Analyze and react to the following
situation and explain your rationale.
 Two boys are at the back table.
 One grabs paper – the other grabs
his paper
 One name calls – the other name
calls
 One pokes – the other pokes
 One hits the other hits
 The teacher says “Stop it boys!”
Domain 2
The Classroom
Environment
Wall Public Schools
New Teacher Orientation
August 2013
Children now love luxury. They have bad
manners, contempt for authority. They
show disrespect for their elders and they
love chatter in the place of exercise.
Children are now tyrants, not the servants
of their households. They no longer rise
when elders enter the room. They
contradict their parents, chatter before
company, gobble up dainties at the table,
cross their legs and tyrannize over their
teachers.
Socrates
60
50
Least Eff
School/Most
Eff Teacher
80
Most Eff.
School/Most
Eff. Teacher
Most Eff.
School/Least
Eff. Teacher
20
Least Eff
School/Least
Eff Teacher
40
Avg.
School/Avg.
Teacher
Effects of School vs. Teacher
Student Entering at 50th Percentile
Percentile Rank After 2 Years
120
100
96
63
37
3
0
The single most important factor
affecting student achievement:
THE
TEACHER
Functions of An Effective
Teacher


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Utilizing classroom curriculum to
facilitate student learning
Making choices about instructional
strategies
Using effective classroom
management techniques
Objective
The learner will use the components of
Domain 2 in Charlotte Danielson’s
Framework for Teaching to apply
instructional techniques that will promote a
positive, efficient learning environment and
foster a culture of productivity in the
classroom.
The Components of Domain 2
1.
Creating an Environment of Respect and Rapport
RELATIONSHIPS
2.
Establish a Culture for Learning
RIGOR AND RELEVANCE
3.
Managing Classroom Procedures
ROUTINES
4.
Managing Student Behavior
RULES AND RESPECT
5.
Organizing Physical Space
Agenda

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Brief History
Rules & Procedures
Disciplinary Interventions
Teacher/student relations
Getting off to a good start
Teach Like a Champion Techniques
Born or Made?

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Good classroom managers are teachers who
understand and use specific techniques
Awareness of and training in these techniques can
change teacher behavior, which in turn changes
student behavior and ultimately affects student
achievement positively
Research evidence supports this assertion
Real History
History

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First not till 1970 – Brophy 1996
Effective classroom managers tended to employ
different types of strategies with different types of
students
Ineffective classroom managers tended to use the
same strategies regardless of the type of student
or the situation
All recognized classroom management as a critical
aspect of effective teaching
Identified critical dimensions of Classroom
management
Critical Dimensions

“Withitness” – awareness of potentially disruptive
behavior and immediate attention to it
– separates effective from average



Smoothness & momentum during presentations
Informing students of expectations both
behavioral and procedural at specific times
Variety and challenge of student work
Analyze and react to the following
situation, order your actions and
explain your rationale.
 Two students are at your table
receiving help.
 A child in the class has started to cry.
 The students at a learning center
have become disengaged and you
feel they may soon become
disruptive.
 An angry parent has shown up
demanding to see you immediately.
“The ineffective
teacher begins the
first day of school
attempting to teach
a subject or do a fun
activity and spends
the rest of the year
running after the
students.”
- Harry K. Wong
Rules & Procedures




Research supports notion that designing &
implementing rules and procedures in class has a
profound impact on student behavior and learning
Should be explanation and group input
Viewed as a contract between teacher & students
Not more than 5 to 8 at the elementary level
Rules vs. Procedures

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Rules - general
Respect others and
their property
General expectation
for behavior

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Procedures - specific
Managing materials
Transitions
Group / individual work
Begin / end of day
Beginning/Ending - Day/Class *
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Sets the tone for what follows
Threshold - TLC
Beginning well especially important in selfcontained class
Begin with specific social activities
Administrative activities
Meaningful tasks that can be completed
independently
Procedures for putting away materials
Tight Transitions -TLC

If you were able to cut a minute
apiece from ten transitions a day and
sustained that improvement for one
hundred eighty school days, you
would create approximately thirty
hours of instructional time over the
school year. That is like gaining an
additional week of school!
Tight Transitions - TLC &
Interruptions *

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Leaving & returning to the room
Use of the bathroom
Use of library and computer lab
Hall walking
Cafeteria & playground
Fire & emergency drills
Classroom helpers
The principal is constantly reminding
your class of proper hallway
behavior. How can you get your
class to “walk that way”?
Use of Materials & Equipment

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Distributing materials
Collecting materials
Storage of common materials
Teacher’s desk & storage areas
Students’ desks
Pencil Sharpening
Group Work

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Movement in & out of the group
Expected behaviors of students in group
Expected behaviors of students not in group
Group - with teacher
Seatwork & Teacher Led
Activities *

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Student attention during presentations
Student participation
Talking among students
Obtaining help
Out of seat behavior
Behavior with work has been completed
Time on task ***
Involve Students *

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Connect to prior knowledge –
discuss
Present those rules that YOU
have identified
Students invited to suggest
alternatives, additions, and
deletions
Discussion – compromise
Teacher has final word
Scattergories
Brainstorm with your group things you
hide that begin with H
Goal

Be aware of & employ specific techniques
that acknowledge and reinforce acceptable
behavior and acknowledge and provide
negative consequences for unacceptable
behavior
Interventions

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Research shows that interventions that do not
include any type of reaction – positive or
negative – to student behavior, have the lowest
effect size.
Human beings do best in an environment of
feedback (specificity)
Research supports premise that a balance of
both positives and negative consequences is
most effective
When you remind Johnny of a
classroom rule he always argues.
This is frustrating your ability to
manage the class. What do you do?
Teacher Reaction

Verbal & physical teacher
reactions reinforce acceptable
behavior and acknowledge or
provide negative consequences
for unacceptable
– Examples: eye contact, proximity,
physical signals, verbal reminders
(privately, subtly), state desired
behavior, be specific, direct to stop
Teacher Reaction

Stimulus Cueing
– Cue before inappropriate behavior begins

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Precise Praise - TLC
Catch a student being good
10 pennies
Tangible Recognition *

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Concrete symbol of appropriate
behavior
Token economies
Thorough discussion of the rationale
Research shows most effective if
awarded for positive behaviors and
taken away for negative behaviors
Ensure it is not perceived as a bribe or
coercion
Group Contingency
Recognition for positive behavior
Systems of rewards for a group or the
entire class
Home Contingency *

Make parents aware of positive
and negative behaviors
– Short note – phone call - email
– preprinted form - comments


Collaboration in establishing
parameters and in rewards or
consequences
Parent conference
A student is continually calling out in
class. Come up with some strategies
to change this behavior.
Scattergories
Brainstorm with your group activities
that begin with S
Teacher-Student
Relationships

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If teacher has a good relationship
then students more readily accept
the rules and procedures and the
disciplinary actions that follow their
violations
Warm/Strict – TLC
Props – TLC
J-Factor – TLC
Techniques to Establish
Appropriate Level of Dominance
Exhibiting Assertive Behavior
 Assertive body language – eye
contact, facial expression
 Strong voice – avoid emotion
 Persisting until the appropriate
behavior is displayed 1. Do it Again -TLC
Techniques to Establish Appropriate
Level of Dominance
Establishing Clear Learning Goals *
 Establishing learning goals at the
beginning of a unit of instruction
 Providing feedback on the goals
 Continually and systematically
revisiting the goals
 Set clear expectations for
performance and behavior -- rubrics
Techniques to Establish
Appropriate Level of Cooperation

Take a personal interest in students
– Concern for needs and opinions
– Talking informally w/ children
– Singling out and talking to a few
students in the lunchroom
– Complimenting on achievements in
and out of school
– Greeting students by name as they
arrive - Threshold - TLC
Techniques to Establish
Appropriate Level of Cooperation

Use equitable and positive classroom
behaviors
– Eye contact w/each student (scanning)
– Circulate –TLC -to all areas of the room
– Make sure to call on all students – not
just those that always have hand up –
Cold Call - TLC
– Provide appropriate wait time
– Think-Pair-Share
Techniques to Establish
Appropriate Level of Cooperation

Responding appropriately to
students’ incorrect responses
–
–
–
–
–
–
–
Emphasize what was right
Encourage collaboration
Restate the question
Rephrase the question
Give hints or clues
Provide answer – ask for elaboration
Respect student's option to pass – No
Opt Out - TLC
Emotional Objectivity

Look for reasons why student
misbehaves (reframing)
– Road rage example

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Monitor own attitudes about
students – positive expectations
Take care of yourself
STEP
Summary
Specific Behaviors of Effective
Classroom Managers

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Holding and communicating high
expectations for student learning and
behavior.
Establishing and clearly teaching
classroom rules and procedures.
Specifying consequences.
Enforcing classroom rules promptly,
consistently and equitably.
Specific Behaviors of Effective
Classroom Managers

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Sharing with students the
responsibility for classroom
management.
Monitoring classroom activities.
Creating opportunities for students to
experience success.
Planning creative, challenging learning
activities.
Using humor.
Prevention Strategies

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Focus
Direct instruction
Monitor/circulate
Model appropriate
behavior
Establish rules and
consequences
Name drop
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Welcome students
Call home with
good news
Transpose critical
comments
Point out
talents/predict
success
Make appointments
Strategies for Common
Disruptive Behaviors

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Use the friendly
“evil eye”
Invade space
Whisper
Smile and request
Allow thinking time
Change locations
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State your want
Give information
Give choices
Respect the
struggle
Answer questions
with questions
Inform parents
Inform counselor
Creating an Environment of
Respect and Rapport

Teacher interaction with students
 Check-in with your students as they enter the classroom.
 Learn and use all of your students’ names.
 Make an effort to speak to every student every day.
 Make a connection, build a rapport, remember your role.
 Sarcasm is not an effective form of communication.
 Be polite! Expect your students to be polite.

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Student interaction with students
Encourage positive kind interactions among students.
Expect your students to be polite to one another.
Eye-rolling, snickering and sarcasm among students should not be
tolerated.
Establishing a Culture for
Learning
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Importance of Content
Show enthusiasm for what you are teaching.
Highlight the relevance of the content.
Help students to make connections to why they are learning the
content.
Expectations for Learning and Behavior
Ensure that your students know that although academic expectations
are high, they are capable of reaching them.
Send the message that while the work in the classroom is challenging
students are able to achieve if they work hard.
Student Pride in Work
Effort and persistence is expected and recognized.
All students are expected to participate in all activities.
Managing Classroom
Procedures

Management of Instructional Groups
Teach students how to work independently in groups with
little supervision from the teacher.
 Provide students with procedures that are specific,
concrete, sequential, and observable when working in
groups.

 Management of Transitions
 Ensure that students “know the drill” to minimize loss of
instructional time due to transitions.
 Provide students with procedures that allow students to
move from one activity to another seamlessly.
Managing Classroom
Procedures (cont.)
 Management of Supplies
 Have all necessary supplies on hand for every activity,
every time.
 Establish clear routines for distribution and collection of
materials.

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
Performance of Non-Instructional Duties
Become a master of multi-tasking.
Non-instructional duties should never take away from instructional
time.
Empower students to take a role in these duties with minimal
supervision.
Managing Student Behavior

Expectations

Establish clear expectations for behavior.
Consistently reinforce with established consequences.
Keep rules to minimum.

Monitoring Behavior

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Circulate.
Use proximity.
Be aware. Be preventative. Be consistent.

Response to Misbehavior

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Positive Framing to address and correct misbehavior
Emotional Constancy – QTIP – Earn their trust by remaining in contro
Avoid acrimony between teacher and student.
You Can Do It!
 Use the valuable experience of your staff
members.
 Share your stories – it will make you feel better
and might get you some good advice.
Ask your principal for help.
 Get your self a book with ideas - TLC
 Keep track of what works – and what doesn’t.
 If at first you succeed, try – try – and try some
more!
Exit Ticket
Describe one technique you learned
and will use in your classroom this
year.
Tell about something you learned
today that made you reflect upon
your own teaching and habits.