of an effective teacher.teacher.

Be prepared to share your answers with the Be prepared to share your answers with the group.group.

The Effective Teacher: (Harry Wong)

……has positive expectations for student has positive expectations for student success.success.

……is an extremely good classroom manager.is an extremely good classroom manager. ……knows how to design lessons for student knows how to design lessons for student

mastery.mastery.

????????

What is the single most important factor in What is the single most important factor in determining the learning environment?determining the learning environment?

The Basics (cont.)

The single most important factor in The single most important factor in determining the learning environment determining the learning environment is teacher behavior. is teacher behavior.

(Levin and Nolan, 2004)(Levin and Nolan, 2004)

Power Bases

Each group has a hand-out relating to different Each group has a hand-out relating to different power bases used by teachers.power bases used by teachers.

Each person at the table will read the passage.Each person at the table will read the passage. Decide as a group how you will present the Decide as a group how you will present the

information to the group.information to the group. Using chart paper, illustrate your topic and be Using chart paper, illustrate your topic and be

prepared to present to the group. Include prepared to present to the group. Include scenarios.scenarios.

You will have 5 minutes to prepare your You will have 5 minutes to prepare your presentation.presentation.

Power Bases

The Tricks-of-the-Trade Approach (Case 4.1)The Tricks-of-the-Trade Approach (Case 4.1) Teacher Power BasesTeacher Power Bases Referent Power (Case 4.2)Referent Power (Case 4.2) Expert Power (Case 4.3)Expert Power (Case 4.3) Legitimate Power (Case 4.4)Legitimate Power (Case 4.4) Reward/Coercive Power (Case 4.5)Reward/Coercive Power (Case 4.5) Effects of RewardsEffects of Rewards

The Basics (cont.)

Teachers have the professional Teachers have the professional responsibility for assuming the role of responsibility for assuming the role of instructional leader, which involves instructional leader, which involves employing techniques that maximize employing techniques that maximize student on-task behavior.student on-task behavior.

The Basics (cont.)

Teachers who have clearly developed ideas of…Teachers who have clearly developed ideas of…

-the relationship between teaching and discipline-the relationship between teaching and discipline

-the factors motivating student behavior-the factors motivating student behavior

-a systematic plan to manage misbehavior -a systematic plan to manage misbehavior

……have classrooms characterized by a high percentage have classrooms characterized by a high percentage of on-task student behavior.of on-task student behavior.

Quick Write Take one minute to write the following:Take one minute to write the following:

Definition of Definition of “Teaching”“Teaching” Once you start, do not lift your pen from the Once you start, do not lift your pen from the

paper!paper! Stop when you hear the chimes…Stop when you hear the chimes…

Quick Write

Take three minutes to write the following:Take three minutes to write the following:

Definition of Definition of “Classroom “Classroom Management”Management”

Once you start, do not lift your pen from the Once you start, do not lift your pen from the paper!paper!

Stop when you hear the chimes…Stop when you hear the chimes…

Quick Write

Take one minute to write the following:Take one minute to write the following:

What constitutes a What constitutes a discipline discipline problemproblem??

Once you start, do not lift your pen from the Once you start, do not lift your pen from the paper!paper!

Stop when you hear the chimes…Stop when you hear the chimes…

Inside-Outside Circles

What is teaching?

“…“…the use of preplanned behaviors founded the use of preplanned behaviors founded in learning principles and child in learning principles and child development theory and directed toward development theory and directed toward both instructional delivery and classroom both instructional delivery and classroom management, that increase the probability management, that increase the probability of affecting a positive change in student of affecting a positive change in student behavior” (Levin and Nolan, 2004, p. 4)behavior” (Levin and Nolan, 2004, p. 4)

What is classroom management?

“…“…the provisions and procedures necessary to establish the provisions and procedures necessary to establish and maintain an environment in which instruction and maintain an environment in which instruction and learning can take place“ (Dukes, 1979, p.xii as and learning can take place“ (Dukes, 1979, p.xii as cited in Marzano, 2003, p. 88)cited in Marzano, 2003, p. 88)

“…“…actions taken to create and maintainactions taken to create and maintaina learning environment conducive to a learning environment conducive to successful instruction” (Brophy, 1966, successful instruction” (Brophy, 1966, p. 5 as cited in Marzano, 2003, p.88)p. 5 as cited in Marzano, 2003, p.88)

Defining a Discipline Problem

““A discipline problem exists whenever a A discipline problem exists whenever a behavior interferes with the teaching act, behavior interferes with the teaching act, interferes with the rights of others to learn, interferes with the rights of others to learn, is psychologically or physically unsafe, or is psychologically or physically unsafe, or destroys property.” (Levin and Nolan, 2004, destroys property.” (Levin and Nolan, 2004, p. 19)p. 19)

Think, Pair, Share

When I say begin, you will have 3 minutes to When I say begin, you will have 3 minutes to read a discipline scenario, think about your read a discipline scenario, think about your response, and discuss is it with others in response, and discuss is it with others in your group.your group.

Select one person who will report for your Select one person who will report for your group.group.

Consider these three questions in your Consider these three questions in your discussion:discussion:

Test your Discipline Awareness Skills (Adapted from Levin and Nolan, 2004)

1. Is there a discipline problem?1. Is there a discipline problem?

2. If there is a discipline problem, who is 2. If there is a discipline problem, who is exhibiting it?exhibiting it?

3. Why is the behavior a discipline 3. Why is the behavior a discipline problem, or why is it not a discipline problem, or why is it not a discipline problem?problem?

You will know that time is up when you hear You will know that time is up when you hear the following sound…the following sound…

Scenario #1

Marissa quietly enters the room and takes Marissa quietly enters the room and takes her seat. The teacher requests that students her seat. The teacher requests that students take out their homework. Marisa does not take out their homework. Marisa does not take out her homework but instead takes out take out her homework but instead takes out a magazine and begins to flip quietly a magazine and begins to flip quietly through the pages. The teacher ignores through the pages. The teacher ignores Marisa and involves the class in reviewing Marisa and involves the class in reviewing the homework.the homework.

Scenario #2

Marisa quietly enters the room and takes Marisa quietly enters the room and takes her seat. The teacher requests that students her seat. The teacher requests that students take out their homework. Marisa does not take out their homework. Marisa does not take out her homework but instead takes out take out her homework but instead takes out a magazine and begins to flip quietly a magazine and begins to flip quietly through the pages. The teacher publicly through the pages. The teacher publicly announces that there will be no review of announces that there will be no review of the home-work until Marisa puts away the the home-work until Marisa puts away the magazine and takes out her homework.magazine and takes out her homework.

Scenario #3

Marisa quietly enters the room and takes her seat. Marisa quietly enters the room and takes her seat. The teacher requests that students take out their The teacher requests that students take out their homework. Marisa does not take out her homework. Marisa does not take out her homework but instead takes out a magazine and homework but instead takes out a magazine and begins to flip quietly through the pages. The begins to flip quietly through the pages. The teacher begins to involve the class in reviewing teacher begins to involve the class in reviewing the homework and at the same time moves closer the homework and at the same time moves closer to Marisa. The review continues with the teacher to Marisa. The review continues with the teacher standing in close proximity to Marissa.standing in close proximity to Marissa.

Scenario #4

Marisa quietly enters the room and takes her seat. Marisa quietly enters the room and takes her seat. The teacher requests that students take out their The teacher requests that students take out their homework. Marisa does not take out her homework. Marisa does not take out her homework but instead takes out a magazine and homework but instead takes out a magazine and begins to show the magazine to the students who begins to show the magazine to the students who sit next to her. The teacher ignores Marisa and sit next to her. The teacher ignores Marisa and begins to involve the class in reviewing the begins to involve the class in reviewing the homework. Marisa continues to show the homework. Marisa continues to show the magazine to her neighbors.magazine to her neighbors.

Scenario #5Marisa quietly enters the room and takes her seat. Marisa quietly enters the room and takes her seat. The teacher requests that students take out their The teacher requests that students take out their homework. Marisa does not take out her homework. Marisa does not take out her homework but instead takes out a magazine and homework but instead takes out a magazine and begins to show the magazine to the students who begins to show the magazine to the students who sit next to her. The teacher does not begin the sit next to her. The teacher does not begin the review and, in front of the class, loudly demands review and, in front of the class, loudly demands that Marisa put the magazine away and get out her that Marisa put the magazine away and get out her homework. The teacher stares at Marisa for the homework. The teacher stares at Marisa for the two minutes that it takes her to put the magazine two minutes that it takes her to put the magazine away and find her homework. Once Marissa finds away and find her homework. Once Marissa finds her homework, the teacher begins the review.her homework, the teacher begins the review.

Scenario #6 Marisa quietly enters the room and takes her seat. Marisa quietly enters the room and takes her seat. The teacher requests that students take out their The teacher requests that students take out their homework. Marisa does not take out her homework. Marisa does not take out her homework but instead takes out a magazine and homework but instead takes out a magazine and begins to show the magazine to the students who begins to show the magazine to the students who sit next to her. The teacher begins the homework sit next to her. The teacher begins the homework review and, at the same time, walks toward review and, at the same time, walks toward Marisa. While a student is answering a question, Marisa. While a student is answering a question, the teacher, as privately as possible, assertively the teacher, as privately as possible, assertively asks Marisa to take our her homework and put the asks Marisa to take our her homework and put the magazine away.magazine away.

Why Do Children Misbehave?

Societal Changes (Nolan and Nolan)

The Knowledge Explosion and the Erosion The Knowledge Explosion and the Erosion of Respect for Authorityof Respect for Authority

The Knowledge Explosion, Teacher and The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Student Feelings of Frustration, and the Relevancy of SchoolingRelevancy of Schooling

Television, Video Games and ViolenceTelevision, Video Games and Violence Alternative Role ModelsAlternative Role Models Changes in EthnicityChanges in Ethnicity

The Magic Formula

A A SchoolSchool that is safe and orderly that is safe and orderly

++

A A Teacher Teacher with good classroom with good classroom management skills management skills

++

A A Student Student that is highly motivatedthat is highly motivated

Marzano (2003) identifies classroom management in four areas:

#1 Establishing and enforcing rules and #1 Establishing and enforcing rules and procedures.procedures.

#2 Carrying out disciplinary actions.#2 Carrying out disciplinary actions.

#3 Maintaining effective teacher and student #3 Maintaining effective teacher and student relationships.relationships.

#4 Maintaining an appropriate mental set for #4 Maintaining an appropriate mental set for management.management.

Effective Teachers

Effective teachers introduce rules, Effective teachers introduce rules, procedures, and routines on the first day of procedures, and routines on the first day of school and continue to teach them the first school and continue to teach them the first week.week.

If you do not have a plan, you are planning If you do not have a plan, you are planning to fail.to fail.

What Should My Rules Be?

Be in your seat when the bell rings.Be in your seat when the bell rings. Bring all books and materials to class.Bring all books and materials to class. No personal grooming during class time.No personal grooming during class time. Sit in your assigned seat daily.Sit in your assigned seat daily. Follow directions the first time they are Follow directions the first time they are

given.given.

It is important to introduce the discipline It is important to introduce the discipline plan on the first day of schoolplan on the first day of school

You have carefully planned for what you You have carefully planned for what you want to accomplish.want to accomplish.

You have written the rules to help you You have written the rules to help you accomplish the goals.accomplish the goals.

You have posted the rules along with the You have posted the rules along with the consequences and rewards.consequences and rewards.

Findings from Stage and Quiroz, 1997Findings from Stage and Quiroz, 1997

2424--.64.64No Immediate No Immediate ConsequenceConsequence

2828--.78.78Mild PunishmentMild Punishment

3131--.86.86ReinforcementReinforcement

3333--.97.97Reinforcement and Reinforcement and Mild Punishment Mild Punishment

Percentile Decrease in Percentile Decrease in DisruptionsDisruptions

Average Average Effect Effect SizeSize

Disciplinary Disciplinary TechniqueTechnique

How to Acknowledge and Reinforce Acceptable Behavior Post expectationsPost expectations

Be specific and descriptive Be specific and descriptive

Use the vocabulary of the expectations to praise Use the vocabulary of the expectations to praise

Provide praise feedback more frequently than you think is Provide praise feedback more frequently than you think is necessary (5 to 9:1 ratio of positive to negative)necessary (5 to 9:1 ratio of positive to negative)

Recognize that some students are starved for attention, others Recognize that some students are starved for attention, others do not want attention drawn to themdo not want attention drawn to them

Expand reinforcement choices yearly and vary choices Expand reinforcement choices yearly and vary choices throughout the yearthroughout the year

Main Points to Remember

Classrooms show increases in achievement Classrooms show increases in achievement rates when teachers use a 5 to 9.1 ratio of rates when teachers use a 5 to 9.1 ratio of positive to negative comments.positive to negative comments.

Points to Remember (cont.)

Techniques for reinforcing appropriate Techniques for reinforcing appropriate behavior and providing negative behavior and providing negative consequences for inappropriate behavior are consequences for inappropriate behavior are most effective when they aremost effective when they are

BriefBriefDone in privateDone in privateSubtleSubtleIndividualizedIndividualized

Effective Teacher and Student Relationships

Set and expect high academic and Set and expect high academic and behavioral standards for ALL behavioral standards for ALL

students.students.

Keys to Classroom Management

The teacher is the first line of defense in The teacher is the first line of defense in any discipline strategy.any discipline strategy.

A well-planned lesson helps to eliminate a A well-planned lesson helps to eliminate a large majority of discipline problems.large majority of discipline problems.

Office referrals should be done only after Office referrals should be done only after exhausting resources for routine exhausting resources for routine misbehaviors.misbehaviors.

Keys, (cont.)

School administrators should be able to see School administrators should be able to see teacher interventions before receiving teacher interventions before receiving referrals for routine misbehaviors.referrals for routine misbehaviors.

Students should see office referrals as a Students should see office referrals as a major event with consequences.major event with consequences.

Office referrals must be done for major Office referrals must be done for major offenses such as fights, possession of drugs, offenses such as fights, possession of drugs, alcohol, or weapons, threats, etc.alcohol, or weapons, threats, etc.

SUMMARY

Effective classroom management strategies Effective classroom management strategies seek to encourage responsible behavior and seek to encourage responsible behavior and to provide all students with academic to provide all students with academic achievement as well as discourage achievement as well as discourage inappropriate behaviors.inappropriate behaviors.

Resources The First Days of SchoolThe First Days of School, Harry and Rosemary Wong , Harry and Rosemary Wong

(2005)(2005) The Principles of Classroom ManagementThe Principles of Classroom Management, James Levin , James Levin

and James Nolan (2007)and James Nolan (2007) Classroom Management that Works, R. J. Classroom Management that Works, R. J. Marzano (2003) Marzano (2003) What Works in Schools: TranslatingWhat Works in Schools: Translating Research into ActionResearch into Action. .

R.J. Marzano (2003)R.J. Marzano (2003) First-Class Teacher: Success Strategies for New Teachers.First-Class Teacher: Success Strategies for New Teachers.

Canter & Associates (1998). Canter & Associates (1998). Teacher Talk, downloaded from Teacher Talk, downloaded from

http://education.indiana.edu/cas/tt/vli2/what.htmlhttp://education.indiana.edu/cas/tt/vli2/what.html