Warm Up:
Complete the handout:
“Professional Conduct– Or Not?”
1
New Teacher Orientation
August 15, 2013
Success From the Start Strengthening Instruction through
Professional Conduct and Classroom Management
2
Today’s Objective
Participants will examine various
strategies to manage one’s self and
one’s classroom in order to develop
a plan that establishes a safe and
orderly learning environment.
3
Maryland Teacher Professional
Development Standards
Content Standards
V. Student Learning Environments – Effective
professional development ensures that all teachers are
able to create safe, secure, and supportive learning
environments for all students.
Indicator
5b. Professional development provides opportunities
for teachers to develop and practice student
ownership of management routines and practice
creative solutions to conflicts.
4
Charlotte Danielson Framework for
Teacher Evaluation
Domain 2: Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
5
Agenda
• Warm Up
• Motivation - Film Clip
• Professional Conduct/Managing One’s Self- Tri-Fold
• Procedures/Routines/Room Arrangement – Carousel
Brainstorming/Gallery Walk, Tri-Fold
• Managing the Classroom – TPS, Tri-Fold
• Building the Student-Teacher Relationship – Tri-Fold
• Summary
6
Video Clip
Watch the video clip from Bad Teacher.
How is the actress exemplifying problems
with professional conduct?
Review the warm up responses.
7
BCPS Policy and Rule 4100
Review the documents in your packet. As you
read, reflect on the following questions:
• What does this mean for you?
• What surprises you?
• What are the consequences?
Paired Verbal Fluency Activity
• 45 sec: Partner A shares reflections, Partner B listens.
• 45 sec: Partner B shares reflections, Partner A listens.
• 30 sec: Partner A shares reflections, Partner B listens.
• 30 sec: Partner B shares reflections, Partner A listens.
• 20 sec: Partner A shares reflections, Partner B listens.
• 20 sec: Partner B shares reflections, Partner A listens.
8
Click here for the online stopwatch.
Managing One’s Self
• Define Your Role.
•You are a Teacher.
•You are Not the parent.
•You are Not a peer.
9
Set Boundaries
• Students need adults that respect
and maintain appropriate
boundaries.
• Engage in appropriate
conversations.
• Learn to compliment, commend, and
discipline students without touching
them.
10
Become a Positive Role Model
•
•
•
•
•
•
Dress professionally.
Speak and write correctly.
Manage your on-line footprint.
Be respectful.
Maintain student confidentiality.
Plan for success.
11
REFLECTION: Maintaining
Professional Conduct
Take a moment to reflect on the warm up
activity, the video clip, BCPS Board Policy and
Rule 4100.
On your tri-fold, predict how managing one’s
self will affect managing one’s classroom.
Contact your principal with any questions.
12
Agenda
• Warm Up
• Motivation - Film Clip
• Professional Conduct/Managing One’s Self- Tri-Fold
• Procedures/Routines/Room Arrangement – Carousel
Brainstorming/Gallery Walk, Tri-Fold
• Managing the Classroom – TPS, Tri-Fold
• Building the Student-Teacher Relationship – Tri-Fold
• Summary
13
Rules and Procedures/Routines
What are the differences between
a rule and a procedure/routine?
•A rule sets limits to guide behavior
and provides consequences, positive
or negative.
•A procedure is a method of how
activities are to be done in the
classroom/school.
14
Rules vs. Procedures
• Respect the
• Please raise your
people, equipment,
hand to speak.
and furnishings in
the classroom.
• You are
responsible for
make-up work.
• Please pick up
your make-up
work from the
green bin.
15
Gallery Walk – Establishing and
Maintaining Routines
•Chart paper is posted around the room with five routines
that are important to establish and maintain in your
classroom.
•Stand in front of your designated poster with your assigned
group.
•When the instructor tells you to begin, discuss the routine
with your group and write how you could establish this routine
in your classroom.
•After 1 minute, you will move with your group to the next poster
to discuss and write about the next routine.
•When you have finished adding ideas to all of the posters, add
2 routines to your tri-fold that you will establish in your 16
classroom.
“A smooth running classroom is the
responsibility of the teacher, and it is
the result of the teacher’s ability to
teach procedures.”
--American Federation of Teachers
The effective teacher MANAGES
a classroom.
The ineffective teacher DISCIPLINES
a classroom.
--Harry Wong
17
3 Steps to Teaching Procedures
Explain. State, explain, model, and
demonstrate the procedure.
Rehearse. Rehearse and practice the
procedure under your supervision.
Reinforce. Reteach, rehearse,
practice, and reinforce the classroom
procedure until it becomes a student
habit or routine.
18
REFLECTION: Routines
and Procedures
On your tri-fold, reflect on the following
question:
What is my plan for establishing and
maintaining class routines and procedures?
19
20
Procedures and Room Arrangement
• An important component in successful
classroom management is to arrange the
physical setting to support the procedures
and routines you will establish in your
classroom.
• Well-planned room arrangement can help you
cope with the complex demands of teaching
25 to 30 or more students five times a day.
21
Six Keys to Effective Room Arrangement
•Design the classroom to reflect the personality and
instructional style of the teacher and needs of the students.
•Keep high traffic areas free of congestion.
•Arrange students where they can be easily seen by the
teacher.
•Place frequently used teaching materials and student supplies
where they are readily accessible.
•Place displays and instructional presentations where they can
be easily seen by students.
•If you are required to float into another teacher’s classroom,
or to share space, consider how you will communicate your
needs and how you can make use of the space. Consult a
department chair or team leader for support.
22
Various Seating Arrangements
Rows - reduce distractions and social interaction
Clustering – facilitates differentiated learning for
students with special needs and second language learners
Horseshoes – allow for more space and reduces interaction
Circular – encourages debate and discussions
REFLECTION: Room
Arrangement
Consider how your room arrangement will support the
procedures you teach. Make notes on your tri-fold to
23
help you align your room arrangement to your procedures.
Option A:
A Problematic Classroom
Option B:
My Classroom Plan
2. Independently or with a
partner, look at Figure 1.2.
Develop a list of ways this
room arrangement could be
problematic.
(hint: the answer key
identifies 9 problems)
2. Consider the space and
furniture available to you in
your own classroom.
3. When you are finished,
compare your response to
the answer key. What did
you learn?
4. Share with a partner and
discuss why you chose this
option.
24
1.
Review the resources
provided for effective
room arrangement.
1.
Review the resources
provided for effective room
arrangement.
3. On blank paper, develop a
diagram for how you will
arrange your room.
Agenda
• Warm Up
• Motivation - Film Clip
• Professional Conduct/Managing One’s Self – Tri-fold
• Procedures/Routines/Room Arrangement – Carousel
Brainstorming/ Gallery, Tri-Fold
• Managing the Classroom- TPS, Tri-Fold
• Building the Student-Teacher Relationship – Tri-Fold
• Summary
25
Managing Your Classroom
“Say what you mean, and mean
what you say.”
Fred Jones
26
Managing Your Classroom
•Think back to a teacher you respected.
•Think-Pair-Share how expectations for
student behavior were established,
communicated, and reinforced by this
teacher.
27
Managing Your Classroom
•Students will be judging your
management style from the first day of
school.
•Ascertain what the school norms are
regarding discipline and rules.
28
Important Considerations for Establishing
Class Rules
•Rules should be specific, to the point, and
consistent with established school rules.
•Rules should clearly cover one behavior.
•Rules should be written using positive language.
•Respect the people, equipment, and furnishings in the classroom.
•You are responsible for make-up work.
•Rules should be limited to 3 – 5 in number.
•Rules and consequences should be posted.
29
Method of Setting Rules
•Tell students you want them to succeed and that you do
not want anything to interfere with their success.
•Tell students that in order to work together as a team,
there must be a climate of structure and comfort.
•Tell students that you have established a set of rules to
promote an orderly and comfortable environment that will
support learning.
•Introduce rules.
•Ask students why rules are needed and how your
particular rules will help them succeed.
30
REFLECTION: Managing
Your Classroom
Review the following important considerations about
establishing class rules and develop a set of rules you will
use in your classroom on your Tri-fold.
•Rules should be specific, to the point, and consistent with
established school rules.
•Rules should clearly cover one behavior.
•Rules should be written, using positive language.
•Rules should be limited to 3 – 5 in number.
•Rules and consequences should be posted.
31
Agenda
• Warm Up
• Motivation - Film Clip
• Professional Conduct/Managing One’s Self- Tri-Fold
• Procedures/Routines/Room Arrangement – Carousel
Brainstorming/Gallery Walk, Tri-Fold
• Managing the Classroom – TPS, Tri-Fold
• Building the Student-Teacher Relationship – Tri-Fold
• Summary
32
Building Relationships
No
significant
learning
occurs without
a significant
relationship.
-- Dr. James Comer
33
Suggestions for Building
Relationships
•Address students by name.
•Demonstrate civility (Say, “Please,”
“Thank you,” “I’m sorry.”).
•Smile.
•Be approachable and capable, but don’t be a
pal.
•Know your students.
34
REFLECTION: Building the
Student-Teacher
Relationship
Add 2 strategies to your tri-fold
that you will use to create
relationships with the students in
your classroom.
35
Agenda
• Warm Up
• Motivation - Film Clip
• Professional Conduct/Managing One’s Self – Tri-fold
• Procedures/Routines/Room Arrangement – Carousel
Brainstorming/Gallery Walk, Tri-Fold
• Managing the Classroom – TPS, Tri-Fold
• Building the Student-Teacher Relationship – Tri-Fold
• Summary
36
Today’s Objective
Participants will examine various
strategies to manage one’s self and
one’s classroom in order to develop
a plan that establishes a safe and
orderly learning environment.
37
Summary
• Clearly define your role as a teacher and set boundaries.
• Clearly define classroom procedures, routines,
and rules.
• Teach students, procedures, routines, and rules.
• Model respect to get respect. Build positive relationships.
• Monitor student behavior.
• Handle inappropriate behavior promptly and consistently.
• Plan effective lessons every day.
38
“What you do on the first days of school
will determine your success or failure
for the rest of the school year.
You will either win or lose your class on
the first days of school.”
--Harry Wong
39
PowerPoint
• To access a copy of the PowerPoint
presentation for this workshop, as well as
many other useful resources for BCPS
new teachers, go to the New Teacher
Resource Portal.
• A link to the New Teacher Resource Portal
is included on the flash drive you received
in your tote bag.
40
Resources
Bad Teacher. Dir. Jake Kasdan. Perf. Cameron Diaz, Jason Segel,
and Justin Timberlake. 2011. DVD. Columbia Pictures.
Baltimore County Board of Education. Policy and Rule 4100.
Howard, Lynn F. Ready for Anything - Supporting New Teachers
for Success. Englewood, CO: Advanced Learning Press,
2006.
Jones, Fredric H. Positive Classroom Discipline. New York:
McGraw-Hill, 1987.
Lindberg, Jill A. Common-Sense Classroom Management for Middle
and High School Teachers. Thousand Oaks, CA: A Sage
Publications Co., 2005.
McCarney, Stephen B., Kathy Cummins Wunderlich, and Angela M.
Bauer. Pre-Referral and Intervention Manual. Columbia,
MO: Hawthorne Educational Resources, 1999.
41
Resources
Orange, Carolyn. 44 Smart Strategies for Avoiding Classroom
Mistakes. Thousand Oaks, CA: A Sage Publications, Co.,
2005.
Paterson, Kathy. 55 Teaching Dilemmas. Ontario, Canada:
Pembroke Publishers, 2005.
Rutherford, Paula, Why Didn’t I Learn This in College?.
Alexandria, VA: Just Ask Publications, 2002.
Staff of Canter & Associates, eds. First-Class Teacher: Success
Strategies for New Teachers. Santa Monica, CA: Canter
and Associates, Inc., 1998.
Wong, Harry K. and Rosemary T. Wong. The First Days of School.
Mountain View, CA: Harry K. Wong Publications, Inc.,
2005.
42