strategies for student success beyond classroom...

Strategies for Student Success

Beyond Classroom

Management

Participant Handbook August 2016

Randi Weingarten PRESIDENT Lorretta Johnson SECRETARY-TREASURER Mary Cathryn Ricker EXECUTIVE VICE PRESIDENT

OUR MISSION The American Federation of Teachers is a union of professionals that champions fairness; democracy; economic opportunity; and high-quality public education, healthcare and public services for our students, their families and our communities. We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do. Copyright © American Federation of Teachers, AFL-CIO (AFT 2016). Permission is hereby granted to AFT state and local affiliates to reproduce and distribute copies of the work for nonprofit education purposes, provided that copies are distributed at or below cost, and that the author, source, and copyright notice are included on each copy. Any distribution of such materials to third parties who are outside of the AFT or its affiliates is prohibited without first receiving the express written permission of the AFT.

Acknowledgments

The AFT recognizes the importance of utilizing research-based, proven practices in schools and classrooms to improve the quality of instruction and raise achievement levels of all students in our nation’s schools. The Strategies for Student Success modules contain proven research-based concepts to assist with scaffolding student learning. These sessions can be given within three hours.

The AFT gratefully acknowledges the contributions made by the following educators in the development of the Strategies for Student Success series of workshops for the practitioner.

AFT Series Developer: Rosalind LaRocque

SSS Editors/National Trainers: David Banks Matt Burns Susie Chow Shanisse Conway Lois Doniver

Karen Gant

Jerelle Hendon Sandy Joseph Rosalind LaRocque Darcy Michener Vanessa Parnell

Nicole Phillips

Patricia Randall Tina Steele Catherine Tabor Deanna Woods

AFT SSS: Beyond Classroom Management | Agenda

Beyond Classroom Management

Agenda

Introductory Activities Set Norms Introduce Topic

Handbook Session Focus/Objectives Sharing Expectations Introductions

Part A: Classroom Management Through a Different Lens Activity One: What Comes to Mind Debrief―Activity One Reading: Classroom Management-an Unusual Look Activity Two: Concepts and Terms

Part B: Instructional Considerations Reading: Effective Instructional Practices Activity Three: Complete the Stem Debrief―Activity Three Mini-lecture/Reading: Growth Mindset Video: Defining Grit Implementing Grit Video: Teaching Grit - Know Your Students Activity Four: Implementing Grit

Part C: Managerial Considerations Reading: Effective Managerial Considerations Activity Five: Imagine Group Work: Which Ones Belong to… Activity Six: Your Theatrical Side Reading: Ineffective Managerial Considerations Reading and Discussion: Educator Behaviors Activity Seven: Let’s Consult

Part D: Rules, Procedures & Consequences Reading: Research Findings Activity Eight: A Look at Rules and Consequences Activity Nine: Procedures and Routines Reading and Discussion: Educator Behaviors

AFT SSS: Beyond Classroom Management | Agenda

Part E: Physical Considerations Activity Ten: Physical Considerations Questionnaire Activity Eleven: Rearview Mirror

AFT SSS: Beyond Classroom Management | 1

Beyond Classroom Management

Session Focus Beyond Classroom Management places educators at the center of the debate over compliance, motivation, autonomy and how traditional structures are being used. Rewards, sanctions and punishments traditionally have been used to keep order. Now, let’s learn ways that classroom operations can support student learning and personal growth, creating a learning-responsive environment rather than a sterile one that stymies creativity and autonomy. These experiences force educators to reflect on how their instructional and managerial procedures as well as their own behaviors and policies can derail the intended outcome of a well-run class. Simply put, classroom management is about motivation rather than compliance.

Concepts Compliance Motivation Rules Procedures

Consequences Managerial Considerations Instructional Considerations Growth Mindset

True Grit Educator Behaviors Peacekeeping Peacemaking Peacebuilding

Objectives By the end of this session, participants will be able to:

Connect classroom management with student achievement;

Demonstrate how managerial and instructional considerations affect the learning

environment;

Engage educators in reflecting on how their response to situational triggers affect

the classroom environment; and

Use the layout of the classroom and efficient use of rules, procedures and

consequences to positively affect the learning environment, relationship building

and student growth.

Researchers L. Anderson A. Azzam H. Chang M. Csikszentmihaly A. Duckworth C. Dweck E. Emmer

C. Evertson T. Hoerr R. Jackson J. Kounin V. McDermott M. Middleton K. Perks

D. Pink W. Purkey P. Stanley C. Ann Tomlinson Lev Vygotsky A. Zmuder


Part A

Classroom Management Through a Different Lens

Activity One: What Comes to Mind Directions: With your tablemates, respond to the question your group is assigned. Place

your response on chart paper and select a reporter.

1. What comes to mind when you hear the term “classroom management”?

2. What are some attributes of a well-run classroom?

3. What classroom management indicators on the educator evaluation do educators

struggle with most?

Classroom Management: An Unusual Look

The quality of the operating procedures of any environment can make or break how well

the environment is managed. In education, however, a more appropriate word is

“facilitated.” Nevertheless, there are a few existing practices in today’s educational systems

that have a negative impact on the learning environment which more often than not results

in the display of unacceptable behavior by students.

These policies and procedures can stifle creativity and limit the opportunities to learn from

mistakes and end up with students who are not motivated to learn and who, unlike adults,

release their “feelings of suppression” on themselves or their classmates. For example,

most systems require students to comply with school policies (Pink, 2012), with no room

for choice or creativity. The result is two types of students: those who succeed but have

learned nothing (Dweck, 2006) or those who will shut down and do nothing.

Dweck claims that students who succeed and learn nothing will have met the performance

goal, but not necessarily the learning goal. She explains the difference this way: The student

who wants to make an A+ on a test is aiming for the performance goal; the student who

wants to master the concepts on the test content is aiming for the learning goal. Most of us

agree that the latter is more desirable, but educational systems today are about

performance the way Dweck describes it. Some advanced systems define performance as

the students’ ability to create new things, to problem-solve using the newly acquired

information.

Daniel Pink (2009, 2012) clearly delineates between “compliant behavior,” where

individuals do something because someone tells them to, and “engaged behavior” where

individuals do something because they really want to. Many researchers are beginning to

propose that classroom management is less about management and more about instruction


and engagement (Csikszentmihalyi, 1990). He uses the word “flow” to describe a state in

which students get so lost in the learning that they are oblivious to everything around

them, including time being spent on the task. However, the degree of compliance and

sterility in the world of education needs serious attention. These compliant-type policies

and practices indirectly affect what happens to the learning environment. Sometimes we

are stunned as to why the best of lessons go awry.

Azzam (2014) maintains, “If schools truly want to engage students, they need to

downgrade control and compliance—and upgrade autonomy.” This is a profound message

to a system that continues to use strategies such as the sticks-and-carrots approach to

motivate students. These are controlling techniques, which are based on a system of

bribery: if one does what is required, there will be a reward. Motivation is an intrinsic

phenomenon, but extrinsic factors make the experience short-lived.

The learning environment is stymied by over-standardization of classroom management

coupled with rigor, which allows very little room for play, customization and autonomy.

Punishment does not work; try getting students to take ownership of their actions.

Humiliation, shame, expulsions, suspensions and zero-tolerance policies seem to break

students instead of uplift them. Awarding prizes and tokens needs to be done sensibly, and

students must see a direct link between earning the reward and their personal growth, to

the point where the reward is no longer needed. In this one-size- fits-all environment,

students will get restless, and a learning environment will evolve where students cannot

learn, do not want to learn and simply shut down.

Activity Two: Concepts and Terms Directions: In the paragraph above, underline any terms and concepts that resonate with

you. Then in your term groups, discuss the following:

1. How is your assigned term used in the current system of education?


Part B

Instructional Considerations Effective Instructional Practices

In 1980, Evertson and fellow researchers defined classroom management as a matter of

control. By 1994, it was described as “actions educators take to create, implement, and

maintain a classroom that supports learning.” So far, we have been looking at how policies

influence classroom instruction and practices in a way that negatively affects the learner

and the learning environment. Let’s take a closer look at instruction and its effect on

classroom management. How the educator instructs the class can also derail or positively

impact the management and learning systems of the classroom.

We will now talk about effective ways to support instruction. To have an engaged

classroom, educators should keep the following in mind when designing and planning

lessons.

Group Focus: According to the research of Jacob Kounin (1970), keeping students actively

involved and accountable for their work is accomplished three ways:

Group format is the degree to which the organization or formal setup of a learning

activity has been designed to actively involve the non-performers as well as the

performers.

Group alerting is what an educator does to grab the attention of all students in a group

and keep them continuously focused on the learning activity.

Group accountability is simply holding students accountable for doing their work

whether it is completing the assignment or participating in class.

Avoiding Satiation prevents students from becoming bored by paying attention to

progress; valence and challenge arousal; and variety

Progress: Students improve over time and therefore don’t become satiated or take

considerably longer to become satiated

Valence and challenge arousal refers to specific techniques educators use to get

students “psyched up” for the next academic activity—get them to become more

involved, curious or enthusiastic.

Variety An example: designing a day or week with sufficiently different learning

activities so as to limit the amount of time students spend working on the same type of

activity.


Activity Three: Complete the Stem Directions: Complete the following stem, using one indicator from either Group Focus

practices or Avoiding Satiation techniques.

I am implementing ____________________ when I __________________________________________________

________________________________________________________________________________________________________.

Growth Mindsets and Grit

Instruction cannot be effective if educators don’t provide feedback to students. Carol

Dweck (2006) identified two types of responses to feedback. Her research discovered that

young children have a malleable reaction to feedback. This means that they will not equate

the feedback with their ability to succeed. In fact, they use feedback to try harder, to

persevere. For example, if we were to tell a small child a few times that they cannot do

something, they will persist and even experience success, that child is demonstrating a

growth mindset.

In contrast, many adolescents have a set mindset. If given negative feedback, they are more

likely to believe, after several similar comments, that there is something wrong with them.

At that point they may well shut down and stop trying.

More recent research by Duckworth (2013) purports that growth mindset alone will not

guarantee success. According to Duckworth, students must be taught “grit”. Briefly, this

means that one will persevere no matter the setbacks. However, grit has to be intentionally

taught; deliberately having students struggle, be frustrated, become tenacious, and

persevere to accomplish the toughest identified goals.

Proponents of grit have identified six steps to intentionally teach grit.

Step 1 – Educators must establish an environment where it is safe to try, fail, and take risks.

In short an environment that emphasizes, not what happens to you but how you deal with

it.

Step 2 – Educators must set expectations that struggling and frustration are normal every

day occurrences in life.

Step 3 – The concept of grit has to be intentionally taught, by teaching the vocabulary of

grit. An example of using grit vocabulary is when a student is told that the quality of their

work indicates how diligently they applied themselves. The word diligently is a grit word

signifying perseverance, sticking-with-it approach to completing the assignment.


Step 4 – Create a sense of frustration slightly above the students’ Zone of proximal

development, with the caveat that they will be able to revise the assignment until the work

is acceptable.

Step 5 – Monitor the student’s frustration level to help them avoid shutting down.

Step 6 – Encourage students to reflect on what they have learned; Hoerr (2013) suggests

that students should keep track of the tasks they find to be challenging.

Activity Four: Implementing Grit Directions: Respond to the following question. How would you use the six steps to teach

“grit” to students?


Part C

Managerial Considerations Effective Managerial Considerations

Now we’ll begin to examine educator behaviors that may support engaging and well-run

classrooms. These behaviors support instruction, but by and large they focus solely on

educator behaviors; whereas in growth mindset and grit, students also have a part to play

even though the educator is responsible for teaching the skills.

Kounin (1970) identified four behaviors that contribute to the effective management of the

class.

With-it-ness is defined as an educator’s ability to communicate to students that the

educator knows what they are doing in the classroom at all times, even when not looking

directly at them.

Overlapping is the educator’s ability to effectively handle two classroom events at the

same time as opposed to becoming so totally immersed in handling one event that the

other one is neglected.

Smoothness is the educator’s ability to manage smooth transitions between learning

activities and to maintain momentum throughout the lesson (and the day); it is one of the

most important management techniques for keeping students involved in their work and

sustaining the educator’s control of the classroom.

Momentum is maintaining a steady sense of movement throughout lessons and

throughout the day. Effective classroom managers conduct their lessons at a brisk pace,

providing a continuous academic signal for students to focus upon.

Activity Five: Imagine Directions: Respond to the following question. What would an educator have to do to

display Kounin’s four managerial considerations in the classroom?


Task: Which One Belongs to… Managerial Procedures or Instructional Procedures? Place

an M or an I alongside the procedure.

1. Beginning of the day/period activity

2. Using the restroom, drinking fountain, lockers, etc.

3. Makeup work

4. Storing personal belongings

5. Posting assignments

6. Distributing and collecting materials and assignments

7. Getting the teacher’s attention

8. Managing transitions between activities

9. Moving within the classroom or to other school areas

10. Checking papers, providing feedback, and grading

11. Recording attendance and tardiness

Activity Six: Your Theatrical Side Directions: Read the description of the ineffective managerial considerations. Develop a

skit that portrays your group’s assigned behavior. Class will guess the behavior being

portrayed.

Ineffective Managerial Considerations

Kounin identified six behaviors that contributed to ineffective management of the class.

A thrust occurs when the educator suddenly bursts in on the students’ activities with a

new statement or direction, and the students are not ready to receive the educator’s

message.

A dangle is when the educator leaves one activity dangling in midair to start another

and never returns to the first activity.

A truncation is a variation of a dangle except that the educator never returns to the

first activity or returns to it considerably later. A civics educator asks the class to get

out the homework assignment but does nothing with it for the balance of the class time

or returns to it at a point in the lesson but forgets why the request was made.

A flip-flop (another variation of a dangle) happens when the educator terminates an

activity, starts another and then does something to return to the first activity.

A stimulus-bound event is a situation in which the educator interrupts the flow of an

instructional activity to respond to an irrelevant event or one that could have been

handled just as effectively after the learning activity is over.

Overdwelling is spending more time on an issue, such as student behavior or task

performance, than is necessary for the student’s understanding.


Educator Behaviors Research shows us that even more crucial than instructional considerations are educator

behaviors. This is because students deal with the affective approach to learning. In a survey

on what students want most from their educators, students said they want educators who

know their names, are pleasant, know their interests, even visit their homes, participate in

their extracurricular activities, render meaningful instruction, assess their work and offer

suggestions for improvement, and slowly give them autonomy over their learning, as well

as provide opportunities for collaborative learning.

A well-run class gives students avenues to ask for assistance, become self-confident, be able

to manage emotions that may interfere with learning, be able to accept a different point of

view and become responsible decision-makers. Relationships in this class are built on trust,

mutual respect, a belief that all can succeed and actions that make this belief come true.

Educators who can command such classrooms by their own behavior are noted as being

“intentionally inviting” (Purkey and Stanley, 1991). Educators who use inviting behaviors

are positive, possess a growth mindset (use feedback as an opportunity to improve) as

opposed to a set mindset (nothing will improve no matter how hard I try); are very

purposeful in their actions and have the ability to be sensitive to students’ needs. Skills

such as lesson planning, knowing group processes, being able to interpret data, promote

community and parent outreach, and be aware of education policies are all important, but

the inviting nature of an educator tops all.

Activity Seven: Let’s Consult Directions: At your tables discuss possible “inviting,” responses an educator could offer

students when they:

Elevate their voices

Have a poor attitude

Consistently do not complete homework

Have outbursts

Do not follow rules

Wear a shirt with a controversial message

Slap another student

Are constantly tardy


Part D

Rules, Procedures, Consequences

Research Findings

Well-managed classrooms don’t just happen, they are designed, with clear-cut

expectations, rules, procedures and consequences, designed with the group they serve in

mind, shared on the first day and reinforced during the first three weeks of school and

beyond; thereby influencing student behavior throughout the school year.

As a result of their studies in 1980, Emmer, Evertson and Anderson identified common

behaviors of how effective educators organize and manage their classes from the first day

of a new school year and maintain their management effectiveness for the remainder of the

year.

The effectiveness of the rules, procedures and consequences begins with planning before

school starts and anticipating how these plans will be implemented and maintained. To

sustain the effectiveness of the rules, research suggests that educators present, review,

reinforce and reteach the rules diligently, at least within the first three weeks of school. It is

projected that doing so will ensure 33 weeks of teaching and learning with minimal

interruption.

There are distinct differences between rules, procedures and consequences, however.

Rules must be short and well defined. They govern student behavior in a general sense:

Be Prompt or Be Prepared, for example. Procedures govern activities. They may be

numerous at times, depending on the complexity of the activity, and will be likely to change

during the school year as instruction changes. Successful classroom managers are clear on

how these procedures will be handled and make sure that students have the same

understanding. As noted earlier, there are two types of procedures: managerial and

instructional. Managerial procedures deal with activities like using the restroom, storing

personal belongings, collecting and distributing assignments or seeking attention.

Instructional procedures address classroom activities, responding to questions, checking

papers and makeup work or activities during the class period, for example. A creative way

to denote procedures for students is to categorize them as: Take care of yourself; take care

of each other; take care of this place—the classroom.

There are consequences when the procedures or rules are not adhered to. Consequences

can be nonverbal (just a look), verbal (a conference) or formal (a visit to the principal’s

office). Research suggests a hierarchy of consequences—minor, moderate and serious; but


personal growth, rather than be punitive, yielding no change in the behavior it is

attempting to address. Consequences are relationship-building in nature when they

influence students to reflect and change their behavior, develop pro-social skills, fend off

peer pressure and be able to regulate their reactions. A classroom management system that

yields such an outcome supports the development of strong children. Remember, as

Frederick Douglass said, “It is easier to build strong children than to repair broken men.”

No one says students should not be held accountable for their actions. In fact, this is exactly

what is being said. Students cannot reflect on their actions if they do not take ownership of

them. Research describes this as peacemaking and peacebuilding rather than peacekeeping

(Bickmore, 2011). According to Bickmore, peacekeeping refers simply to restrictive rules

that require compliance, but peacemaking practices conversation about values and

restitution, in a way that engenders further dialogue, and conflict resolution that leads

students to a greater understanding of themselves and others. Peacebuilding on the other

hand uses investments in pro-social means to avert disputes.

Activity Eight: A Look at Rules and Consequences Directions: With your grade level (elementary, middle, high) partners, address the

following:

Rewrite two rules used in your classroom in a way that does not reflect an approach

form the deficit model.

List three infractions and the consequences now mandated in the district.

Respond to this question: Do these consequences fulfill the research requirement of

peacemaking and peacebuilding? If yes, explain how; if no, suggest consequences that

could be considered peacemaking and peacebuilding approaches.

Activity Nine: Procedures and Routines Directions: Pull a card from the set. Read the prompt and develop a time-efficient

procedure or routine.


Part E

Coping with Physical Considerations

Activity Ten: Physical Considerations Questionnaire Directions: Review the following questionnaire. Think of your own classroom space and

indicate True or False with the letters (T) or (F).

Then discuss with shoulder partners the implications that the statements you marked as

“F” have on learning in your classroom and suggest ways to address this.

Questionnaire

1. [ ] My classroom arrangement eliminates potential distractions for students and

opportunities for inappropriate behavior, by allowing easy monitoring of students at all

times.

2. [ ] My classroom furniture is arranged to avoid congestion and permit an easy flow of

traffic.

3. [ ] Desks and learning centers are grouped based upon students’ instructional and

behavioral needs.

4. The following areas in my classroom are free of congestion:

[ ] group work areas and learning centers

[ ] classroom entrance and exit

[ ] pencil sharpener and trash can

[ ] lavatory, sink and water fountain

[ ] bookshelves, storage and supply stations

[ ] special displays

[ ] educator’s desk

[ ] computer stations

5. [ ] Nothing obstructs the blackboard, Smart Board, from the view of all students.

6. [ ] There is adequate, conveniently located space for students’ belongings.


7. [ ] My classroom has easily accessible bookcases to store books and materials not kept in students’ desks.

Activity Eleven: Rearview Mirror Directions: Respond to the following:

“No learning has occurred unless behavior has changed.” Share in a Round Robin format, what will change because of the information shared in this session.


Bibliography Azzam, Amy (2014). “Motivated to Learn: A Conversation with Daniel Pink.” Educational Leadership. 72(1). Alexandria, VA: ASCD Bickmore, K. (2011). “Keeping, Making and Building Peace in School.” Social Education, 75(1), 40–44. Chang, H. (2013). Hedy Chang Explains the Who, What and Why of Chronic Absenteeism....www.attendanceworks.org/hedy-chang-explains-the-who-what-and- why Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York City, New York: Harper & Row. Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). ‘‘This Is Kind of Giving a Secret

Away...’’: Students’ Perspectives on Effective Class Management”. Teaching and Teacher Education, 19, 435-444. doi: 10.1016/S0742-051X(03)00027-1

Duckworth, A. What is Grit? (Viewed May, 2014).

https://www.youtube.com/watch?v=Rkoe1e2KZJs Dweck, C. (2006). Mindsets. New York City, New York: Ballatine Books. Ellis, E. S. (1992). LINCS: A Starter Strategy for Vocabulary Learning. Lawrence, Kansas: Edge Enterprises Inc. Emmer, E. T., Evertson, C. M. & Anderson, L. M. (1980). "Effective Classroom Management at the Beginning of the School Year." The Elementary School

Journal 80 (5): 219–231. Evertson, C. M. (1985). "Training Educators in Classroom Management: An Experiment in Secondary Classrooms." Journal of Educational Research 79:51–58. Evertson, C. M. (1989). "Improving Elementary Classroom Management: A School-

Based Training Program for Beginning the Year." Journal of Educational Research 83: 82–90.

Evertson, C. M., & Randolph, C. (1994). "Classroom Management." In Psychology and Educational Practice, ed. Herbert J. Walberg and Geneva D. Haertel. Berkeley, CA: McCutchan.

Evertson, C. M., & Emmer, E. T. (1982). "Effective Management at the Beginning of the School Year in Junior High Classes.” Journal of Educational Psychology 74 (4): 485–498.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&uact=8&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.attendanceworks.org%2Fhedy-chang-explains-the-who-what-and-why-of-chronic-absence%2F&ei=M39FVNrqCKbL8AGcqoGADQ&usg=AFQjCNHcXHzhrOzneItBLMOdfwyTXtem9A&sig2=sYvgClqlxMvMLP5wIscmUg&bvm=bv.77880786,d.b2U

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&uact=8&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.attendanceworks.org%2Fhedy-chang-explains-the-who-what-and-why-of-chronic-absence%2F&ei=M39FVNrqCKbL8AGcqoGADQ&usg=AFQjCNHcXHzhrOzneItBLMOdfwyTXtem9A&sig2=sYvgClqlxMvMLP5wIscmUg&bvm=bv.77880786,d.b2U

https://www.youtube.com/watch?v=Rkoe1e2KZJs


Hoerr, T. R., (2013). Fostering Grit. Alexandria, VA: ASCD. Jackson, R. (2013). Never Underestimate Your Educators: Instructional Leadership for

Excellence in Every Classroom. Alexandria, VA: ASCD. Kounin, J. (1970). Discipline and Group Management in Classrooms. New York City, New York: Holt, Rinehart and Winston. Lyon, A. Grit Curriculum Lesson. The Perseverance Walk. (Viewed April 2014).

https://www.youtube.com/watch?v=F6BZ-boSKts

McDermott, V. (2015). “Student Radio: Magnifying Voices, Preparing a Future.” Alexandria, VA: ASCD Express, 5(22).

Perks. K. & Middleton, M. (2014). Motivation to Learn: Transforming Classroom Culture to Support Student Achievement. Thousand Oaks, CA. Corwin. Pink, D. (2012). Drive: The Surprising Truth of What Motivates Us. New York City, New York: Riverhead Books. Pink, D. (2009). A Whole New Mind. New York City, New York: Riverhead Books. Purkey, W., & Stanley, P. H. (1991). Invitational Teaching, Learning, and Living. Washington, DC: National Education Association. Tomlinson, C. (2014). “Releasing the Will to Learn”. Educational Leadership. Alexandria, VA: ASCD. pp. 86–87.

Vygotsky, L. (1978). Mind in Society: The Development of High Psychological Processes. (translated and edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman). Cambridge, MA: Harvard University Press.

https://www.youtube.com/watch?v=F6BZ-boSKts

Five Great Reasons to Join a Union of Professionals

The American Federation of Teachers:

Supports you in the classroom. Effective learning only takes place

when high-quality teachers, with the support of other competent professionals, have the materials and assistance needed to accomplish the task. Your union is a strong advocate for high-quality classroom materials that are aligned to the standards of achievement we expect our students to meet. We also insist that state and district assessments for measuring student progress are aligned with these standards and that the assessments be used appropriately to support student learning.

Helps you prepare. No matter how well prepared you may have been

before entering the classroom, there is always room for improvement. Ongoing professional development that meets you at your point of need is vital for continued growth as an educator. The AFT and our affiliates deliver some of the finest professional development programs available; and in situations where our programs are not available, we advocate and broker for you to receive the best training possible.

Stands up for you. Whether the discussion is taking place in the White

House, in the halls of Congress, on the floor of your statehouse, in colleges of education or in your local editorial pages, you can be sure that union representatives are weighing in assertively, ensuring that the collective voice of educators comes through clearly and effectively.

Advocates for your profession. No one enters the teaching profession

without a strong desire to help children reach their potential. Yet, at times the realities of life make this calling difficult to stick with. Adequate salaries and benefits are essential in order to keep the best teachers, paraprofessionals and support staff in our public schools. Working conditions such as manageable class sizes, adequate teaching materials, and discipline policies that support teaching and enhance student learning are important factors in ensuring that the best teachers remain in the classroom.

Keeps you informed. American Educator is one of the most highly

respected journals available to keep you informed on current thinking in public education with articles by some of the most capable thinkers and doers in the field. Additionally, there are a host of other publications as well as a comprehensive website that will assist you in addressing the particular needs of your school and classroom.

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AFT SSS: Beyond Classroom Management | Handout

Defining Consequences for Behavior Guide*

LEVEL CONSEQUENCE/INTERVENTION DESCRIPTION Minor

Interventions Use nonverbal cues Move closer Change activity/eliminate

downtime Redirect to task Issue brief desist/warning Have student state rule Change seat

For most teachers, in the beginning of the year, establishing eye contact with a student, frowning or point a finger is usually all that is necessary to stop an inappropriate behavior. Other ways a teacher can address misbehavior without interrupting instruction is to question the student, restate the task to be completed (either privately or to the class), or modify the activity to increase participation. If the behavior continues, make a direct statement, using eye contact and an assertive tone, telling the student to stop the behavior. Having the student state the rule that was broken and explain what he or she should have done can also be effective. Having the student change seats may remove the child from a distracting environment, if that is the problem.

Moderate Interventions

Withhold privilege Assign penalty Contact parent Assign after-school detention Write behavior contract

Moderate interventions are more confrontational in nature and more likely to be met with resistance. While recess is a commonly withheld privilege, others that might be withdrawn include working in a group, choosing a partner, quiet talking (if normally allowed), or periods of free time when students can choose an activity. If withholding a privilege is not effective, some teachers assign


some kind of penalty —an undesirable classroom task or an extra written task, such as explaining the cause of the misbehavior in an essay. Establishing regular contact with parents, through notes, home email or the telephone may result in the teacher’s expectations being reinforced in the home. Some teachers have the student call home and explain the incident of misbehavior.

Serious Interventions

Send to principal’s office Arrange formal parent

conference Refer to counselor/psychologist Refer to alternate school setting

In some cases, a misbehavior is so serious or prolonged that external interventions become necessary. Through a formal conference with parents, special services for the student may be arranged. A principal’s options include suspending the student from school for a time or, in extreme cases, referring the student to an alternative setting.

*Adapted from AFT’s Foundations 1 Training Program.

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Procedures to Rehearse with Students

Entering the classroom Getting to work immediately When you are tardy End of the period class dismissal Listening to/responding to questions Participating in class discussions When you need a pencil or paper Keeping your desk orderly Checking out classroom materials Indicating whether you understand Coming to attention When you are absent Working cooperatively Changing groups Keeping your notebook Going to the office When you need help or conferencing Knowing the schedule for the day or class Keeping a progress report Finding directions for each assignment


Procedures to Rehearse with Students

Passing in paper Exchanging papers Returning student work Getting materials without disturbing others Handing out playground materials Moving about the room Going to the library or career center Headings on papers When you finish early Returning to a task after an interruption Asking a question When a schoolwide announcement is made Walking in the hall during class time Responding to a fire drill Responding to an earthquake Responding to a severe weather alert When visitors are in the classroom If the teacher is out of the classroom If you are suddenly ill Saying “thank you”


The First Day of School and the Rest of the Year

Classroom management is not just about rules, procedures and consequences. On the first

day and throughout the year, student-teacher relationship has a critical role to play. A

study by Cothran, Kulinna, and Garrahy (2003) underscores the key role that positive

student-teacher relationships play in classroom management. Interviews with 182

adolescents ( grades 6-12), representing diverse socioeconomic, cultural , and academic

backgrounds revealed students’ high regard for teachers who listen well, treat students

with respect, and exhibit caring. Some ways to exhibit the behaviors students looked for in

teachers includes the following:

Creating a Caring Environment

Be Welcoming/Inclusive

o Have students sit in a circle and greet one another by saying hello, shaking hands or

giving a high-five

o To create an inclusive atmosphere teach students how to greet one another in

different languages

Learn student names and correct pronunciation

Be aware of your own biases and stereotypes about certain groups or individuals

Learn about cultural origins, behaviors, languages and discourse patterns

Be culturally literate

Talk about the room; explain the use of each section

Explain Rules, Procedures and Consequences with the expectation that those will be

revisited like content during the first three weeks.

Learn a few phrases in native languages of ELL students

Be Sensitive to Concerns

Discipline quietly, privately with respect

Observe mood changes

Take concerns seriously if students confide in you

Be aware of anxiety or difficulty with course material

Look for areas of competency

Student Input/Autonomy

Elicit discussion about classroom expectations

Allow for student input in grouping decisions (at times)

Find out how each student learns best by using surveys and inventories

Allow students to create assignments, choose their own topic for research papers or

construct questions during a lesson

Teach students the art of self-reflection


Be Fair

Set criteria for grades and expected behavior

Acknowledge individuality and student differences

Teach Tolerance

Model traits you want students to exhibit (respect, kindness, tolerance)

Be Real

Share appropriate personal information (family, childhood memories, hobbies,

vacations)

Celebrate your own cultural background as well as the students’ cultures

Admit when you don’t know something or make a mistake

Understand Adolescent Culture

Gain knowledge of pop music, fashion and current movies

Stay up-to-date on technology

Use technology in lessons (webcasts, blogs, twitter)

Hold Class Meetings

Using class meetings at the beginning of the day or class period reinforces the importance

of dialogue and discussion to solve problems. Students learn valuable social and ethical

lessons as well as analyzing and negotiating skills. Class meetings also foster intellectual

development, trust and communication skills. A few guidelines entail:

Establish clear expectations

Make sure everyone has an opportunity to share

Teach social skills for listening respectfully

Discuss issues not people

Use Scaffolds to support student interaction, if needed

Provide concrete examples for younger students and visual aids for older students to

spark discussion

Generate a list of questions for “focused sharing” to reinforce content material or

behavioral/social objectives

Use group activities to build team spirit and a sense of community

Have students role-play, use storytelling, puppets, puzzles and choral reading of

poems/songs that correlate to the meetings main topic or objective


Create a Community

Use news and announcements to:

Create and announcement chart that includes class and school events

Present an academic challenge to develop and reinforce language, math and other

academic skills

Research informs us that there are three phases of classroom management:

1. Planning before the year begins

2. Implementing at the beginning of the school year

3. Maintaining throughout the school year

strategies for student success beyond classroom...

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