Do now
Think of a recent incident when a student did
not follow your expectations and write answers
to the following:
What was the behavior?
What was your response?
Was your response effective? Why or why
not?

TLAC: Threshold #41, Do Now #29, Everybody Writes
#26
Making Hope Happen
Developing a Positive Classroom Culture
Effective Procedures and Routines
Techniques from Teach Like A Champion
http://goo.gl/PHz4lz
Learning goal…

Teachers will identify strategies they
can implement to build a strong
classroom management system.
TLAC: Post It #29, 4 M’s #7
TAPPLE
Checking for Understanding

What is today’s learning goal?
#1 Begins
“Today’s learning goal is…”
TLAC: CFU #18, Circulate #15, Cold Call #22
It’s fundamental…

There is NO substitute for a well
planned, consistently implemented
behavior management system that is
regularly rehearsed and reinforced.
Explicit Direct Instruction
Starting with Relationships

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
Effective classroom management begins
with positive relationships
Positive relationships value the
individual
Positive relationships are authentic

Threshold (TLAC)
TAPPLE
Supports for building positive
relationships



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
Positive presupposition
Student spotlight
Precise praise (TLAC)
Student Interest Inventories
Competition
TAPPLE
Write, Pair, Share



What is one idea you could implement
tomorrow to build more positive
relationships with your students?
Share your idea with an elbow partner.
Be prepared to share out whole group.
TAPPLE
Positive Relationships

"Good behavior management always has
relationship building as its primary objective.
You want teachers to relate to children
positively, and you want children to succeed
in school so they will be self-confident.
Behavior management is simply a means to
that end."
(Fred Jones Tools for Teaching)
Starting with Routines


Making tasks routine, or automatic,
frees time for instruction
Explain, Rehearse, and Reinforce


Entry routine (TLAC)
Tight Transitions (TLAC)
TAPPLE
Hallmarks of Good Routines

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Quick
Low narration
Well planned
Without interruptions
Shared ownership
TLAC Field Guide p.257
Think, Pair, Share



What is one characteristic of a good
routine?
Share your idea with an elbow partner,
explain why you believe that
characteristic is important.
Be prepared to share out whole group.
TAPPLE
Starting with Planning

Planning time for both content
instruction and teaching/reinforcing
routines


Begin with the End (TLAC)
Double Plan (TLAC)
Write, Pair, Share



How might you adjust your planning to
better communicate and support.
learning objectives to your students?
Share your idea with an elbow partner.
Be prepared to share out whole group.
TAPPLE
Jigsaw Read
A’s read: Technique #28 Entry Routine
B’s read: Technique #29 Do Now
C’s read: Technique #30 Tight Transitions
D’s read: Technique #32 SLANT
Expert Group/Home Group



Gather with your like reading
assignment (Expert group).
Each participant will have one minute to
summarize one key idea from their
reading.
Record key ideas and perspectives
shared by others.
Expert Group/Home Group



Return to your original table group
(Home group).
Each participant will have two minutes
to share their assigned technique.
Group members will record key ideas
about each of the four techniques on
the guided note sheet.
handout
Stand up and Share

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Everyone stands.
Consider one idea or TLAC technique
you will implement.
At the signal a volunteer shares their
idea.
Everyone who had that idea sits down.
Procedure continues until everyone is
seated.
*suggested modification for participation
Revisit
Reflect on the incident you recorded at
the start of this session.
 If your response was not successful,
how might the TLAC strategies shared in
this session improve your effectiveness
with similar situations in the future?
 Share your thoughts with a table mate.

Give-One-Get-One Activity

Using the Give-One-Get-One handout identify 3
specific strategies, procedures, or programs
your school suggests to support positive
classroom management.



Record specific PBiS strategies
Record these in 3 different boxes on your
handout.
Circulate throughout the room sharing your
ideas and recording the ideas others share with
you.
handout
Closure

Thank you for your participation!