• Pick up materials at sign in table.
• Please sit 4 to a table.
• Begin Bell Work: See directions on tables.
SEMINOLE COUNTY
PUBLIC SCHOOLS
Instructional Excellence and Equity
Bell Work
6 Minutes
(Formative Assessment)

 COMPLETE the Classroom Management Practice
survey.
Using the sticky notes and markers at your table:
 LOOK at the puzzle piece categories.
 USING information from the survey and your
experiences, think about your top 2 Classroom
Management concerns/questions.
 WRITE each concern/question on a separate sticky
note.
 READ the topics on the puzzle pieces posted in the
room and place your sticky note on the appropriate
puzzle poster.
I#: 6, 8, 26, 27, 36
Welcome!
Presenter Introductions
Strategies/Activities: Safety and Supervision
 Classroom Management Strategies Aligned with
Positive Behavior Support (PBS), Instructional
Model Indicators, and SCPS Code of Conduct
 Classroom Management Puzzle
 Chart for recording strategies used during session
 Class Parking Lot for questions.
I#: 6, 8, 12, 26, 27
Group Norms


Are Respectful of Other’s Opinions and Listen with an
Open Mind; Limit the Use of Electronics for Checking Emails
for Breaks; Focus on Instructional Model and not Evaluation
Process
Collaborate in Cooperative Learning
 Take Responsibility for Engaging in Learning and

Continuous Growth
It’s Okay to have Fun!
Suffering is Optional.
I#: 4
Learning Goal

Participants will be able to
describe effective classroom
management strategies that
cultivate a classroom
environment in which all
students can LEARN.
I#: 1
Instructional&
Excellence
& Equity
From the DEPARTMENTS Tab, Choose: Instructional Model
Evaluation
Menu Tabs
Accessing the Power Point and other
support materials from the Instructional
Model and Instruction website

SEMINOLE COUNTY
PUBLIC SCHOOLS
Teacher Resources

 Handout – “Evidence-Based Classroom
Management: Moving from Research to
Practice”
 Web Resources slide at end of
presentation (posted on webpage)
5 Minutes
Foldable

Fold both half sheets of paper hamburger style. Table short edge of
sheets together. Fold accordion style.
Label the following categories on your foldable to use to record
important information throughout this session.
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Management Resources
Rules and Procedures
Recognizing Adherence to Rules and Procedures
Organization for Learning
Effective Relationships with Students
Engaging Students
Notes
Questions
I#: 12
Jacob Kounin’s study showed
that effective teachers
handled discipline problems
no differently than ineffective
teachers. What made
teachers effective was how
they managed their
classrooms before the
misbehavior occurred.
Discipline and Group Management
in Classrooms
SEMINOLE COUNTY
PUBLIC SCHOOLS
2-3 Minutes
Participant Introductions

Introduce yourselves to your table group:
 Name
 Grade/Subject
 Years experience
I#: 31

The Classroom
Management
Puzzle
Rules &
Procedures
Engaging
Students
Recognizing
Adherence
Consistency
Effective
Relationships
w/Students
Organization
for Learning
Positive Behavior Support

 Teaches appropriate behavior systematically to prevent
inappropriate behavior
 Utilizes collaborative, assessment-based approach to
develop effective interventions for problem
behavior
 Emphasizes the use of preventative and reinforcementbased strategies to achieve meaningful and durable
behavior and lifestyle outcomes
I#: 6
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… teach?
…punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
I#: 6
Student Conduct and Discipline Code

 The Student Conduct and Discipline Code is
published to communicate the expectations of the
School Board for students’ behavior in grades K-12
and to summarize the policies of the Seminole
County Public Schools related to the management of
student conduct.
 Follow school and district procedures regarding
behavior offenses that require administrative and/or
dean intervention.
 Each teacher should be knowledgeable of the
document on-line.
SEMINOLE COUNTY
PUBLIC SCHOOLS
DQ6: Establishing
Rules & Procedures

Indicators:
#4. Establishing Classroom Routines
#5. Organizing the Physical Layout
of the Classroom for Learning
#4: Establishing Classroom
Routines

Establishing rules and procedures are essential for
classroom management.
 Teacher reviews expectations regarding rules and
procedures.
 Teacher provides cues or signals when a rule or
procedure should be used.
 Students can describe established rules or procedures.
 Students regulate their own behavior.
Effective Classroom
Management Begins on Day 1
3

Weeks of building
strong procedures
while teaching
academic standards
= 33
Weeks of
LEARNING
content while
using procedures
consistently
But…It’s never too
late to begin again!
Learning Map Indicator(s): 6, 8
7 Minutes
T-Chart
 Read and discuss the cards. Think about the
expectations in regard to “barriers to student
learning”.
 Place each card under what the groups feels is
an appropriate column. Be able to defend your
response.
Worth the Battle
NOT Worth the Battle
Indicator # 30
https://www.teachingchannel.org/videos/create-asafe-classroom
https://www.teachingchannel.org/videos/daily-lesson-assessment?fd=1
Aligning Procedures with SW
Expectations

Entering Classroom
Be Safe
Be
Respectful
Be
Responsible
Be
Productive
 Walk directly to your desk.
 Enter the classroom quietly.
 Place homework on desk and fill out planner and
leave on desk.
 Place notes from home in the basket.
 Prepare materials for the day: pencil, paper, etc.
 Begin Bell Work.
Break Time
#5: Organizing the Physical
Layout of the Classroom for
Learning

The teacher organizes the classroom to facilitate
movement and focus on learning.
 Physical layout has clear traffic patterns and
provides easy access to materials.
 Classroom is decorated to enhance student learning:
 Bulletin boards relate to current content and student
work is displayed.
DQ7:
Recognizing Adherence
to Rules and Procedures

33. Demonstrating “Withitness”
34. Applying Consequences for Lack of
Adherence to Rules and Procedures
35. Acknowledging Adherence to Rules
and Procedures
#33: Demonstrating
“Withitness”

The teacher uses behaviors associated with
“withitness”.
 Teacher physically occupies all quadrants of the
room.
 Teacher scans the entire room making eye contact
with all students.
 Teacher recognizes potential sources of disruption
and deals with them immediately.
 Students recognize that the teacher is aware of their
behavior.
Acknowledging Adherence
to Rules and Procedures

 The teacher consistently and fairly acknowledges
adherence to rules and procedures.
 Teacher provides nonverbal signals that rules or
procedure has been followed: smile, nod of head,
high five, etc.
 Teacher provides verbal signal that rule or
procedure has been followed: thanks students,
describes behavior that adheres to rule or procedure,
notifies home
 Teacher uses tangible recognition: certificate, token,
reward
Acknowledging Adherence
to Rules and Procedures

The teacher consistently and fairly
acknowledges adherence to rules and
procedures.
 Students appear appreciative of teacher
acknowledging their positive behavior.
 The number of students adhering to rules
and procedures increases.
Supporting Research for
Classroom Management

Regarding Effective Teachers:
“….they use management not to
control student behavior, but to
influence and direct it in a
constructive manner to set the
stage for instruction.”
- McLeod, Fisher, and Hoover, 2003
20 Minutes
Defining Success & Understanding Counterwill
Through Close Reading
As you read the articles, code and annotate the text
as follows:
!
Confirms what you thought
Contradicts what you thought
Raises a Question
Strikes you as very important
Is new, interesting, or surprising
Connects to your life, the world,
or other things you’ve read
20 Minutes
Once the entire group has finished reading, participant 1
should read and answer the first question, citing & marking
evidence from the text. Discuss response and add on, if
necessary. Rotate clockwise and repeat until all questions are
answered.
1. What steps do teachers take to effectively implement
procedures for classroom management?
2. How does effective classroom management promote
quality instruction?
3. According to the article, what is the underlying dynamic
that is responsible for the power struggles often
experienced between teachers and students?
4. Based on the information in the article, what are some
strategies teachers can use in the classroom to avoid the
behavioral problems associated with counterwill in
students?
5. Distinguish between applying consequences and
imposing punishments.
Developing the
Classroom Climate

“Effective teachers know that student behavior is not only
about rules and consequences (McLeod et al., 2003), they
also know that a larger component is the development of a
classroom climate that influences how students perceive
their environment and behave.”
Woolfolk-Hoy and Hoy, 2003
https://www.teachingchannel.org/videos/create-asafe-classroom
https://www.teachingchannel.org/videos/positive-classroom-community/
DQ8: Establishing and
Maintaining Effective
Relationships with Students

36. Acknowledging Students’ Interests and
Backgrounds - The teacher uses student
interest and background to produce a climate
of acceptance and community
37. Exhibiting Rapport and Understanding
with Students - When appropriate, the
teacher uses verbal and nonverbal behavior
that indicates caring for students.
38. Displaying Objectivity and Control - The
teacher behaves in an objective and
controlled manner.
https://www.teachingchannel.org/videos/create-asafe-classroom
https://www.teachingchannel.org/videos/building-a-comfortable-classroom
Parents/Guardians

 Parents as partners and motivators
 First communication – prior to school
starting use Skyward
 Phone calls – more positive than negative
 Conferences
 Dividends
Why Engage
Students?

“To teach is to engage students in learning.”
Christensen et al., 1991
“It is primarily the teacher’s responsibility to
engage the students, as opposed to the teacher
expecting students to come to class naturally
and automatically engaged.”
Jones, 2008
The Classroom
Management
Puzzle
Rules &
Procedures
Engaging
Students
Recognizing
Adherence
Consistency
Effective
Relationships
w/Students
Organization
for Learning
Self-Reflection

1. Complete the Classroom Management
STOIC Checklist.
2. Select three (3) no’s and under Comments,
list a strategy that you would use for this no.
This may relate to one or more of your
puzzle pieces that you had a concern or
question about.
3. Star the one “no” and strategy that you will
work on FIRST in your classroom starting
tomorrow as a Classroom Management
Practice.
Classroom Management

If you don’t plan, the students
will plan for you.
The more you plan the more
effective the lesson and
delivery…the less problems
with discipline.
Resources

http://www.florida-rti.org/
http://www.pbisworld.com/
http://www.pbis.org/
http://www.challengingbehavior.org/do/resources/teac
hing_tools/ttyc.htm
 http://www.classdojo.com/
 http://www.byrdseed.com/
 http://www.interventioncentral.org/
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[Neither the School Board of Seminole County, Florida nor any of its schools
approves, endorses, or sponsors the format and content of these sites.]
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PD Materials List

Sign-In Sheet and Blank Sign-In Sheet
Chart paper for recording strategies used in session (optional)
Learning Map (1 per participant)
Puzzle Piece Posters (1 set posted in room)
Parking Lot Poster
Sticky Notes
Bell work Directions - Slide #2 (1 per table in page protector)
Classroom Management Self-Assessment (1 per participant)
Foldable Instructions – Slide # 8 (1 per table in page protector)
Colored Paper for Foldable (2 half sheets per participant)
Tape for Foldable
Worth the Battle T-Chart Placemat and Cards (1 set per table)
Defining Success & Understanding Counterwill Articles (1 per participant)
Close Read Questions - Slide #33 (1 per table)
Text-Coding Bookmark (1 per participant)
Classroom Management STOIC Checklist
Participant Take-Away Handout - Evidence-based Classroom Management:
Moving from Research to Practice (1 per participant) – Hand out at end of the session.
Learning Log