Harry Wong - "The First Days of School" - Caley - Blue; Jessica - Red; Wilshad - Green

1. My Action Plan

1.1. What’s is the problem?

1.1.1. Three concepts of "My Action Plan"

1.1.1.1. Problem Solving

1.1.1.1.1. Teacher and student find ways to solve behavior problems.

1.1.1.2. Self-discipline

1.1.1.2.1. Students begin to control themselves

1.1.1.3. Responsibility

1.1.1.3.1. Student takes responsibility for their actions

1.2. What causes the problem?

1.3. How do we fix the problem?

2. Proactive Teachers

2.1. Have plan in place

2.2. Strong organized classroom structure

3. "The Problem is Not Discipline" - Two Types of Classrooms - Classroom Management - consists of the practices and procedures that a teacher uses to maintain an optimum environment in which instruction and learning can occur

3.1. Effective Classroom - Teach students how to responsibly follow procedures.

3.1.1. Procedures: 1. Planned procedures for classroom management. 2. Instructional procedures to maximize student engagement. 3. Systematically teach these procedures.

3.1.1.1. Three Steps to Teaching Procedures

3.1.1.1.1. Teach - State, explain, model, and demonstrate the procedure.

3.1.1.1.2. Rehearse - Rehearse and practice the procedure under teacher supervision.

3.1.1.1.3. Reinforce - Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

3.1.1.2. Students Seeking Help - A classroom must have procedures set in place for a student to ask for help that does not become a distraction.

3.1.1.2.1. Hand Signal - Signalling with a different finger or fingers indicates the student's needs.

3.1.1.2.2. Toilet Tissue Tube - A red and green ends method to indicate to the teacher when a student needs help.

3.1.1.2.3. Styrofoam Cup - Place the cup on the desk when teacher assistance is needed.

3.1.1.3. What if Procedures don't work?

3.1.1.3.1. Do not do the procedure

3.1.1.3.2. Forget the procedure

3.1.1.3.3. All else fails

3.1.2. Routine - What a student does automatically without prompting or supervision.

3.1.3. Helping at Risk Students

3.1.3.1. Structure - A must-have for at-risk students.

3.1.3.1.1. Most at-risk students come from an unstructured home so structure provides a security they can rely on.

3.1.3.1.2. Provides the students with a safety net.

3.1.3.1.3. Gives the student a responsibility.

3.2. Ineffective Classroom - Use controlling tactics to coerce the students into complience

3.2.1. Discipline - No learning takes place when you discipline. Discipline only acts as a disruption to the classroom.

3.2.1.1. Discipline plans have rules.

3.2.1.2. Discipline is how students behave.

3.2.1.3. Discipline has penalties and rewards.

3.2.2. The students are in their seats doing busywork or nothing.

3.2.3. The only person actually working is the teacher.

3.2.4. The teacher controls the class.

4. Discipline with a plan

4.1. Reactive Teachers

4.1.1. Reacts to problems

4.1.2. Uses yelling and punishments

5. Introduction to Classroom Management

5.1. What is classroom management?

5.1.1. Refers to all of the things a teacher does to organize students, space, time, and materials so student learning can take place.

5.1.2. Most important factor governing learning

5.1.2.1. Least important factor is student demographics

5.1.3. Primary determantent of how well students learn

5.1.4. Needs to go into practice the first day of school.

5.1.4.1. Most important thing the teacher can provide the first week of school is consistency

5.1.4.1.1. Consistency comes from implementing procedures and routines

5.2. Characteristics of a well-managed classroom

5.2.1. Students are deeply involved with their work, especially with the academic, teacher-led instruction.

5.2.2. Students know what is expected of them and are generally successful.

5.2.3. There is relatively little wasted time, confusion, or disruption.

5.2.4. The climate of the classroom is work-oriented but relaxed and pleasant.

5.3. The effective teacher

5.3.1. Works on having a well-managed classroom.

5.3.2. Establishes consistency in the classroom.

5.3.3. Has students working on task.

5.3.4. Has a classroom with little confusion or wasted time.

5.4. Inadequate classroom management skills

5.4.1. Not much accomplished

5.4.2. Teacher is constantly concerned with student behavior.

5.4.3. Too much discipline, not enough learning

6. Organized and Predictable

6.1. Consistency

6.1.1. Means the classroom is organized and predictable

6.1.2. The students know the procedures

6.1.3. Must be established the first day and first week of school

6.2. Procedures

6.2.1. Produce permanent change

6.2.2. As a result of knowing the procedures, the teacher is not constantly yelling or ordering the students what to do.

6.2.3. Result in permanent behavior changes

6.2.4. For the Start of the Period or Day

6.2.4.1. Have the procedure posted or ready to distribute

6.2.4.2. Preparation is critical

6.2.5. For the Movement of Paper

6.2.5.1. Students should pass their papers across the rows, not up the rows.

6.2.5.2. Rehearse the procedure the first time you collect papers

6.2.6. For Transition

6.2.6.1. They are all day long

6.2.6.2. Effective teachers have procedures that quickly facilitate transition time.

6.2.6.3. Ease into them

6.2.6.4. Key to good transition is clarity and simplicity of instruction

6.2.6.5. Keep it short, simple, and easy to do.

6.2.6.6. Do not talk during it distracts the student

6.2.6.7. Ask for validation that the procedure is understood

6.2.7. To Solve the Pencil Problem

6.2.7.1. Don’t fight it. Just give them a pencil.

6.2.7.2. Giving students a pencil wastes less time that could be spent on learning.

6.2.7.3. Have sharpened pencils on hand so students are not disrupting class to sharpen pencils.

6.2.8. For Groups

6.2.8.1. The better the students work together, the more learning that takes place.

6.2.8.2. Group learning is a structured situation

6.2.8.3. Students achieve the goal of an activity more quickly when in a group of people who care for and are committed to one another.

6.2.8.4. Effective grouping is dependent on

6.2.8.5. The class climate

6.2.8.5.1. it is important that all the determinants of successful student cooperation be in place before the class is divided into groups.

6.2.8.6. The explanation

6.2.8.6.1. how quickly students move into groups depends on how explicitly the teacher explains why groups will be formed and how

6.2.8.7. Number of people in a group

6.2.8.8. Length of time in a group

6.2.8.9. Group structure

6.2.8.9.1. Name

6.2.8.9.2. Size

6.2.8.9.3. Purpose, Materials, and Steps

6.2.8.9.4. Procedures

6.2.8.9.5. Individual accountability

6.2.8.9.6. Evaluation methods

6.2.9. Put a Plan in Place

6.2.9.1. All effective teachers have procedures to assist in managing a classroom and maximizing learning time.

6.2.9.2. Teacher success can be traced to the ability of the teacher to manage the classroom.

6.2.9.3. When students know how the class is run, they will be more willing to do whatever you want them to do.

7. Three Parts of a Discipline Plan

7.1. Rules

7.1.1. What the student is expected to follow

7.1.1.1. Should be clear and discussed with student

7.1.1.2. Should be viewed as limits and boundaries, not as punishment

7.1.2. Rules can be General or Specific

7.2. Consequences

7.2.1. what occurs when rules are not followed

7.2.2. Can be positive or negative

7.3. Rewards

7.3.1. What student receives for displaying desired behavior