lion taming 101 classroom management part 1 · --haim ginott . a. it’s not just the rules. b. it...
TRANSCRIPT
Lion Taming 101
Classroom Management
Part 1
Presented By:
Debbie Silver, Ed. D.
<www.debbiesilver.com>
The Teacher
“Concerning a teacher’s influence, I have come to the
frightening conclusion that I am the decisive element
in the classroom. It’s my personal approach that
creates the climate. It’s my daily mood that makes
the weather. As a teacher, I possess a tremendous
power to make a child’s life miserable or joyous. I
can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether a
crisis will be escalated or deescalated, and a child
humanized or dehumanized.” --Haim Ginott
a. It’s not just the rules.
b. It is a mindset.
c. It is an extension of who you are as a
teacher.
I. What is Classroom Management?
a. It’s not just the rules.
b. It is a mindset.
c. It is an extension of who you are as a
teacher.
I. What is Classroom Management?
• An ability to extinguish a potential
problem before it gets big
• Moving around, maintaining proximity to
kids where trouble is about to erupt
• Re-engaging students who are drifting off
With-it-ness
a. Decisions, decisions, decisions
b. The basics
II. Management Begins Before the
Students Arrive
a. The first few days of school
b. Non-negotiables
c. Stated rules or implied rules?
III. First Things First
a. The first few days of school
b. Non-negotiables
c. Stated rules or implied rules?
III. First Things First
• After behavior has been modeled, rules that
apply no matter what
• Dr. Silver’s non-negotiable: “If I ask to see you in
private, you will go to the hall without argument.”
• Provide anchor activities for class so you can
conference with student in the hall
Non-negotiables
• “For now”
• “Help me understand . . .”
• “Appropriate”
Magic Words
• Build relationships with students.
• Open pathways for students to construct meaning from the
content you teach.
• Structure students’ interactions with one another.
• Encourage students to interact with the information they are
learning in ways that challenge, engage, and actively involve
them.
Ways to Manage Your Differentiated Classroom
(from Betty Hollas, 2005)
a. Taking Inventory
b. Proximity
c. Setting the tone for the class
IV. Making Connections
Please answer question. There are no right or wrong answers. What you write will be held in confidence.
1. What is your full name? What do you like to be called? Why?
2. List 5 words that describe you.
3. List the people that live in your home(s) and put two describing words after each name.
.
Taking Inventory
4. What is your favorite thing to do at school?
5. What is your least favorite thing to do at
school?
6. What do people tell you that you are good
at?
7. Do you like to read? Why or why not?
8. What is your favorite book or movie? Why?
9. What is something I (the teacher) need to know about you?
10.Write your own question and answer it.
Common Attributes
Once participants are arranged in groups, ask one member to be the recorder
and write down each individual’s name. A group leader should help the members
discover 10 (hopefully unusual) common attributes. At the end of the ice breaker,
one person from each group will introduce each group member and read their
group’s top 5 common attributes.
List each group members’ name:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
List your most unusual common attributes (they must be true and they
must apply to ALL members of the group). When you are finished, put
*stars* by your 5 favorite ones.
Student’s Name____________________
Class/Period _____ Date _________
Behavioral Journal Sheet
I violated our class code by:
_________________________________
_________________________________
_____________________________
I chose to do this because:
_________________________________
_______________________________
A more appropriate choice would have
been:
___________________________________
_____________________________
This is how I feel about what happened:
_________________________________
_______________________________
This is what I plan to do in the future to
prevent a recurrence of my actions:
_________________________________
_______________________________
This is how my teacher can help me
implement my plan:
_________________________________
_______________________________
___________________
________________
Student’s Signature Date
Teacher Comments:
Adapted from Lee Canter and William Glasser by Debbie Silver, 2002
a. Model high expectations.
b. Use eye contact and simple gestures.
c. Practice active listening skills.
d. Build connections.
V. Tips for communicating with
Students
