Middle School Management Magic
8:00am – 9:00am
Time to teach is classroom management strategies from the Center for Teacher Effectiveness
Presenter is going to try to condense an 8 hour course into this one hour sessions. She will try to give us the ‘toolbox’.
- Caring is key -“Kids don’t care how much you know until they know how much you care”
- Nurturer path – Authoritarian – my way or the highway; Authoritative – you are authority, but children have a voice; Permissive – Chaos, kids run class
- Good behavior must be systematically taught
- Behavior can be changed – must be practiced
- Good discipline is a matter of good timing
- Conflict is inevitable, but…
- Combat is optional – never climb the power struggle stairs
Self-Control – The SMARTR response – Student Mood Assessment, Rapid Teacher Response
- remaining calm and responding right
- calm is contagious and silence is powerful
- push asides and walk-aways(must be minor)
- personal space
- avoid power struggles
4 Conversation Diffusers
1) I understand
2) probably so
4) im sorry
Classroom Management (Proactive)
- physical component – classroom design, seating arrangement, lighting, fragrance, music, voice(volume & tone)
- social component – unconditional positive regard (unconditional love), contingent and non-contingent, verbal & non verbal communication
- mental component – engaging appropriate lessons, all students appropriately challenged
- behavioral component – Teaching classroom expectations
– identifying classroom expectations(student voice)
– show examples of classroom expectations
– Look for performance
Program’s Actions – for low-level behaviors only
- Teach-to’s – direct teaching model – i do , we do, you do
- plan a lesson for each expectation – positive behavoir – negative behavior – almost behavior – students only practice positive
- Reactive Strategies – what happens when they dont do correct behavior
- address emergent low-level behaviors
- ask classroom integrity questions: -if can answer yes to all three, keep going
Can I still teach?
Can the student still learn?
Can other students still learn?
- if no…..
1) Prompt for desired behavior (only once)
– walk away (back to lesson)
– give some wait time
– Eliminate multiple warnings
2) Refocus – for low-level behaviors only
– graceful exit from room – doesnt always have to be out of room, can be in back of room
– graceful entrance to buddy room
– refocus form – What was my behavior? What did i want? How did this teacher feel? How did it make my classmates feel?
What problem(s) did your behavior cause for you, your classmates, and/or your teacher?
How do you plan to change your behavoir in the future?
I am ready to return to class, yes, no
– welcome back
dont do Time outs – learning stops, often reinforcing, lack of supervision
program recommends Time in – behavior momentum broken, learning continues, no pay off for child
– critical behavor not tolerated.
THE PRESENTER DID NOT GET TO FINISH HER PRESENTATION AND HER PHOTOCOPIES WERE MISSING THE BACK PAGES,SO WE DID NOT GET TO HEAR THE ENTIRE PROGRAM.
THE NOTES END WITH THE PRESENTATION.