Managing the Classroom

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Managing the Classroom

• Keep the Focus on Learning

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DATE CLOCK

• 1.Find a friend with whom you would like to work.
• 2.Schedule a time on the DATE CLOCK by writing
  his/her name on that line.
• 3.Have that person write YOUR name on the
  corresponding line on THEIR paper.
• 4. Repeat this procedure with THREE other
  friends.
• You should have dates scheduled on your DATE
  CLOCK with four friends.

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Why Do We Need to Take this Path?
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Jigsaw

• Divide your article into as many sections as
  there are people at your table. (5-6)
• Read your section of the article and be ready to
  summarize it for your group. (5-7mins)
• Start at the beginning of the article and take
  turns sharing key points from your section.
• Affirmations? New Ideas? Disagreements?

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Managing the Classroom
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Effective teachers understand that the
learning environment they create in their
classrooms may be the single most important
make-or-break element in helping students become
the best they can be. Tomlinson, 2003, p. 5
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Routines and Rules
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• Routines are a way of managing the classroom.
• They are a set of expectations that save time and
  ensure a smooth-functioning classroom.

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Ask yourself the following questions

• How will students respond in class? (raising
  hands, a signal or sign)
• What are the seating arrangements?
• How will students enter and exit the classroom?
• How will tardiness and absences be handled?
• How much can students interact with each other?
• How will homework be handled?
• How will missed work or makeup work be handled?
• What will happen when a rule is violated?
• How will classroom visitors be handled?

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Rules

• General expectations for behavior
• Beginning and ending the class day
• Transitions and interruptions
• Materials and equipment
• Group work
• Seatwork and teacher-led activities
• ALLOW STUDENTS to be involved in creating the
  rules.
• Keep number of rules between 5-8.

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Room Arrangements
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Room Arrangements
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What is your most effective room arrangement?

• Share with your table.
• Any great ones to share with all?

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GROUPING
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Cooperative Groups

• Cooperative group work is a powerful
  instructional activity.
• To be effective relevant rules and procedures
  must be implemented
• movement in and out of the group
• expected behaviors of students in the group
• group communication with the teacher

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Pre-Assigned Standing Groups
Text Teams
Peer Partners

• Similar Readiness
• Reading Pairs

• Student selected
• Groups 3 or 4

Teacher Talkers
Think Tanks

• Groups of 5-7 with
• similar learning needs
• with whom the teacher
• will meet to extend and
• support growth

• Mixed Readiness
• Brainstorming
• Groups of 4 or 5

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Flexible Grouping

• Should be purposeful
• may be based on student interest, learning
  profile and/or readiness
• may be based on needs observed during learning
  times

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Flexible Grouping cont.

• Implementation
• purposefully plan using information collected
  interest surveys,
• learning profile inventories, exit cards, quick
  writes, observations
• list groups on an overhead or place in folders
  or mailboxes
• on the fly as invitational groups.

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Flexible Grouping cont.

• Cautions
• avoid turning groups into tracking situations
• provide opportunities for students to work
  within a variety of groups
• practice moving into group situations and
  assuming roles within the group.

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Anchor Activities

• Anchor activities are ongoing assignments that
  students can work on independently throughout a
  unit, a grading period or longer.

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Using Anchor Activities
RAPID ROBIN
Im Not Finished Freddie
The Dreaded Early Finisher
It takes him an hour-and-a-half to watch 60
Minutes.
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Types of anchor activities

• Silent Reading
• Journal Writing or Learning Logs
• Vocabulary Work
• Math Problem of the Day
• Learning Center
• Spelling Practice
• Art Projects

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Give Three/Take Three

• Fold a sheet of paper in half, label left column
  as Give Three and right column as Take Three.
• List three unique anchor activities you have used
  in your classroom in the left column.
• Move around the room giving and taking anchor
  ideas from peers.

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Anchor ActivitiesWhat Do I Do If I Finish Early?

• Work on independent study of your choice
• Play a math or language game
• Find out how to say your spelling words in
  another language
• Practice ACT / SAT cards
• Solve a challenge puzzle with write it up
• Practice anything!
• Get a jump on homework
• Use your imagination and creativity to challenge
  yourself!

• Read comics, letters, books, encyclopedia,
  poetry, etc.
• Write a letter, poetry in your Writers
  Notebook, a story, a comic, etc.
• Practice your cursive or calligraphy
• Keyboarding
• Help someone else
• Create math story problems or puzzles

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How can I assess anchor activities?

• Ongoing anecdotal records and checklists
• Student conferences for evaluation and
• goal setting
• Learning journals
• Student portfolios
• Rubrics
• Random checks
• Peer review

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• Anchor activities should be for ALL your
  students. Not just for the students finishing
  early.
• Consider setting aside time each week for all
  students to have access to anchor activities.
  (before lunch, etc. )

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Classroom Procedures and Roles
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Roles for students

• Reader someone who reads the material out loud
  to the team
• Writer records the best answers from the team
• Materials handler gets any materials or
  equipment needed
• Encourager watches to make sure that everyone
  is participating
• Noise Monitor uses a non-verbal signal to
  remind team members to lower noise level.
• Summarizer summarizes the material so team can
  check for understanding
• Timekeeper helps keep track of time

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Teacher Checklist for Group Work

• Students understand the task goals.
• Students understand whats expected of
  individuals to make the group
• work well.
• The task matches the goals (leads students to
  what they should know, understand, and be able to
  do).
• Most kids should find the task interesting.
• The task requires an important contribution from
  each group
• The task is likely to be demanding of the group
  and its members.
• The task requires genuine collaboration to
  achieve shared understanding.
• Theres a way out for students who are not
  succeeding with the group.
• There is opportunity for teacher or peer
  coaching and in-process quality checks.
• Students understand what to do when they
  complete their work at a high level of quality.
• 
  
  Tomlinson 2000

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Procedures
Classroom Attendance/ Lunch Count Restroom and
Drinking Fountain Recess Indoor/Outdoor
Lunchroom Hallways H Hands behind back
A ALL eyes straight ahead
L Lips sealed L Low
speed Classroom Jobs Quiet Signals
Knock-Knock, Ring-Ring or Give me
Five
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Behavior
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• Pro-active teaching is the best approach.
• Focus on what other students are doing RIGHT
  instead of what the culprit is doing wrong.
• For example
• Janet, thank you for putting your books away so
  quickly. ?
• Not Fred, How many times have I told you to put
  your books away? ?

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How to keep the troops behaving .

• The most effective prevention of inappropriate
  behavior is good instruction!
• After that comes physical presence.
• A friendly reminder.
• A firm reminder in private.
• And then the student handbook kicks in.

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• Research proves that hyperactive kids are NEVER
  absent.

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• (Just kidding checking to see if you are still
  awake)

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Teacher/Student Contract
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Working Conditions for Anchor Activities
If you are working on anchor activities while
others in the class are busy with more teacher
directed activities, you are expected to follow
these guidelines 1. Stay on task at all times
with the anchor activities you have chosen. 2.
Dont talk to the teacher while he or she is
teaching. 3. When you need help, and the teacher
is busy, ask someone else who is also working
on the anchor activities. 4. If no one else can
help you, continue to try the activity until the
teacher is available, or move on to another
activity until the teacher is free. 5. Use
6-inch voices when talking to each other about
the anchor activities. (These are voices that can
be heard no more than 6 inches away.) 6. Never
brag about your opportunities to work on the
anchor activities. 7. If you must go in and out
of the room, do so soundlessly. 8. If you are
going to work in another location, stay on task
there, and follow the directions of the adult in
charge. 9. Dont bother anyone else. 10. Dont
call attention to yourself. I agree to the
conditions described above, and know that if I
dont follow them, I may lose the opportunity to
continue with the anchor activities and may have
to rejoin the class for teacher-directed
instruction. ___________________

__________________ Teachers signature

Students signature (Winebrenner 97)
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Classroom Management That Worksby Robert
Marzano
Wonderful Book For A Book Study!!
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Student Achievement

• The teacher is probably the single most important
  factor affecting student achievement.
• Effective teachers appear to be effective with
  students of all achievement levels regardless of
  the levels of heterogeneity in their classes.

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The effective teacher performs three major roles
according to Marzano

• making wise choices about the most effective
  instructional strategies to employ,
• (2) designing classroom curriculum to facilitate
  student learning, and
• (3) making effective use of classroom management
  techniques.
• Classroom Management that Works, Marzano, p. 3

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4 Management Factors Associated with
Effectiveness

• Rules and Procedures
• Disciplinary Interventions
• Teacher-student relationships
• Teacher Mental set

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What is the difference between ?

• List at least 6 behavioral patterns/ routines/ or
  expectations that you have for the students in
  your class.
• Label R for Rules/P for Procedure

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Rules Procedures Stated Expectations
Regarding Behavior

• Rule- have to
• identifies general expectations or standards,
  e.g., respect others and their property

• Procedure how to
• communicates expectations for specific behaviors,
  e.g., collecting assignments, turning in late
  work, etc.

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Problem Behaviors

• Difficult, high needs students may have many
  problems outside of school as well. Consider the
  following chart..

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Classroom Management That Works, Marzano, p. 31.
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Classroom Management That Works, Marzano, p. 31.
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Five Categories of High-Need Students
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With-it-ness

• disposition to quickly and accurately identify
  problem behavior and act on it immediately.
• (Kounin)

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React Immediately

• Walk around
• Periodically scan the classroom
• Pay attention to potential problems
• Make eye contact try the pregnant pause.
• If eye contact doesnt work, move closer
• If moving closer doesnt work, say something
  privately to the student.
• Think about reading this with other co-workers.
  How about a weekly lunch study group?

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Rubrics for Assessing Group Work
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FYI Need help with organization?
Flylady will help you organize your home and
classroom. Visit www.flylady.net and she will
provide you with suggestions to make your life
more manageable at home and school!
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Flylady.net

• LESSON 1 Start the New Year Checklist
• LESSON 2 You Cant Organize Clutter
• (Keep one thing in mind as you declutter your
  classroom the one with the most school supplies
  does not win.)
• Lesson 3 Cleaning for the Classroom
• Lesson 4 Daily Routines
• Lesson 5 How to Build Good Work Habits
• Lesson 6 Setting up our Control Journals

http//www.flylady.net/pages/teacher_cj.asp
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Group Activity Tower Building
Make a date
Check your Clock Organizer meet with your 300
partner.
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Build a Tower, Build a Team

• You should be in a group of 6.
• Assign these roles
• A leader
• A cooperative observer ( use the chart but DOES
  NOT build!)
• 4 builders
• Each team should have
• 3 styrofoam coffee cups, 2 dozen stirrers, 12
  inches of masking tape, a paper clip

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The Task

• Build a free standing tower using all materials
  within 10 minutes.
• All Builders must contribute.
• Do not begin until your COOPERATIVE OBSERVER
  returns to your group.

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Winning Categories

• Height (10 points)
• Stability (10 points)
• Attractiveness (5 points)
• Creativity (5 points)
• Cooperation Score

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Think about

• What were the criteria for this project?
• Which strategies did your team use to obtain the
  highest score on your tower.
• How did the cooperation criteria influence the
  groups thinking?
• Why and how would this activity be useful in your
  classroom?

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Rewards/etc.
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Paper Slip Rewards
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People Search Activity

• Find another person in the room to initial on
  each line.
• If they initial the line, they must tell you the
  answer
• to the question.
• Every line must have a different initial.

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A quote that makes you go hmmm
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IVE COME TO A FRIGHTENING CONCLUSION THAT I AM
THE DECISIVE ELEMENT IN THE CLASSROOM. ITS MY
PERSONAL APPROACH THAT CREATES THE CLIMATE.
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ITS MY DAILY MOOD THAT MAKES THE WEATHER. AS
A TEACHER, I HAVE A TREMENDOUS POWER TO MAKE A
CHILDS LIFE MISERABLE OR JOYOUS.
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I CAN BE A TOOL OF TORTURE OR AN INSTRUMENT OF
INSPIRATION. I CAN HUMILIATE OR HUMOR, HURT OR
HEAL.
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IN ALL SITUATIONS, IT IS MY RESPONSE THAT DECIDES
WHETHER A CRISIS WILL BE ESCALATED OR DEESCALATED
AND A CHILD HUMANIZED OR DEHUMANIZED.
-Ginott
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Email
Fill in an email slip to tell someone what you
have learned from the past two days of
Standards-Based workshop.
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Coming Attraction100 WWHS

• Dr. Chris ONeal
• Former elementary and middle school teacher.
• Received numerous teacher of the year awards.
• Worked with teachers at high-risk schools to
  enhance classroom practices