…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


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


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


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

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


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.”




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.





Teach Expected Behaviors:

Five Steps for Getting Kids Ready


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


Criteria for Teaching and Reteaching

Behaviors Be consistent

Be dispassionate

Be professional – approach student privately– never use sarcasm or ridicule

Follow up appropriately


Confront the behavior not the person.

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


What does withitness look like? What recognizable, replicable behaviors do

“with it” teachers exhibit?

Closure: Craft Knowledge

Record

…my ideal classroom

Documents