before they enter the classroom: positive classroom management strategies
TRANSCRIPT
Before They Enter the Classroom & What to Do When They Get There
Positive Classroom Management StrategiesJulie Connor, Ed.D.TED Speaker | Educator | Collaborative Leadership Expertwww.DrJulieConnor.com
OVERVIEWThis presentation outlines: Examine organizational practices Develop common procedures & norms Provide resources & activities Engage students in dialogue & build positive relationships
The Second Grade Homework Assignment:
Draw a picture of what you would like to be when you grow up.
Write a sentence about your career choice.
For discussion … How would you address this issue?What questions would you ask?What is Mommy’s career?
Mommy works as a sales clerk at Home Depot. She sells shovels.
How do our assumptions affect our relationships? Our teaching? Our expectations?
How would our classroom experiences be different if we believed …
All students wanted to learn?All students wanted to be smart?All students wanted to work hard?All students wanted to be successful?All students wanted the teacher to
feel proud of them?
“Every kid needs a champion.” - Dr. Rita Pierson
Recorded at TED Talks EDUCATION(YouTube, 2013)
The Beloit College Mindset List for the Class of 2020
The Beloit College Mindset ListReflects cultural touchstones
shaping students’ livesRepresents rapidly changing worldview of each new generation
What we know about U.S. students50% White ↓, 15% Black, 25% Hispanic
↑, 6% Asian/Pacific Islander, 4% Other21% of students live below the poverty
threshold 40.2% of U.S. babies born to unwed
mothers22% of students eligible for free &
reduced lunchesApproximately 1 in 10 children attend
private schoolsNational Center for Education Statistics (2016)
Curriculum Design (Eisner, 1994)
INTENDED curriculum - official or planned curriculum
EXTRA-curriculum – outside-of-class experiences
HIDDEN curriculum - values & norms conveyed in the classroom & by the school
NULL curriculum - information intentionally or unintentionally excluded from instruction“What schools do not teach may be as important as what they do teach” (Eisner, 1994).
What is it we expect students to know and be able to do?
• What do we want students to know and be able to do?
• How will we know when they know it?
• What will we do when students are not learning?
• What will we do when students already know it?
(adapted from Eaker, DuFour, & DuFour, 1998)
Successful Classroom Management includes CLEAR NORMS & CONSISTENT PROCEDURES
Clear expectations & rules Clear procedures & routines Strategies that outline appropriate behaviors Strategies to respond to inappropriate behavior Multiple opportunities to respond Active supervision Clear activity instruction Consistent activity sequence
Classroom Management PlanWHAT ARE STUDENTS EXPECTED TO DO WHEN: They enter the classroom? During lecture / instruction? During guided / independent practice? Before dismissal?
WHAT ARE: Classroom procedures?
HOW DO YOU INFORM OTHERS? Students? Parents/primary caregivers? Administrators? Substitute teacher?
Things to Consider When Developing a Classroom Management Plan
What are students expected to know and be
able to do?
Where is the information & resources to meet
expectations?
Where do I post lesson objectives?
Where are assignments posted?
Dept
h o
f Kn
owle
dge
Category 25 – 20 19 – 13 12 – 6 5 – 0
Content Student answers all parts of the questions and fully explains responses in complete sentences.
Student answers almost all of parts of the questions and explains responses in complete sentences.
Student answers some of the parts of the question. Some of the responses are not written in complete sentences.
Student does not answer the questions. Most responses are not written in complete sentences or answer part of the question.
Neatness & Organization
Work is very neat and easy to read.
Work is generally neat; less than 3 words are difficult to read or understand.
Work lacks neatness in much of the responses. 4-5 words are difficult to read or understand.
Work lacks neatness. Writing is difficult to read or incomplete.
Grammar, Spelling, Capitalization, & Spelling
Writer makes noerrors ingrammar, spelling, capitalization, or punctuation.
Writer makes 1-2 grammar, spelling, or capitalization, or punctuation errors.
Writer makes 3-4 grammar, spelling, capitalization, or punctuation errors.
Writer makesmore than 5grammar, spelling, capitalization, or punctuation errors.
On-Task Behavior
Student stays on task throughout the entire assessment writing period.
Student stays on task throughout most of the assessment writing period.
Student needs 3 or more reminders to stay on-task during assessment writing period.
Student is not on-task during the assessment writing period.
Establishing NORMS
Listen attentively Encourage participation Ask questions Respect other’s points of view Need to stay focused
PBIS School-Wide Behavior Matrix
PBIS
MATR
IX +
CLAS
SROO
M PR
OCED
URES
REWAR
DS &
INTE
RVEN
TIONS
Inform Parents / Caregivers
Recovery Room Procedures
Recovery Room Procedures
Team / Administration Interventions
Passes & Coupons
STUDENTS NEED COOPERATIVE LEARNING EXPERIENCES
Job force requires people who can work in teams
90 – 95% of those who lose their jobs: They can’t get along with others
Cooperative Learning provides students with opportunities to:
Communicate & resolve conflict Follow rules Develop personal growth skills (patience,
respect, listening, etc.) Increase individual & collective accountability
Kagan cooperative learning strategies
COOPERATIVE LEARNING
Agreed upon goals Members encourage & support each other Open communication Clear roles Mutual respect Members speak as “we” instead of “I” or “them” Team pride Individual contributions recognitionEach member considers him/herself a “team player”
Evidence of Successful Teamwork
Teaching Cooperative Group Skills
Track Group “On-Task” Points
“No significant learning occurs without a significant relationship.”
-Dr. James Comer
Teddy and Miss Thompson Which teachers inspired you? What influence has your role models had
on the type of teacher you strive to be? How do you want to be remembered as a
teacher?
12 Norms of aHealthy School Culture
1. Collegiality2. Experimentation3. High Expectations4. Trust & Confidence5. Tangible Support6. Reaching out to the
Knowledge Base7. Appreciation &
Recognition
8. Caring, Celebration, & Humor
9. Involvement in Decision-making
10. Protection of What’s Important
11. Traditions12. Honest & Open
Communication
“Good Seeds Grow In Strong Cultures ” Educational Leadership (March, 1985)
IterativeSystemat
icAssessm
ent Cycle
Mission/Purposes
Goals
Outcomes
Implement Methods to Deliver Outcomes
& Methods to Gather Data
Gather Data
Interpret Evidence
• Make decisions to improve programs• Enhance student learning
• Inform institutional decision-making• Planning
• Budgeting• Policy
• Public accountability
For Discussion ...
How can we work more effectively as teams?
What can we do to promote understanding and collaboration as a staff?
Where do we go from here?
Julie Connor, Ed.D.Speaker, Educator, Collaborative Leadership
Dreams to Action Trailblazer’s GuideTransform your DREAM into ACTION & attainable
GOALS
Available on
• Visioning & Missioning• Goal-Setting Strategies• Collaboration & Teamwork• Leadership Training (youth & adults)• Diversity & Inclusion Dialogue• Motivate Students to DREAM