Beginning Teacher September Forum #1

Classroom Management

CIC:

ConnectingForum 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

LearningForum Structure Part B

Classroom ManagementWhat does it look like?

Expectations (I-9)

Expectations for BehaviorAll 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 observableActivity/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 consequencesFollow 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.

ManagingForum 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

ClosingForum Structure Part D

Reflecting on the LearningComplete 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.