Classroom Organization and Management
On-Line Make-Up
Ed. 201
Session I
Materials:
You will need the following to complete this Session I make-up:
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2.
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5.
Participant’s Packet
Assertive Discipline (Lee Canter and Marlene Canter)
Assertive Discipline Workbook
First Days of School (Harry Wong and Rosemary T. Wong)
First Class Teacher
Directions:
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Refer to your Participant’s Packet, Session I and complete the following
activities.
You must e-mail your completed responses to rose.nicolas@lausd.net
by the Session II meeting in order to get credit for this make-up.
Part A: Hour 1
Ice Breaker Activity
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Complete the Ice Breaker Activity.
Purpose of the Class
Read through the purpose of the class:
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This class provides practical strategies to promote positive student behavior in the
classroom and to assist with creating an effective environment that engages all
learners. The major concepts include: an overview of assertive discipline,
classroom management, developing age-appropriate practices, rules, positive
recognition, corrective actions (formally known as consequences), getting parents
on your side and provides accommodations modifications that assist with the
preparation for the Teacher’s Performance Assessment (TPA).
Policies
Assignments are due weekly and all work must be turned in by the fifth and final session.
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Refer to the Session Make-Up Guidelines and Policy for a detailed description
of the make-up policy.
Work must be typewritten unless otherwise indicated.
The following abbreviations will be used throughout your Participant’s Packet
and in the homework assignments:
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5.
FCT= First Class Teacher
Wong=First Days of School (Harry K. Wong & Rosemary T. Wong)
AD=Assertive Discipline, 3rd Edition (Lee Canter and Marlene Canter)
AD wb= Assertive Discipline Workbook (Lee Canter)
NAEYB= Developmentally Appropriate Practices in Early Childhood
Programs Serving Children From Birth Through Age 8 (Sue Bredekamp,
Editor)
6. Teacher Toolbox=The New-Teacher Toolbox (Scott Mandel)
Course Objectives and Expectations
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Turn to your Participant’s Packet.
Read over the course objectives, found in the Course Objectives portion in your
handbook.
Review the homework and assignments located in your Homework Packet.
Pay particular attention to the major assignments of the class:
 What’s Behind the Classroom Door (due session V)
 Revised Spending Time to Save Time, including photos, diagram and
comments incorporated from the Orientation draft (due Session V)
 Read through these tasks and the required artifacts.
 The objectives of this class will be met through the activities, readings and the
assignments in each session.
 Use the assignment cover sheet located on the District Intern web page when
submitting assignments, portfolio tasks and CA: TPA Tasks. You will need to
download this template.
Understanding the Course CSTP and TPE Standards (5:05-5:30)
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Read through each of the TPE sections covered by this course: (TPE 6
Developmentally Appropriate Practices; TPE 7 Teaching English Learners;
TPE 10 Instructional Time; TPE 11 Social Environment and/or Physical
Environment.
Create a T-chart that reflects: What the CSTPs Say (on one side) and What I
Have to do Using the TPE (on the other side):
What It Says (CSTP)
What I Have to Do
(What teaching strategies explain the relation
between the TPEs and the CSTPs?)
Part B: Hour 2
Classroom Management
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Brainstorm your idea of the definition for Classroom Management.
Record your ideas.
Listed below are two definitions for classroom management:
1. Classroom management refers to all the things teachers do to organize
students, space, time and materials to maximize effective teaching and
student learning.
2. The positive manipulation of the learning environment to promote
successful behavior and skill acquisition (source unknown).
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Read and the curriculum article: Creating a Climate for Learning: Effective
Classroom Management Techniques. Some critical points are:
1. Take steps at the beginning of the year to promote effective classroom
management (page 1). Suggestions are:
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Develop a set of written expectations you can live with and
enforce.
Be consistent, consistent, consistent.
Be patient with yourself and with you students.
Make parents your allies.
Don’t talk too much. Use the first 15 minutes of class for
lectures or presentations, then get kids working.
Break the class period into two or three different activities.
Begin at the very beginning of class and end at the very end.
Don’t roll call. Take roll with your seating chart while students
are working.
Keep all students actively involved. For example, while a
student does a presentation, involve the other students in
evaluating it.
Discipline individual students quietly and privately. Never
engage in a disciplinary conversation across the room.
Keep your sense of perspective and your sense of humor.
Know when to ask for help.
2. Sign a compact at the beginning of the year with each of the parties
involved-parent(s)s, student and you. (page 2)
3. Establish a system of rewards and consequences to encourage students
to stay on task and on their best behavior. (pages 2-4).
4. Develop some techniques for maintaining control without
confrontation to deal with minor problems such as gum chewing,
boisterous behavior, bad moods or unwanted materials quietly and
discretely. (page 4)
5. Some teacher-recommended techniques include:
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Establish eye contact
Move around the room and increase proximity to restless
students.
Send a silent signal
Give a quiet reminder.
Re-direct a student’s attention.
Begin a new activity.
Offer a choice.
Use humor.
Provide positive reinforcement.
Wait quietly until everyone is on task.
Ask a directed question.
List additional salient points that you got out of the article.
Activity: Introduction of What’s Behind the Classroom Door Task
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Refer to the Appendix and take out your What’s Behind the Classroom Door
Task, the Primary Parent Survey, the My Child as a Learner Parent Survey,
the CA TPA Task 2, and Ad wb, p.p. 51 & 126.
Thoroughly read the What’s Behind the Classroom Door Task.
List any questions that arise.
If there are questions that you are not able to answer, the Site Advisor or Site
Coordinator.
The What’s Behind the Classroom Door task is designed to help you get to know
your students so you can avoid encountering disruptive behaviors.
It is crucial that educators have a clear understanding of who the learners are in
the classroom. Gathering as much information as possible assists with developing
classroom management strategies that are developmentally appropriate.
This task is designed to reveal the various sources necessary to gain a clear
understanding of who the learners are.
Review the sample parent surveys. These samples may be used in part or total.
Leave blank lines for parents to make free-style comments.
Browse through CA TPA Task 2.
Note that a primary focus of this task is gathering information about students.
Identify the types of information that they will be gathering about students. Such
information includes:
Student Characteristics:
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Linguistic Background
Academic Language Abilities, Content Knowledge and Skills
Physical, Social and Emotional Development
Cultural and Health Considerations
Interests and Aspirations
What similarities they see between What’s Behind the Classroom Door and CA
TPA Task 2 as far as the types of data that are to be collected?
This information should be included in their parent/student surveys, as it will
enhance the proper completion of these two tasks
Note that What’s Behind the Classroom Door Task due Session V.
For homework, create a parent and student survey for your What’s Behind
the Classroom Door portfolio task.
Part C: Hour 3
What is Assertive Discipline?
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Assert means “to state or affirm positively, assuredly, plainly or strongly”.
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The assertive discipline plan sets consistent, positive, behavioral limits using ageappropriate expectations.
Write a short reflection addressing your thoughts regarding the teachers who
maintained effective behavior management, using the following question:
What to you remember about the classroom management style that was used
while you were in school?” or “What strategies have you used or observed
that were successful?”
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Complete a KWLH chart which may be used as a pre-assessment process in your
classroom. Save this chart for later activities. You will use this chart to debrief at
the end of this Session I.
“K” What do you know about assertive discipline?
“W” What do you want to know more about?
Respond to these last two during the debriefing time.
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“L” What did you learn?
“H” How did you learn it?
Activity: Discussion-Why Disruptive Behaviors Occur in the Classroom
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Evaluate Disneyland as a fun venue for your students.
Read the research article, “The Happiest Place on Earth”.
This short research article is being used to show how a situation that would
normally be “the happiest” can easily change if it is not developmentally
appropriate.
You need to understand why disruptive behaviors occur in the classroom.
Determine and record the reasons for disruptive behavior using the graphic
organizer in Session I Packet.
Some reasons you may not have noted are:
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Lack of clear expectations (AD text, p. 6).
Varying temperament of students
Varying learning styles of students
Lack of respect for authority figures in schools and homes, different
personalities, “dysfunctional” families including lack of behavior models
at home, neglect, and abuse.
5. Lack of understanding regarding the cultural, social or academic
background of their students.
6. Student’s reaction to: vague requests, passive responsibilities, angry
statements, blame, accusations, misunderstandings, and lack of distinct
limits.
7. Teacher/Parent not trained in behavior modification.
8. Lack of teacher preparation (Wong, p. 30).
9. Students not actively engaged.
10. Refer to Wong, pp. 29-30 and address:
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When should you ask questions during a video?
Where is the most effective place to print questions in a textbook?
Students who are actively focused on educational goals do best in
mastering the subject matter.
Students in small, self-instructing groups can support and increase
on another’s learning.
Extensive reading of material of many kinds, both in school and
outside, results in substantial growth in the vocabulary,
comprehension abilities, and information base of students.
Pausing after asking a question in the classroom results in an
increase of achievement.
Part D: Hour 4
Activity: Discussion-Developing An Assertive Discipline Style-Assertive
Style Versus Non-Assertive Or Hostile
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Review the management styles located in the AD text, p. p. 19-22. They are:
An assertive style:
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sets students’ limits to meet students needs.
uses positive recognition/support.
guides students to choose or select responsible behavior.
A non-assertive style:
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is passive in responding to student behavior.
never clearly communicates expectations.
is inconsistent in how he/she responds to behavior.
allows for a constant testing of will.
A hostile style:
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gets need to teach met at the expense of the feelings and selfesteem of others.
Used discipline to control students rather than to teach them how
to behave in a positive manner.
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Describes classroom as a “battleground”.
Blames students, parents, and administration for problems.
What Is An Assertive Discipline Plan?
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An assertive discipline plan sets consistent, positive behavioral limits using ageappropriate expectations.
It contains three parts (AD text, p.p. 25-26): Rules, Supportive Feedback and
Corrective Actions.
Advantages of using a Discipline Plan are (AD, p. p. 29-31):
1. It makes managing student behavior more consistent. Without a clear
and pre-established plan for responding to student behavior, you are
forced to constantly make choices about how to react to student
behavior. These on-the-spot reactive responses are likely to be
arbitrary, inconsistent, and emotional, and thus ineffective and
counterproductive.
2. It protects student’ rights in that it helps ensure that you deal with each
student in a fair and consistent manner.
3. A discipline plan helps increase the likelihood of parental support.
Communicating your classroom discipline plan to parents shows them
that you care about teaching their children how to behave responsibly.
It also demonstrates your own professionalism and confidence in your
ability to manage the classroom.
4. A discipline plan helps ensure administrator support because it
demonstrates that you have a well-thought-out blueprint for managing
student behavior in your classroom.
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Determine how you will effectively use the information gathered from the various
sources during the What’s Behind the Classroom Door task.
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Assertive teachers should:
1. be firm, positive and strong.
2. use clear communication with words that reinforce age-appropriate
behavior.
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Read the following pages in your textbooks and list the salient points:
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1. Wong, p. p. 82-85, 381
2. AD text, p. p. 14-16; 45-59; 183-191
Below are additional key points:
1. The first thing a teacher needs to know how to do is manage a classroom.
You manage a classroom; you don’t discipline a classroom .This is the
most important factor governing student learning. (Wong, p.p. 82-83)
2. Behavioral management training deals with how to relate to students.
3. It includes all of the things a teacher must do toward two ends: to foster
student involvement and cooperation in all classroom activities and to
establish a productive working environment. (Wong, p. 85)
4. Behavioral management sets limits and boundaries.
5. Rules should clarify behavior. Use if/then statements (If you don’t follow
a rule, then corrective actions will follow.).
6. When you follow rules, you will be rewarded.
7. Recognize teacher/student stimulus-response.
8. Provide positive recognition and support. (AD text, p.p. 14-16; 45-59;
183-191)
9. Students usually “act out” to get attention. Anticipate student need and
provide a positive reinforcement.
10. Teach HOW to choose responsible behavior. (Wong, p. 381)
11. If a teacher is vague, then the student’s response may not meet the
teacher’s expectation and will result in a troublesome situation
(LOSE/LOSE).
12. If the teacher specifically and clearly defines the behavior expected, then
both parties are content (WIN/WIN results).
13. Behavior management helps to protect student rights.
14. Behavior management ensures parental and administrative support.
15. Assign the developing a discipline plan assignment.
How Do You Develop A Discipline Plan?
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Read the internet article, “Developing a Discipline Plan For You”.
List the salient points.
Use information gathered various sources for What’s Behind the Classroom
Door to develop the discipline plan..
The plan consists of three parts (as mentioned earlier in this session).
1. RULES that students must follow at all times. Remind interns that a rule does
not change from situation to situation, i.e. “no running” is a procedure for
students to follow while in certain areas but as a “rule” would not apply during
a game.
Rules should:
be positively stated.
be age appropriate.
be limited to 3-5 in number.
Rules to Avoid (explain that these “rules” are too narrow in scope and only
Cover one specific behavior. The use of these rules would require too many
Rules to address each behavior):
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Raise your hand and wait to be called upon before you speak.
Stay in your seat unless you have permission to get up.
Use a “12 inch” voice in the classroom.
Complete all homework assignments.
2. POSITIVE RECOGNITION that students will receive for following rules
(see Positive Consequences Session I Packet).
3. CORRECTIVE ACTIONS that will result when students choose not to
follow the rules.
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One of your homework assignments is to develop a discipline plan consisting
of 3 parts (rules, rewards and consequences).
Debrief-Summarize and Discuss Information Learned
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Use the KWLH chart from the previous activity to recap and add any new
information obtained during this session. .
Complete the “L” and “H” portion of the chart.
“K” What do you know about assertive discipline? (update)
“W” What do you want to know about assertive discipline? (update)
“L” What did you learn about assertive discipline?
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Review the homework that is due Session II in the Homework Packet.
E-mail your responses to this make-up session to: rose.nicolas@lausd.net
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End of Session I Make-Up