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Beginning Teacher Powerpoint

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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.
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