MGMT 2:
Teaching Students Your High
Expectations for Behavior
lkirlin.cs.chicago@gmail.com
“Nobody exceeds beyond his or her wildest expectations
unless he or she begins with some wild expectations.”
-Ralph Charrell
Do Now: Management Quick Quiz
1)
True or False? Students WANT and DESERVE a well-managed classroom, and a teacher
who cares enough to command it.
2)
Who controls how students behave in your classroom? __________
3)
Which students can behave? __________
4)
Complete this definition: Classroom management means __________% compliance from
100% of _________ 100% of the time.
•
5)
Bonus: How does this actually lead to students having more autonomy and freedom
in your class?
Part One: Put the following components of getting to an effectively-managed class in order:
a.
a well-planned system for management and procedures
b.
the system is clearly enforced with students
c.
the system is clearly communicated to students
d.
a strong teacher voice/presence in the classroom
Part Two: Which two components did we begin working on yesterday?
Part Three: Which component do you predict we will work on today?
2
Do Now: Management Quick Quiz
1)
True or False? Students WANT and DESERVE a well-managed classroom, and a teacher
who cares enough to command it.
2)
Who controls how students behave in your classroom? __________
3)
Which students can behave? __________
4)
Complete this definition: Classroom management means __________% compliance from
100% of _________ 100% of the time.
•
5)
Bonus: How does this actually lead to students having more autonomy and freedom
in your class?
Part One: Put the following components of getting to an effectively-managed class in order:
a.
a well-planned system for management and procedures- (Step 2)
b.
the system is clearly enforced with students- (Step-4)
c.
the system is clearly communicated to students- (Step 3- Today)
d.
a strong teacher voice/presence in the classroom- (Step 1)
Part Two: Which two components did we begin working on yesterday?
Part Three: Which component do you predict we will work on today?
3
MGMT 2: Session Objectives
Corps members will:
•
Deepen their nascent mindsets that:
•
classroom management is essential
•
it is their responsibility
•
students can behave
•
they can master the actions that lead students to behave
responsibly
•
Believe that they must teach their students how to behave and
that it is worth the time and effort at the beginning of the school
year to get this right.
•
Develop and practice an effective plan for teaching behavioral
expectations to students.
4
MGMT 2:
Session Agenda
Area of Focus
Opening: Review of MGMT 1, Preview of MGMT 2
Teaching Students Responsible Behavior: Introduction,
Modeling, and Practice
Clarifying Your Management Plan: Sections D&E,
Management Plan Q&A
Responsible Behavior Mini-Lessons: CM Work-Time
Closing: Where We’ve Been, Where We’re Going
5
MGMT 2: Central Key Point
You must do more than plan for what you want behavior and procedures to look
like. You must explicitly TEACH students what to do and how to do it at the
beginning of the summer and allow them to PRACTICE and DEMONSTRATE
their understanding.
An effective mini-lesson on Responsible Behavior comes soon before the
behavior is needed and includes:
•
A short, student-friendly, academic-focused rationale
•
An objective and 3-4 observable behaviors
•
An opportunity for some students to model an example/non-example
•
Checks for understanding throughout
•
An opportunity for the whole class to practice the behavior
6
MGMT 2:
Session Agenda
Area of Focus
Opening: Review of MGMT 1, Preview of MGMT 2
Teaching Students Responsible Behavior: Introduction,
Modeling, and Practice
Clarifying Your Management Plan: Sections D&E,
Management Plan Q&A
Responsible Behavior Mini-Lessons: CM Work-Time
Closing: Where We’ve Been, Where We’re Going
7
Video Clip: Testimonials on Teaching Management
WHY do we need to teach
Responsible Behavior?
•Students need behavior knowledge and skills in
addition to academic knowledge and skills.
•All age groups benefit from policies and
procedures.
• “It’s not my job to teach behavior, but to
teach (insert content area here.)- In order to
“get at” your content, you need exceptionally
well-behaved students
•We don’t want to deny any students the keys to
achieving academic success. They need all of
the tools they can get.
8
Video Clip: Lee Canter on How to Teach Responsible Behavior
Handout 1 (pg. 181): Guided Notes for Video Instruction
“Do I really
need to be
this explicit
with my older
students?”
WHAT do I need to teach?
HOW should I teach it?
Yes!
WHY are the teachers in the clips effective?
(Are there things they could do to be
even more effective?)
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Key Point: How to Teach Management
Handout 2 (pg 182). : Responsible Behavior Mini-Lesson Template
An effective mini-lesson on Responsible Behavior comes soon before the
behavior is needed and includes:
•
Opening: A short, student-friendly, academic-focused rationale for the
responsible behavior
•
Objective & INM: An objective and 3-4 observable behaviors (verbal
behavior, movement, participation)
•
Modified GP: An opportunity for some students to model an
example/non-example of the responsible behavior
•
GP: An opportunity for the whole class to practice the behavior
•
Closing: Ask students the what/ why/ when/ how of the Procedure 1 more
time.
10
Two Examples…
11
The Details: Teaching Management at Institute
•
1st days:
•
•
Teach most essential aspects of Management Plan
Throughout summer:
•
Re-teach as needed
•
Teach new Policies & Procedures as they arise
•
Use mini-lesson template as guide
•
Collaboratives will divide planning/teaching opportunities*
Take time to save time!
* CMA-supported work-time this afternoon to work in your
collaborative.
12
Mini-Lesson: Active Listening Position- 6 min.
Handout 3 (pg. 183-184): Responsible Behavior Mini-Lesson Example
1. What are some of the strengths of this Responsible Behavior
mini-lesson plan?
2. In what ways could it be made stronger?
3. In what ways would this mini-lesson need to be modified for
grades other than 3rd-grade?
13
Mini-Lesson: Debrief
Handout 3: Responsible Behavior Mini-Lesson Example
Strengths
•
Simple, clear, meaningful, student-friendly rationale
•
4 observable behaviors
•
Addresses verbal behavior, movement, participation
•
Whole-class practices behavior
•
Checks for understanding (CFUs) higher-level than “thumbs-up/thumbs-down”
•
Specific plan for what both teacher and students will do
•
Plan for exact language teacher will use
•
Skips small-group modeling (to save time for more complex learning)*
Areas for Improvement
•
Skips small-group modeling*
•
CFUs do not occur throughout mini-lesson
•
CFUs only check some students
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Video Clip: CMs Teaching Responsible Behavior
What made these mini-lessons
on Responsible Behavior effective?
What could these teachers have
done even better?
15
MGMT 2: Central Key Point
In the beginning,
teaching Responsible Behavior
is like showering….
The results wear off after a while,
and you must do it over and over
again for it to be effective.
16
Snappy Practice: Teaching Active Listening Position
Justin Meli – 3rd grade
In Pair Practice focus on:
•
Giving a short, student-friendly, academic-focused rationale
•
Communicating 3-4 observable behaviors (verbal,
movement, participation)
•
Checking for understanding- We don’t see one in this
video, so you may want to add one.
•
Giving students an opportunity to practice
•
Using your strong Teacher Voice
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MGMT 2:
Session Agenda
Area of Focus
Opening: Review of MGMT 1, Preview of MGMT 2
Teaching Students Responsible Behavior: Introduction,
Modeling, and Practice
Clarifying Your Management Plan: Sections D&E,
Management Plan Q&A
Responsible Behavior Mini-Lessons: CM Work-Time
Closing: Where We’ve Been, Where We’re Going
18
Management Plan: Three Students
Remember our friends? 
• Reginald  Generally has no trouble following rules
• Eliza  Behavior occasionally slips but is generally on-target
• Jeremy  Has a history of struggling with behavior issues
As we examine Sections D&E of the MGMT Plan, consider:
• How does this plan play out for each of these 3 students?
• Why is this plan beneficial both for the teacher and for the 3 students?
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Management Plan: Behavior Expectations for Instructional Activities (Section D)
(pg. 169)
•
WHAT: Regularly recurring modes of instruction in classroom
•
WHY:
•
•
Comforting routine
•
Saves learning time
•
Allows for situation-specific expectations
HOW:
•
Complete right-hand column with 3-4 specific behaviors
•
Create accompanying visual
•
Plan the details
How is this section different from Section A (Rules)?
20
Management Plan: Section D & the 3 Students
Example: Teacher-Led Whole-Class Instruction
•
Students will SLANT (sit-up, lean forward, ask and answer questions, nod their
head, track the teacher)
•
Students will follow all directions the first time, using only the materials indicated by
the teacher
•
Students will raise hands to ask or answer a question
•
Students will remain silent until teacher gives permission to speak
How does this plan play out for each of these 3 students?
• Expectations are equally applicable to Reginald, Eliza, and Jeremy!
• Non-compliance results in corrective action (refer back to 1st & most important rule!)
Why is this plan beneficial both for the teacher and for the 3 students?
•
Clear expectations (what, when, how)
• Consistently high expectations for all students
21
Management Plan: Required Procedures (Section E)
Procedures
•
•
•
WHAT:
•
Recurring, non-academic classroom events
•
What to do and how to do it
•
Verbal behavior, movement, participation
WHY:
•
Comforting routine
•
Saves learning time
How is this section
different from Section D
(Behavior Expectations
for Instructional
Activities)?
HOW:
•
Complete right-hand column with 3-4 specific behaviors
•
Create accompanying visual
•
Plan the details
22
Management Plan: Section E & the 3 Students
Example: Attention-Getting Signal
•
When I ring the bell, you will do the following within 5 seconds:
•
•
Eyes on me and mouths silent
•
Sitting at desk with hands free and clear
Teacher Notes: My bell will hang on a hook by the front board. I will be able to easily access
it when teaching at the front of the room. When I am walking around during practice I will
carry it with me. When I want students’ attention, I will stand still and ring the bell for 2
seconds and then quiet it. I will narrate the compliant behavior of 3 students while counting
down 5 seconds.
How does this plan play out for each of these 3 students?
• Expectations are equally applicable to Reginald, Eliza, and Jeremy!
• Non-compliance results in corrective action (refer back to 1st & most important rule!)
Why is this plan beneficial both for the teacher and for the 3 students?
•
Clear expectations (what, when, how)
• Consistently high expectations for all students
23
Management Plan: Q & A Time
Write questions that you have on a post-it note, and while you’re
working today CMAs and myself will address these as we go
from group to group:
•
Section A: Rules?
•
Section B: Positive Recognition?
•
Section C: Corrective Action?
•
Section D: Responsible Behavior During Instructional Activities?
•
Section E: Procedures?
•
Anything Else?
24
MGMT 2:
Session Agenda
Area of Focus
Opening: Review of MGMT 1, Preview of MGMT 2
Teaching Students Responsible Behavior: Introduction,
Modeling, and Practice
Clarifying Your Management Plan: Sections D&E,
Management Plan Q&A
Responsible Behavior Mini-Lessons: CM Work-Time
Closing: Where We’ve Been, Where We’re Going
25
CM Work-Time: Purpose – 20 min.
Handout 2: Responsible Behavior Mini-Lesson Template
Handout 2 (from MGMT 1): Collaborative Management Plan
•
•
Collaborative- 10 min.: Outline expectations for:
•
2 instructional activities
•
2 procedures
Individual CM- 10 min.: Draft 1 Responsible Behavior minilesson (could be on rules, positive recognition, corrective
action, behavior expectations for instructional activities, or
procedures.
* Opportunity to rehearse mini-lessons Friday during CMA 5
26
MGMT 2:
Session Agenda
Area of Focus
Opening: Review of MGMT 1, Preview of MGMT 2
Teaching Students Responsible Behavior: Introduction,
Modeling, and Practice
Clarifying Your Management Plan: Sections D&E,
Management Plan Q&A
Responsible Behavior Mini-Lessons: CM Work-Time
Closing: Where We’ve Been, Where We’re Going
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Closing: Recap of MGMT sessions
Where We’ve Been (in MGMT 2)
•
Made case for why teaching Responsible Behavior is critical
•
Saw examples and learned strategies for teaching Responsible Behavior
•
Engaged with mini-lesson template for teaching expectations to students
•
Practiced teaching students the Active Learning Position
•
Worked on Management Plans
•
Worked on Responsible Behavior mini-lessons
Where We’re Going
•
MGMT 3 (tomorrow): Maintaining Control Through the Behavior
Management Cycle
•
Ready for the 1st day of school! 
28
Haiku Reflection- 3 min.
•
Write a haiku that captures your major MGMT takeaways.
•
Remember, the structure is 5 syllables, 7 syllables, 5
syllables
The Bottom Line:
Your students won’t meet your behavior expectations
unless you teach them to!
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