Beginning Teacher Powerpoint
Beginning Teacher September Forum #1 Classroom Management CIC: Connecting Forum Structure Part A Agenda • Introductions • Classroom Management Absolutes - Clearly Defined and Posted Expectation - Assertive Intervention - Practice Roll Out Speeches • Announcements • Closing Outcomes • Classroom management training will be reinforced. • Appropriate interventions to behavior problems will be practiced. • Rapport building with students to maximize academic success and minimize behavior problems will be emphasized. Norms • • • • • Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality Introductions Going around the room, state: • Your name • What you teach • Something that will make us all smile Learning Forum Structure Part B Classroom Management What does it look like? Expectations (I-9) Expectations for Behavior All Expectations Must: • Be clearly defined and posted • Be monitored constantly and consistently • Have consequences when not followed Rules: • Should address 3 – 6 of the most frequently occurring and/or the most unacceptable behavior • Must be specific and observable Activity/Transition Procedures: • Must be taught, modeled, and practiced until they are performed automatically • Must, must, must include an attention signal Consequences • Can be specific to the offense - Chewing gum: Scrape gum in detention - Broke in line: Last in line for one week • Can be generic and graduated - First Offense: Warning - Second Offense: Call home - Third Offense: Teacher detention - Fourth Offense: Office Referral • Can be in response to how serious the offense is - Minor - Moderate - Severe Assertive Approach to Intervention Be sure your message is clear • Use proximity • Stay calm and lower your voice • Keep the focus of your message on the behavior • Be direct and specific • Be firm and matter of fact • Specify any consequences Follow through with accountability • Be consistent • Be fair Effective Intervention Practice • Form groups of three and assign roles: - Student - Teacher - Observer • Student chooses a scenario from the stack of five and reads it aloud • Teacher role-plays a response directed to student • Observer gives positive feedback to teacher • Teacher incorporates feedback from observer and responds to the same scenario • Teacher asks observer for specific advice and gives a polished response to the scenario • Repeat the above activity 2 more times until each participant has played all 3 roles Essential Classroom Management Skills • Focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior. • Preplan responses to misbehavior to ensure that responses are in a brief, calm, immediate, and consistent manner. Important Considerations • Don’t take misbehavior personally, even if remarks are directed to you. • Just as you have to learn how to intervene effectively to misbehavior, your students have to learn how to change their behavior. Be patient. Everyone is on a learning curve. • Approach every intervention with intentions to deescalate the situation and minimize the disruptive effects on the rest of the class. Managing Forum Structure Part C Announcements • IPDPs are due October 30, or, for late hires, within 15 working days from the start date of the beginning teacher. • Other announcements pertinent to your campus BTs Closing Forum Structure Part D Reflecting on the Learning Complete the CAL Survey: • What’s working? (What is going well so far this year?) • What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) • What might be your next steps? (What might you do to address any pending concerns? Will you use anything that has been addressed in this learning?) • What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?) CAL Survey: Activities Completed with Mentor • Which activities have you completed with your mentor? • Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together. • Be sure to verify the completion in MAS.