Illinois PBIS Network Classroom Management Module. Version 1, 5/2011

Transcription

1 Illinois PBIS Network Classroom Management Module Version 1, 5/2011

2 Expectation Be Respectful Prior to In-service Thoughtfully complete the selfassessment Participation at In-service Listen, process and ask reflective questions Activities and Assignment Completion Reflect on each staff members experience and expertise Peer Collaboration Support your colleagues by offering your best ideas Action Planning and Follow Through Activities Consider the benefits of completing activities and seeking peer coaching Be Responsible Be on time with materials ready Contribute to learning of all Follow through with assignments Be a peer coach Utilize the activities and seek to apply your learning

3 Reflect on arrangements of classrooms and how they support student management Understand and apply knowledge of physical space arrangement, proximity, supervision, and schedules to support student learning

4 Opening/Objectives (10 minutes) Classroom Snapshot(10 minutes) Activity #1 Pre/Post Assessment (10 minutes) Classroom Structure (10 minutes) Activity #2 Scheduling (10 minutes) Activity #3 Give 1, Get 1 (5 minutes) Activity #4 Plan for Post Assessment and Next Steps (5 minutes)

5 Classroom Management

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8 Mobility and proximity are powerful tools in classroom management Proximity or working the crowd sets limits on disruption as well as allows for academic and behavioral error correction and positive reinforcement Building positive rapport = being approachable Create formations where the teacher can move from one student to another with the fewest steps

9 Teacher Accountability 1. Moving the Room Create a diagram of current classroom set-up Track your movement in the room for 1 hour by placing an X where you are standing every 10 minutes Track where problem behaviors occur during the same hour, then draw a line from your position to the location of the problem behavior Compare your location with problem behavior location Self-reflect on your current classroom design, your movement, and ability to meet student needs Student Outcome Classroom Behavior Incidence Forms Collect the number of minor and major classroom referrals for 3 weeks before the training for each teacher

10 Classroom Structure Design classroom to maximize walkways and proximity, minimize crowding, distraction and conflict Easy traffic flow for all Adequate supervision in all areas High rates of feedback can be given to students Seating arrangements compliment type of activity students are engaged in

11 Classroom Organization and Work Flow High Structure Classrooms are typically used when: High student:teacher ratio Limited space Independent learning or test taking

12 Traditional matrix arrangement reduces student-student interaction Discuss pros and cons of this type of classroom set up in groups of 4 Record your big ideas Share out when prompted Graphic from Alabaman Dept. of Educa7on at h8p:// web.utk.edu/~mccay/apdm/classmgt/credits.htm

13 Low Structure Classrooms are typically used when: Lower student:teacher ratios Larger classroom space Large group discussion, classroom meetings, behavioral lessons with active demonstration of skills

14 Circular arrangement may facilitate student discussion Allows teacher to easily circulate Discuss pros and cons of this type of classroom set up in groups of 4 Record your big ideas Share out when prompted Graphic from h8p:// crea7veresearchcorner.blogspot.com/

15 Clusters allow small group work Facilitates collaborative learning Discuss pros and cons of this type of classroom set up in groups of 4 Record your big ideas Share out when prompted Graphic from Alabaman Dept. of Educa7on at h8p:// web.utk.edu/~mccay/apdm/classmgt/credits.htm

16 Take 5 minutes and draw a classroom arrangement you use that has not been shown in the PowerPoint. Consider a variety of possible types of classrooms addressing various age levels, instructional content, and student needs. 1. Under the diagram list pros and cons of this type of classroom set up. 2. Share out when prompted. 3. Post these diagrams in staff lounge and collect feedback from colleagues for 1 week for all to see.

17 Have a variety of physical arrangements planned and diagramed before students arrive Practice setting up classroom for whole class instruction, small group activities and small group instruction combined with independent work Plan for desk creep by having floor markers or posters of seating arrangements for selfcorrection Protect the floor by placing old tennis balls on the feet of chairs and desks

18 Reliable findings in educational research clearly establish the link between time available to learn, time spent in learning activities, and the actual learning that takes place (Jenson, 2003).

19 Ensure that activities are as predictable as possible Coordinates the classroom with the school-wide non-negotiable schedule Sets the priority of classroom activities and time devoted to learning

20 Flow of the Day after identifying priorities Identify teacher directed, independent work and group work activities Maintain balance between types of activities Schedule a variety of activities Avoid extended periods of independent work

21 Scheduling considerations: Pay attention to specific times Beginning of the day Last five minutes of each period/lesson After recess or entry into class from hall Last hour of the day Dismissal

22 Pre-determined or Planned schedules Write down schedule of daily subjects List typically occurring activities for each subject Time spent on each activity Teacher-directed Independent work Cooperative group task

23 Actively teach your students how you want them to move from one activity to another or from one area of the classroom or to another. 1. Give specific directions 2. Demonstrate the procedures 3. Allow student practice to fluency 4. Provide high rates of positive feedback

24 One hour lesson: 5 Minutes: Teacher-directed review 10 Minutes: Introduction of new concepts 10 Minutes: Teacher-directed guided practice and/or working on assignments 25 Minutes: Independent work/cooperative tasks 10 Minutes: Teacher-directed corrections/ guided practice

25 Discuss these 2 questions with your grade-level team. 1. What is your daily schedule and how do you prompt or teach students to follow that schedule? 2. How do you distribute and collect lesson materials, supplies, manipulatives, teaching materials, etc. Each teacher should write down 1 new idea for sharing out.

26 Great design and clear schedules support increased student/teacher interaction Every teacher/student interaction is a teaching moment Make the most of those gained teaching moments

27 In groups of 4 take turns selecting an item from the list below and share how you demonstrate this in your class. Add new ideas. Attempt to give class and individuals 5 positive interactions to 1 negative interaction Greet all positively at the door Close proximity to every child within an hour within arms reach Demonstrate age appropriate touch (e.g. hand on shoulder, shake hands, high five) Demonstrate appropriate facial expressions Demonstrate appropriate tone of voice Body language open and welcoming Ask open ended questions that reflect your interest in the student Listen while students speak Talk less than your students Use empathy statements act like a mirror and reflect child s mood with understanding Don t sweat the small stuff Stay cool Latham, G.I. (1999) Parenting with love: making a difference in a day. Logan, UT: P&T Ink.

28 Teacher Accountability 1. Moving the Room Create a diagram of current classroom set-up Track your movement in the room for 1 hour by placing an X where you are standing every 10 minutes Track where problem behaviors occur during the same hour Compare your location with problem behavior location Self-reflect on your current classroom design, your movement, and ability to meet student needs 2. Document your positive and negative comments to students for 30 minutes daily for 3 days. What is your ratio of positive comments to negative? Student Outcome Classroom Behavior Incidence Forms Collect the number of minor and major classroom referrals for 3 weeks before the training for each teacher

29 Sprick, R. S.(2009). CHAMPS. Eugene, OR: Pacific Northwest Publishing, Inc. Jones, F. H. (2007).Tools for Teaching. Fredric, H. Jones and Associates, Inc. Colvin, G. (1997). The Effective Elementary Classroom. SOPRIS WEST. Latham, G.I. (1999) Parenting with love: making a difference in a day. Logan, UT: P&T Ink.