I Can Do It
Malinda Giles, NBCT
Melonie Hau, NBCT
Lawton Public Schools
Lawton, OK
Deer Creek Public Schools
Edmond, OK
Session 1: Training Goals
Let’s Get Started
KWL Chart
What you
What you want What you
What
I Learned
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Training Goals
Participants will:
1. Learn about the elements necessary for
successful classroom management.
2. Discover communication styles and how they relate to
student/teacher/parent communication.
3. Learn about interventions for selected difficult behaviors
encountered in the classroom.
4. Have opportunities to find out about hints that help
create the smoothly flowing classroom.
5. Acquire information that will help build
successful parent/teacher relationships.
6. Have the opportunity to link with a support partner at or
near one's grade and/or content level.
Agenda
9:00-10:15
Sessions 1-3
10:15 Break
10:25-12:00
Sessions 4-6
12:00-1:00 Lunch
1:00-3:00
Sessions 7-9
Objectives of
Classroom Management
• Ensure the safety of staff and
students.
• Create an engaging learning
environment.
Session 2: Getting to
Know Your Students
Creating Classroom Communities
Personal Responsibility
Community
Bonding
Safety
Survival
Come To The Edge
Come to the edge.
It’s too tall.
Come to the edge.
I’ll fall.
Come to the edge.
And they came.
And you pushed them.
And they flew.
Creating Acceptance
•Make eye contact with each student
•Call all students by their first or preferred name
•Move toward and stay close to the learners
•“With-it-ness”
Enhancing Acceptance
COMFORT
1.
2.
3.
4.
5.
6.
Room Temperature
Furniture Arrangement
Physical Activity
Breaks
Bulletin Boards/Walls
Climate (Humor and Tone)
Order
1. Routines
2. Guidelines
3. Perception of Safety
CLASSROOM
CLIMATE
• What I will do to help students:
_____ feel accepted by the
teacher and their peers
_____ perceive the classroom
as a comfortable and
orderly place
Responding the Right Way
These are power behaviors that influence a student’s sense of acceptance
and thereby enhance his or her creativity and engagement with the lesson.
Provide Wait Time
Pausing to allow a student more time to answer instead of moving on to another student
when you don’t’ get an immediate response
Dignify Responses
Giving credit for the correct aspects of an incorrect response
Restate the Question
Ask the question again using the same words
Rephrase the Question
Use different words that might increase the probability of a correct response
Provide Guidance
Giving enough hints and clues so that the student will eventually determine the correct
answer
Session 3:
Rules and Routines
How Do I Get Started?
The chief source
of the “problem of discipline”
in schools is that…a premium is put on
physical quietude; on silence, on rigid
uniformity of posture and movement;
upon a machine-like simulation of the
attitudes of intelligent interest. The
teacher’s business is to hold the pupils up
to these requirements and to punish the
inevitable deviations which occur.
John Dewey
Democracy and Education
Independent Activities
Students Should Know:
• Where to get
materials
• What to do if they
have a question
• Where to work
• Where to put finished
work
• What the classroom
rules are
• How to focus on the
task
• What the limitations
are
• If and why the
teacher is unavailable
Formula for Success
Voice + Choice = Loyalty
Make it a rule of life
never to look back.
Regret is an appalling waste of
energy; you can’t build it; it’s only
good for wallowing in.
Katherine Mansfield,
Writer
(1888-1923)
How to Establish Rules
•
•
•
•
•
•
•
•
Involve the class in making rules.
Keep the rules short and easy to understand.
Phrase rules in a positive way.
Remind the class of the rules at times other
than when someone has misbehaved.
Make different rules for different kinds of
activities.
Key children in to when different rules apply.
Post the rules and review them every so often.
If a rule isn’t working change it.
How Do You Think He Did?
– Made a plan
– Used his resources
– Changed what he
was doing when
things weren’t
working
– Hung in when the
going got tough
– Trusted his own
ideas and abilities
SCHOOL/CLASSROOM CHARACTERISTICS
ASSOCIATED WITH DISCIPLINE PROBLEMS
Rules are unclear or seen as unfairly or inconsistently enforced.
Students did not believe in the rules.
Teachers & administrators did not know the rules.
Teachers & administrators disagreed on responses to student
misconduct.
Teacher & administrator cooperation was poor.
Administration was inactive.
Teachers had punitive attitudes.
Misconduct was ignored.
Schools were too large.
Schools lacked adequate resources for teaching.
John Hopkins University Researchers, Gottfredsons
CARS Newsletter, April/May 1995
Session 4: Reinforcements
Rewards and Praise
If you punish
a child for being naughty, and
reward him for being good, he will
do right merely for the sake of the
reward, and when he goes out into
the world and finds that goodness
is not always rewarded, nor
wickedness always punished, he
will grow into a man who thinks
about how he may get on in the
world, and does right or wrong
according as he finds of advantage
to himself.
Immanuel Kant
Education
Selecting Appropriate
Reinforcers
1. Ask the child.
2. Observe the child’s preferences.
3. Use what worked elsewhere.
4. Give the student choices.
5. Reinforcers lose value over time.
Instructions for
Give-One-Get-One
1. Jot down three (3) of your own ideas.
2. Get up and find someone from another table. Share
your lists.
3. Give one new idea from your list to your partner. Get
one new idea from your partner's list.
4. Move on to a new partner and repeat Steps 2 and 3.
5. If your list and your partner's list are identical and you
have no new ideas to exchange, you must remain
together and brainstorm something that can be added
to each of your lists.
**Note: Exchange no more than one idea with any given partner.
Session 5: Polishing Your
Technique
Tips and Hints
Session 6: Smoothly Flowing
Classrooms
Signals, Transitions and Sponges
SIGNALS
Use a classroom signal for attention
Whatever signal you use -- be consistent!!!
GIVING DIRECTIONS
Plan your directions ahead of time
Use 3 step directions
Give directions immediately before the activity
Get the attention of every student
Get feed back from students
Tell them and show them
Keep your voice low
Use signals for whole class response
Thumbs up = yes
Thumbs down = no
Fist = question or I don't know
Independent Activities
Students Should Know:
• Where to get
materials
• What to do if they
have a question
• Where to work
• Where to put finished
work
• What the classroom
rules are
• How to focus on the
task
• What the limitations
are
• If and why the
teacher is unavailable
Smoothly Flowing Classrooms
Transition Problems
1.
2.
3.
4.
5.
6.
7.
8.
A few students always seem to be slow during transitions delaying the rest
of the class.
Students frequently find reasons to wander during transitions.
The teacher delays the beginning of activities to look for materials, finish
attendance reporting, returning or collecting papers, or chat with individual
students while other students wait.
Students talk loudly at the beginning of the period. The teacher is interrupted
while checking attendance, and the start of content activities is delayed.
Students socialize too much during transitions, especially after an
assignment has been given, but before they have begun working on it. Many
students do not start their assignments for several minutes.
Students stop working well before the end-of-period bell. They then engage
in excessive talking and inappropriate behavior.
Whenever the teacher attempts to move the students from one activity to
another, a number of students don’t make the transition but continue
working on the preceding activity. This delays the start of the new activity or
results in confusion.
While the teacher gives directions during a transition, many students do not
pay attention. They continue to put their materials away or get new
materials.
Session 7: Communication
Styles
Sensors, Thinkers, Feelers, and
Intuitors
Session 8: Home/School
Communication
Two-way communication
Instructional
Individual
Program
Students
Home & School
Communication
Engaging
Families
HOME AND SCHOOL COMMUNICATION
PAGE 67
INTRODUCTION LETTER
WEEKLY PROGRESS REPORTS
PAGE 68-69
LETTER HOME – Have a tear-off that the
parent/guardian signs and returns so you have a record (Keep a
paper trail).
PAGE 70
PAGE 71-72
LETTER REGARDING DISCIPLINE
STRATEGIES FOR DEALING WITH
HOSTILE PARENTS
HINTS
*****KEEP A LOG OF PARENTAL CONTACTS
*****KEEP YOUR PRINCIPAL INFORMED – GIVE
HIM/HER COPIES OF YOUR HOME
COMMUNICATIONS
Session #9: Dealing with
Difficult Behaviors
Carousel Brainstorming
GOALS WHEN DEALING WITH
DIFFICULT BEHAVIOR
 Attention
 Avoidance
 Power
1. To eliminate or minimize the behavior.
2. To maintain student’s self esteem.
3. To maintain the lesson.
Discussing Inappropriate Behaviors
Do It:
Quietly
Calmly
Privately
Every Time You Can!
Whenever you are dealing with
unacceptable behavior always
question whether the behavior in
question is an isolated event or a
recurring symptom of a greater
problem.
Don’t major in minor problems!
KWL Chart
What you
What you want What you
What
I Learned
knoWhat
w: I Know tWhat
o knIoWant
w: to Know lea
rned
:
Phases of First Year Teacher’s
Attitudes Towards Teaching
Anticipation
Anticipation
Survival
Reflection
Rejuvenation
Disillusionment
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Source: Trainer’s Manual, Support Provider Training, Revised May 1996
Mar
Apr
May
June
July