Classroom
Management
Amy Jensen & JoDee Luna
Lancaster School District
Department of Curriculum, Instruction, and Assessment
Schedule
 8:00-9:20 Whole Group
 Housekeeping, Introductions
 Who’s like me? (Amy)
 Norm Setting: GLAD – 3 Personal Standards
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 Show Respect, Make Wise Decisions, Solve Problems
 10/2 (Amy)
Outcomes, Culturally Relevant Standards (JoDee)
SCARF (JoDee)
Collaborative Learning Format for Break Outs (JoDee)
Illuminate Video
 9:20-9:35 Break
 9:35-11:15 Break outs
 Classroom Applications – Amy’s Room 21 (Amy)
 Love and Logic, PBIS (make classroom matrix, routines)
 Online Learning Management – Computer Lab (JoDee)
 11:15-12:15 Lunch
Schedule
 12:15-1:55 Break outs
 1:55-2:05 Break
 2:05-3:00 Whole Group
 10 Summer Meditations for Next School Year (JoDee)
 by Michael Linsin
 Read, discuss, share out
 Group Problem Solving in Groups of 4 (Amy)
 5, 3, 1 (Amy)
 5 ideas you really liked from entire day
 3 ideas you will try the first week of school
 1 idea to share out
 Whip Around Your Group of 8 (Amy)
Outcomes: BIOS
How do you power up or shut down students?
B
I
O
S
• Belief…inspires
• Identity…engages
• Ownership…motivates
• Success…transforms
BIOS: Expanding Sphere of Influence
Identity
Ownership
Belief
BIOS
Success
I
Finding the formula for success transforms…
• Josh’s story
• “Every child has within him or her a formula for
effective learning and authentic success. We can
enable a child who has differences in learning to
understand himself and to be understood by the
adult world.
• This model provides a means for understanding
and managing weak school performance whenever
a child’s brain functions can’t keep up with
demands.” (Levine, 2002, One Mind at a Time).
http://www.allkindsofminds.org
Attention Control System
Social Thinking System
Memory System
The
Neurodevelopmental
Systems
Higher Thinking System
Language System
Motor System
Spatial Ordering System
Sequential Ordering System
Competing Frameworks
Individualism
Mainstream USA
Collectivism
70% of world culture
 Well-being of self
 Well-being of family
 Independence
 Interdependence
 Individual success
 Group success
 Task orientation
 Social orientation
Rothstein-Fisch & Albarran, 2007
Culturally Relevant Strategies
 Encourage use and sharing of primary language in reading, writing, and
speaking
 Highlight students’ countries of origin on a map
 Be aware of differences in communication styles
 Reaffirm connectedness/community by having a class discussion
 Group desks together and share materials
 Show specific interest in students as individuals, by greeting students at
the door or being aware of extracurricular events they might have
 Verify that assignments do not alienate certain students due to their
background
 Have high expectations for all students; differentiate only as needed to
help students achieve success
 What other strategies do you use?
SCARF
 SCARF is a cognitive tool, a heuristic*, for quickly and
easily recalling the potential impact of your actions on
others (and others’ actions on you), thus enabling the
possibility of different choices. (*heuristic: tool that
helps you problem solve quickly)
 Used with Developmental Stages of a Team
 Forming, Storming, Norming, and Performing
 Read the Article
 https://neurocapability.wordpress.com/tag/scarf-model/
SCARF in the Classroom
 “Social threats in particular, such as a fear of looking
bad in front of your peers, can inhibit high quality
perception, cognition, critical thinking, creativity and
collaboration. Having a memorable language for social
threats and rewards allows us to notice these
experiences at several points that we may not
otherwise: before, during, or after an emotionproducing event.”
 Which domain is this addressing?
Collaborative Learning Format for
Break Out Sessions
 Introduce strategy
 Give a few ideas (prime the pump)
 Talk in group about classroom applications
 Back to whole group share out a few ideas
 Record ideas
Break Outs
 Classroom 21 – Amy
 Classroom Applications
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Teaching with Love & Logic
Classroom organization and systems
Teaching Collaboration – T Chart
PBIS- Classroom Matrix and routine chart
Break Outs
 Computer Lab – JoDee
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Online Learning: Planning and Pacing
Digital Classroom Management
Student Tech Projects
Peer Tech Assistants
PLT Implementation
Class Dojo
Website Exploration
 SCARF Self-Assessment
Welcome to Illuminate!
 Iluminate Video http://helpdna.illuminateed.com/m/10241/l/135838-u001welcome-to-illuminate-family
Classroom Applications
Teaching with Love and Logic
 The Four Key Principles of Love and Logic
 The Enhancement of Self-concept
 Relationship building “I noticed that…” Getting them to love
you.
 Deposits in emotional bank account
 Through Ebony Eyes by Gail Thompson “Effective Strategies
with Students of Color p65
 Shared Control
 Consequences with Empathy
 Shared Thinking
 “All effective systems allow people to learn from the
results of their own decisions.” p26 Love and Logic
Teaching with Love and Logic
 The Three Basic Rules of Love and Logic- how to apply
the 4 principles in the classroom
 Use Enforceable Limits
 Provide Choices Within Limits
 Apply Consequences with Empathy (Consequences
don’t have to follow immediately)
 http://www.loveandlogic.com/t-what-is-for-Love-andLogic-teachers.aspx
Enhancement of Self-Concept
 1. I’m loved by the “magic” people in my life. Establish
a relationship of unconditional acceptance and respect.
Give positive relationship messages whenever a
negative content message is sent.
 “Just because I like you, I can’t let you get away with
that.”
 I know more about my strengths than my weaknesses.
Don’t remind kids of their weaknesses, but praise them
for their strengths.
 I can handle consequences of my own behavior. Don’t
rescue kids from inside or outside pain of
consequences.
(10-2)
Shared Control
 Teachers gain control by giving some of it away.
 Do I want to control kids or do I want to obtain their
cooperation? We either give control on our terms, or
the kids will take it on theirs. (p139 Love and Logic)
Establish classroom rules through discussion.
 1. Give choices that are legitimate and equally acceptable
to you.
 2. Your delivery is important. Try to start with:
 You’re welcome to ____ or _____.
 Feel free to _____ or ______.
 Would you rather ______ or _____?
 Example Chart p. 154
Consequences with Empathy
and Shared Thinking
 Give the child the opportunity to be involved in the
solution/decision making. Demonstrate problem
solving techniques if the child cannot solve problem.
 Administer the consequences with calm interest. Be
empathetic.
 Give students the opportunity to develop a new plan of
behavior for next time.
 Use “anchoring” to lower the student’s emotional
state- lowered tone of voice, calm demeanor
 Heads down, lights out, write it out
(10-2)
Amy’s Tips
 Deescalating opportunities
 The safe seat
 Reflection sheets
 Writing or drawing to vent
 Time out in room (child returns to group when ready)
 Buddy classrooms
 Helping teacher before class or at recess
 Teaching correct behaviors vs. punishment
 Organizational techniques
 More organized, less behavioral issues
 Clear signals for responses
 Teach and practice group work protocols and protocols for PLT
 Make-up work box
 Ticket system
(Share Out 10-2)
Classroom Strategies
 Building a Collaborative Classroom
 How to teach collaboration
 T Chart from GLAD
 Forming, Storming, Norming, Performing (GLAD)
 How to draw them back
 Student engagement through movement: Whole Brain Teaching.
Teacher must also move around classroom during instruction
 Homework: consequences, models, rewards
 Teaching routines to students
 Effective vs. Ineffective Classrooms article
 Interventions list from Teaching with Love and Logic, Fay & Funk
(10-2)
Positive Behavior Intervention
and Support (PBIS)
 A decision making framework that guides practices for
improving academic and behavior outcomes for all
students. P2 PBIS notebook by LACOE
 School-wide and classroom-wide behavioral
expectations
 Procedures for encouraging positive behavior and
discouraging behavior violations
 Data system and team meetings
Classroom Management Matrix
 Maximize structure in your classroom
 Develop routines
 Design the environment
 Post, Teach, Review and Monitor 3-5 positively stated
expectations (Classroom Matrix)
 Actively engage students during instruction
 Reinforce positive behaviors and respond to inappropriate
behavior (soft, direct, brief)
 Positive reinforcement “Thank you for being ___________by
_________________.” Give a ticket. Don’t say “I like the
way you…” Take yourself out of it.
Classroom Management MatrixApplication
 Blank Matrix and Classroom Routine Chart
 Examples for Elementary and Middle School
In Seats
Be
Respectful
Be
Responsible
Be Safe
Entering &
Exiting
Room
During
PLT
At Sink
During
Group
work
In Conclusion:
The Power of Words
 Video
 Examples from Teaching With Love and Logic
 Handout pg. 29
Spend a few quiet moments before the start of each day to
recommit to positive interactions with ALL students
Thank you for
being such a kind
person by…
Online Learning: Planning and Pacing
Read pp. 15-19 in Expert Space Strategy Sourcebook
 Preparing Students for Online Learning
 Addressing Online Learning Challenges
 Managing the Technology
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Scheduling Computer Time
Establishing Guidelines
Planning Ahead
Organizing the Classroom
 Whole Group Discussion
Digital Classroom Management
 Computer Centers
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Number and assign computers
Post and practice procedures
Use student templates for projects (paper/digital)
Place class icon on the desktop
Place digital templates/samples in student folders
Collect student work in student digital portfolios (folders)
Back up class folder daily on computer/external hard drive!
 Computer Lab
 Create Grade level folders with programs for desktop
 Post school usernames and passwords
 Place program icons on desktop
Student Tech Projects
 Using Templates for student projects
 Cherokee Indians (Amy Jensen’s Project)
 “All About Me” “I Can Change My World”
http://cialancsd.org/the-heart-of-common-core/
 “I Can Change My World” Student PowerPoints
 Stop Child Labor
 Stop Animal Cruelty
 Help the Homeless
 Not linked to this PowerPoint but I can email to you
 Copyright and Fair Use for Teachers
Peer Tech Assistants
 Identify and train tech savvy students
 “I do, I watch you do, I watch you help someone else”
 Explaining and demonstrating a process to someone else
helps students to master process
 Train them to turn on digital document camera, projector,
student computers
 Easier with sub
 Leave lesson plans with technology to support learning
PLT: Implementation
Classroom computer set up
 Easy transitions (flow)
 All screens visible
Resources for whole class:
• Anchor Videos
• Teacher Read
• Oral Cloze
During PLT
System eBooks are read to students
READ 180 eBooks, eReaders available
Class Dojo
 Create a positive classroom culture
 Build positive behavior
 Keep students on-task
 Document behaviors
 Connect with parents
 New modified version: weight behaviors
 4-defiance, 1-blurting
 Put comments on reports
 http://www.classdojo.com/
Website Exploration
SCAR website http://www.scarf360.com/about/
Take the SCARF Self Assessment
http://www.neuroleadership.com/global/product/scarf-self
Explore Smart Classroom
Managementhttp://www.smartclassroommanagement.co
m/
http://www.allkindsofminds.org
Website Exploration
 Explore Digital Applications http://cialancsd.org/scholasticprograms/
 Flocabulary http://flocabulary.com
 Trueflix projects (elementary)
http://auth.grolier.com/login/tfx/login.php
 Expert Space http://expertspace.grolier.com/
 FreedomFlix projects (middle)
http://www.scholastic.com/freedomflix/index.htm
 Scholastic News (video tour) http://sni.scholastic.com/
Synthesize and Apply
 10 Summer Meditations For Next School Year
By Michael Linsin (JoDee)
 Read through the 10 Summer Meditations
 Discuss them with your group or another person
 3-5 Share out
 Problem Solving in Groups of 4 (Amy)
 5, 3, 1 (Amy)



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5 ideas you really liked from entire day
3 ideas you will try the first week of school
1 idea to share out
Whip Around Your Group of 8 (Amy)
Works Cited

http://www.ascd.org/research-a-topic/classroom-management-resources.aspx

Fay, Jim and David Funk. Teaching with Love and Logic. Cambridge: The Love and
Logic Press Inc., 1995. Print.

http://geert-hofstede.com/
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http://www.middleweb.com/16325/effective-teachers-classroom-looks-like/
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PBIS Team Training, Sponsored by Los Angeles County Office of Education.
https://www.pbis.org/
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http://www.scarf360.com/about/
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http://www.smartclassroommanagement.com/
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http://www.worksheetworks.com/