helping leaders help teachers to manage classrooms

Reflective Quiz1. Does the teacher demonstrate respect for the students?

2. Are some students less respected than others?

3. To what degree does each child respect the teacher?

4. Do some students respect some teachers more than others?

5. Who talks more in your classrooms, the teachers or students?

6. Who listens more in your classrooms, the teachers or students?

7. How much class time is spent doing things that could be done outside of class?

8. To what degree your teachers work in isolation?When you are done, discuss your answers with a partner. When your pair is done,

share with an additional pair.

Yellow text

signals participa

tion

Helping Teachers Manage Classrooms

Through Responsibilities

and RitualsDr. Frederick C. Buskey

“What gets measured gets

done.”Attributed to different authors

Some observations about public school classrooms in the United

States…

International schools may not look like this

Not all US K-12 classrooms look like this

I don’t know what your classrooms look like

Basic fundamentals may still apply

What is this classroom designed for?

And this one?

Why do these classrooms look fundamentally the

same?What differences would we expect to see in classrooms

representing democratic versus totalitarian forms of government?

Discuss with a partner and we will share as a group

Why are they similar?

Control & Planning

How do your schools and classrooms differ?

In order to work together and be engaged,

Students need to be able to control their own behavior…

And teachersneedreadilyavailabletools and/orstrategies.

1999

33

From this…

…to this!

But how?http://www.dougfields.com/posts/im-not-a-student-leader/

Responsible Students

Behavior•Safety

Learning•Authenticity•Choice•Safety

Rituals/Routines

•How we do things•Teach…•Ask…•Re-teach

Think-Pair-Share: Does this make sense? What questions do you have?

Prerequisites

Respect is the building block of human relationships

Doing is learning; listening is boring

Do in class what we cannot do at home

Isolation is the enemy of improvement* *Based on NYC SD #1

Responsible Students

Routines•How we do things•Teach…•Ask…•Re-teach

What things must students be able to do to maintain an

orderly environment?Outside the class room Inside the classroom

Post-its: Write 1 idea on a post-it. Use several post-its for each category.Add post-its to posters; group with similar ideas.

What are the things kids must be able to do to maintain an orderly

environment?Outside the class room Leave the classroom

Move through the halls

Enter the classroom

Run errands Cafeteria!!!

Inside the classroom Begin work

Hand in papers

Pass out papers

Get supplies

Seek help

Work individually

Work in pairs

Work in groups

Fill extra time

Each “thing” is a ritual

In groups of three, take a “theme” of sticky In groups of three, take a “theme” of sticky notes and create a ritual…notes and create a ritual…

Title 1-4 steps to complete the ritual Key word and graphic for each step

Acronym for the 1-4 steps (if possible)

Which week of school you would teach this routine

Ritual #1: PUP-EComing into class…

1.Paper out

2.Under the desk (stuff)

3.Pencil in hand

4.Engaged in Bell Ringer

Taught during week one

Each “thing” is a ritual

In groups of three, take a “theme” of sticky In groups of three, take a “theme” of sticky notes and create a ritual…notes and create a ritual…

Title 1-4 steps to complete the ritual Key word and graphic for each step

Acronym for the 1-4 steps (if possible)

Which week of school you would teach this routine

Tpp.A.R

TeachPracti

cePost

Ask:Never tell, always ask what the ritual is. Point to the

poster if necessary.Jonathan, what is the ritual for coming into class?

Alicia, what is step 2 of the group work ritual?

Asking…1.Puts the student in control of his/her own actions2.Avoids conflict

Re-teachIf more than three students are

not following the ritual, it needs to be re-taught and rehearsed

NEVER mix rituals and

rules

1.Rituals are about learning and self-regulation

2.Rules are about safety

3.The only consequences for not following rituals are questions and rehearsal

Take two…Think on your own

or

discuss what you have

heard with a partner

Share:•Questions•“Aha’s”

Break!

http://www.parentscountdowntocollegecoach.com/2011/12/05/10-things-high-school-students-can-do-over-holiday-break/

ResourcesHarry Wong’s First Days of SchoolAmazon hyperlink

The Skillful Teacher by Jon Saphier (thanks to Tim Long of Colegio Menor)Amazon Hyperlink

Bell Work

List 2 advantages List 2 advantages and 2 disadvantages and 2 disadvantages to PUP-Eto PUP-E

Think about getting Think about getting students engaged students engaged immediatelyimmediately

With a partner, With a partner, start to develop a start to develop a ritual for bell ritual for bell work following the work following the guidelinesguidelines

Title 1-4 steps to complete the ritual

Key word and graphic for each step

Acronym for the 1-4 steps (if possible)

Which week of school you would teach this routine?

Share Bell Work…

http://www.freepik.com/free-vector/school-bell-clip-art_381914.htm

Responsible Students

Learning•Authenticity•Choice•Safety

Authenticity

What is the work of childhood?What is the work of childhood?

How does your teachers contribute to that How does your teachers contribute to that work?work?

If you had no curriculum, what would you If you had no curriculum, what would you do with your studentsdo with your students?

Some Some importaimportant SS nt SS

questioquestionsns

Some Some importaimportant SS nt SS

questioquestionsns

Will there always be war?

What causes racism?

Why are some people poor?

Can we trust the government?

Why should I vote?

Why should I work?

Take a reflective tour of your school…

What really matters?

What will your students learn that will make a difference in their lives?

What will your students produce that will matter?

Why does Gettysburg matter?

Choice“When all you have is a hammer, everything else begins to look like a

nail”

Simple Differentiation

Choice in the curriculum

Choice in learning activities

Choice in assessment products

Think about what your classrooms look like…

Are parts of the curriculum negotiable?

Does everyone have to do every learning activity?

Can you add activities of varying complexity that students can choose from?

Are there multiple ways students can show what they have learned?

Think about and share…

Something important that you learned in school…

Who taught you?

What kind of relationship did you have with that person?

How did he/she teach you?

How did you feel?

Safety1. Can you learn

without risk?2. Do you use

grades as weapons or rewards?

3. What if students fail?

Safety nets: Rubrics

Grading scales

Re-dos (Mastery)

Process v. product

No Zeros

Responsible Students

Behavior•Places•People

Where are you?Where are they?

A Teacher’s discipline problems are directly

proportional to the distance from

the students

Rules Why?

Safety Learning

What?

Few Simple Positive

•Honor the child•Honor learning•Make a commitment

Discipline Keep the lesson going

Avoid public confrontations

Teach replacement behaviors

Link consequences to actions (not grades)

“What gets measured gets

done.”Attributed to different authors

Think about…1. Where are our

strengths?

2. Where are our weaknesses?

3. Implications for:

My teaching My leadership Me