You Can Still Fix It!
It’s Never Too Late to Start Again.
East Bay BTSA Induction Consortium 2008-09
Welcome!
•List 3 things that are going well this year.
•How are you feeling about your teaching?
•What key ideas about classroom management
are you most interested in?
•If you could start the year over, what would
you do differently?
Handout Pg.
Invisible
Classroom Management
Foundation
Prevention
Intervention
Assume
the best
Holding
Ground
Rules and
Consequences
Positive
Connections
Breaking the
Cycle
Inner
Authority
Ask for Help
Got Stress?
Teaching
Procedures
Consistency
Rick Smith –
Getting Ready
Instruction
Conscious Classroom
Management
Foundation
▲ They are bad kids
Assume
the best
▲ They haven’t fully learned the
appropriate behavior
▲ They don’t want to ▲They want to know the classroom
learn
environment will be safe and
structured
▲ They’re trying to
▲They are signaling the teacher to
hurt the teacher
teach behavior more thoroughly or
differently
Foundation
Inner
Authority
Education is the ability to listen to
almost anything without losing your
temper or your self-confidence.
-ROBERT FROST
Foundation
Inner
Apology
Inner
Authority
No


Inner
Authority
I understand,
and the answer is No
Foundation
Inner
Authority
Role-Play

Student- get verbal permission to
leave the classroom

Teacher- don’t let the student
leave
Prevention
Holding
Ground

Avoid the “land of reasons”

Table explanations until later

Respond rather than react

An effective “No” is both firm and soft

Caring does not equal explaining
Prevention
Holding
Ground
Role-Play

Student- get verbal permission to
leave the classroom

Teacher- don’t let the student leave
Student achievement at
the end of the year is
directly related to the
degree to which the
teacher establishes good
control of the classroom
procedures in the first
week of school.
Harry Wong
The First Days of School
Prevention
Teaching
Procedures
Procedures:
What you want the students to do.
Routines:
What the students do automatically.
Discussion Prompt:


What do your students do automatically?
What do you want them to do that they are
not doing now?
Prevention
Teaching
Procedures

Effective teachers model and teach
procedures.

Effective teachers re-teach and rehearse
procedures, until mastery is achieved.

Classrooms that “run themselves” are the
result of careful planning, teaching and
reinforcement of procedures and routines.
Prevention
Teaching
Procedures
Procedure, Content, and Behavior
are all taught the same way.
Procedures are the Railroad TracksContent is the Train
Prevention
Teaching
Procedures
A Formula for Teaching
•
•
•
•
•
Give a Vision of the Whole
Break it into Steps
Teach the Steps
Connect them to the Whole
Check for Understanding
Prevention
Nonverbal Procedures
•
•
•
•
•
Rubrics
Visuals
Sound Signals
Music for Transitions
Hand Signals
Teaching
Procedures
Prevention
Teaching
Procedures
Idea Bank
•
•
•
•
•
Student posters
Procedure Skit
Rubrics for self-assessment
Specific, frequent verbal praise
Digital photos for models of procedures.
Dismissal Formation
Getting Ready for Labs
Putting Supplies Away
Putting Supplies Away
A Clean Center
Readiness to Learn
Readiness to Learn
When the Bell Rings
to Start Class…
When the Bell Rings
to Start Class…
Page 57
Test Taking
Getting Ready For Labs
Pack and Stack


Gather up all of your materials.
Follow the silent transition directions to stand
and share your procedure action plan.
Silent Transition:
Without using words and within 2 minutes, form
a line based on birth month. The line should
begin at the door leading to the outside patio
and end at the inside door.
Prevention
Consistency

The lowest quality work product that you
accept will define the Standard in your class.

In order for students to perform, they need to
know what the Standard is and what it is not.

Students need practice and feedback on work
performance to improve their efforts.
Intervention
Rules and
Consequences
General Rules
Announce the teacher’s goals and objectives,
hopes and aspirations.

Don’t generate behavior.
Discussion Prompt:
What rules do you have in your classroom?
Are there any in particular that are not working?
Intervention
Rules and
Consequences

Don’t make a rule you aren’t willing to enforce
every time it is broken.

3-5 General Rules.

Positively Stated.

Simple, clear, shared by all.
Intervention
Rules and
Consequences

A rule is a DARE to be broken, whereas a
procedure is not.

A procedures is a DO, a step to be learned.
Intervention
Rules and
Consequences
Specific Rules

Take the form of procedures, routines and
standards for carrying out specific tasks.

Are carefully taught and re-taught.

Establish high behavioral and academic
standards in the classroom.
Intervention
Rules and
Consequences
The number one problem in the classroom is
not discipline; it is the lack of procedures and
routines.


Discipline: Concerns how the students
BEHAVE.
Procedures: Concern how things are done.
Intervention
Breaking the
Cycle
DISCIPLINE: Concerns how students
BEHAVE.
PROCEDURES: Concern how things are
DONE.


DISCIPLINE: HAS penalties and rewards.
PROCEDURES: Have NO penalties or
rewards.
Intervention
Breaking the
Cycle
Stage 1 – Ignore it
 Stage 2 – Ask them to stop
 Stage 3 – Ask them to stop again
 Stage 4 – Laying down the law

Effective teachers establish and maintain limit
setting so that discipline appears invisible.
Intervention
Breaking the
Cycle
Got Stress?
Limit Setting

Relaxation Training
o
o
o
o
Fight-flight
Relaxation
Breathe
Body Language
Intervention
Breaking the
Cycle
Limit Setting

Moving Out
Step One: Thank the Student, Wait, Relax
Move to the next student.
Step Two: Return to instruction.
Intervention
Breaking the
Cycle
Limit Setting Sequence

Moving In
Step One – Eyes in the Back of Your Head.
Step Two – Terminate Instruction.
Step Three – Turn, Look, Say Name.
Step Four – Walk to the Edge of the Desk.
Foundation
Ask for Help
Help
Advice
Collegiality
Collaboration
Educational Consulting
Professional Development
Classroom Management Plan

Effective teachers have a plan.
If you don’t have a plan, then you’re planning to
fail.
What is your plan for . . . .
Classroom Management
Plan
Foundation
Prevention
Interventio
n