Welcome to “12 Strategies_” SELF STARTER_

Document Sample
Welcome to “12 Strategies_” SELF STARTER_ Powered By Docstoc
					              Welcome to “12
               Strategies!”

      SELF STARTER:
Select one:

   Write down the one behavior strategy that
   you wish everyone knew.
             Public Education:
         We Teach Them ALL
Students who have…
   Disabilities
   Extraordinary Gifts
   Ethnic Differences
   Home Language Other Than English
   Economically Disadvantages
   Medical Issues
              Public Education:
          We Teach Them ALL
Students who are…
   Highly distractible and highly verbal
   Conflicted with issues at home
   Mobile, attending a number of schools
   Focused on peers and social relationships
   Non-readers
   Tired from part time jobs, late parties
“I think I’ll take the day off!”
    “Looks like we lost another
    good teacher!”
 “Looks like we lost another
  good teacher!”
  What it takes to control your
             class:

 “Good classroom managers
are teachers who understand
and use specific techniques.”

                  --Robert Marzano, 2003
  What it takes to control your
             class:
    “Good classroom managers are
  teachers who understand and use
        specific techniques.”
ENGAGEMENT:
    23 percentile points higher



                    --Robert Marzano, 2003
  What it takes to control your
             class:
    “Good classroom managers are
  teachers who understand and use
        specific techniques.”
ENGAGEMENT:
    23 percentile points higher

ACHIEVEMENT:
   20 percentile points higher
                     --Robert Marzano, 2003
“Sure
teaching is
both an art
and a
science…bu
t it’s also
guerrilla
warfare.”
         So, what’s with these
            12 strategies?

   Focused on new teachers
   Not new, just compiled
   Not every teacher needs every strategy
   Helpful for mentors, principals
   Acknowledgements…
         5 Assumptions

1. Prevention is more effective than
  intervention.
            5 Assumptions

1. Prevention is better than intervention.
2. Good relationships are your
   most effective tool.
            5 Assumptions

1. Prevention is better than intervention.
2. Good relationships are your best tool.
3. There is no substitute for good
   instruction.
              5 Assumptions

1.   Prevention is better than intervention.
2.   Good relationships are your best tool.
3.   No substitute for good teaching.
4.   Effective strategies are those
     that preserve dignity.
            5 Assumptions

1. Prevention is better than intervention.
2. Relationships are your best tool.
3. No substitute for good teaching.
4. Effective strategies preserve dignity.
5. Acting the professional works.
“I’m home
a little
early, dear.
The kids
torched the
school.”
6 Strategies to Prevent
  Behavior Problems
STRATEGY 1: Social Cues
   STRATEGY 1: Social Cues

A simple statement that a teacher
makes to a class that…
…restates a desired behavior,
…attributes it to a specific student,
…loud enough to ‘cue’ the entire class,
…targeted to an area of teacher concern,
…indicates that this behavior helps you.
 STRATEGY 1: Social Cues

“What should their behavior look
like or sound like?”
                --Dr. Ellen Williams (1996)
  STRATEGY 1: Social Cues

CAVEATS:
 …Don’t over use them, 2 or 3 should be
  enough.
 …Adjust to the age of your students.
 …Never use sarcasm!
 …Be sincere.
  STRATEGY 1: Social Cues

THINK TIME:

     What is the difference
   between a social cue and
     a positive comment?
STRATEGY 2: Attention Signal
STRATEGY 2: Attention Signal

A signal saying you are ready to
begin, so their attention is required.
STRATEGY 2: Attention Signal

 1. Give a warning.
 2. Take your mark.
 3. Use your signal.
 4. Make eye contact.
 5. Use 2 or 3 social cues.
 6. Begin immediately.
 STRATEGY 3:
Use Self Starters
             STRATEGY 3:
            Use Self Starters
   Behavior in my classroom is NOT an
    extension of behavior in the halls.
   I need 5-10 minutes to take roll, sign
    notes, and open my lesson plan.
   I need your full attention when I am ready
    to begin today’s lesson.
   Take time to get yourself organized and
    settled down to begin today’s work.
         STRATEGY 3:
        Use Self Starters

1. Directions & materials
         STRATEGY 3:
        Use Self Starters

1. Directions & materials
2. 5 to 10 minutes
         STRATEGY 3:
        Use Self Starters

1. Directions & materials
2. 5 to 10 minutes
3. Most students already fluent
         STRATEGY 3:
        Use Self Starters

1. Directions & materials
2. 5 to 10 minutes
3. Most students already fluent
4. Work must be turned in
            STRATEGY 3:
           Use Self Starters
EXAMPLES:
 One paragraph: should colleges spend
  millions of education dollars on football?
 Calculate the average of…
 Pick a tool that can slice off a finger, then
  write 5 safety rules for its use.
 Should a mosque be built next to 9/11’s
  “ground zero” in New York? Why?
 List as many adjectives as you can.
 STRATEGY 4:
Proximity Control
        STRATEGY 4:
       Proximity Control

Reflection Question:
In your classroom who is giving
you the best attention…
       the kids in the front rows,
or
       the kids in the back?
      STRATEGY 4:
     Proximity Control


Move frequently throughout your
classroom to constantly create new
“front rows” of student attention.
                STRATEGY 4:
               Proximity Control
   Stay on the move during…
          Seatwork
          Lectures
          Demonstrations
          Group work
          Overhead presentations
   Don’t sit at your desk when students are
    present.
STRATEGY 5:
Use Time Limits
       STRATEGY 5:
       Use Time Limits

Reflection Question:

Do your students think they have
plenty of time to just kick back?
               STRATEGY 5:
               Use Time Limits
Time as a Teacher’s Ally:
   Improves our efficiency
   Motivate students
   Keep activities fresh, our pacing crisp
   Help them learn to manage their time
   Anchor students in the moment
   Communicates that you are organized
         STRATEGY 5:
     Making Time YOUR Ally

1. Sub-divide block periods
2. Post today’s schedule
3. Give a clear time limit for each task
4. Give 1-2 minute warnings
5. Use a timer or a watch
6. Make use of “wait time”
    STRATEGY 6:
Manage Your Transitions
     STRATEGY 6:
 Manage Your Transitions


What bugs you about your
       transitions?
    STRATEGY 6:
Manage Your Transitions
         STRATEGY 6:
     Manage Your Transitions
1. Be prepared!
2. Use your attention signal.
3. Explain your expectations.
4. Opportunity to ask questions.
5. Signal to begin, use social cues.
6. 5-second warning
7. Use your attention signal.
           STRATEGY 6:
         More Transition Tips
1. “Ticket”: write down 1st & 2nd things you
     will do when you enter the shop.
2.   “Sell” the next activity.
3.   Prepare an attention grabber.
4.   Try to simplify by numbering the next
     steps students are to take.
5.   Give a warning that a transition is about
     to occur
3 Strategies to Develop
 Positive Relationships
STRATEGY 7:
Show You Care
           STRATEGY 7:
           Show You Care
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door
           STRATEGY 7:
           Show You Care
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door


CAUTION: Be the teacher, not the peer.
STRATEGY 8:
 Build Trust
          STRATEGY 8:
           Build Trust
1. If you say it, mean it.
             STRATEGY 8:
              Build Trust
1. If you say it, mean it.
2. Be consistent.
             STRATEGY 8:
              Build Trust
1. If you say it, mean it.
2. Be consistent.
3. Be the professional.
STRATEGY 9:
Show Respect
    STRATEGY 9:
    Show Respect
The only thing we can
   really control…

   … is ourselves!
            STRATEGY 9:
            Show Respect
1. Address students by name
2. Use ‘Please’ and ‘Thank you’
3. Use a calm, warm speaking voice
4. Smile
5. Avoid sarcasm
6. Be on time and be ready
7. Assume benevolence
8. Preserve student dignity
       STRATEGY 9:
       Show Respect


“We must be the change we
  wish to see in the world.”

             --Mahatma Ghandhi
Strategies to Intervene when
  Behavior Problems Arise
Strategies to Intervene when
  Behavior Problems Arise

     Teachers who use effective
 interventions decrease classroom
            disruptions by
        32 percentile points!


                   --Robert Marzano, 2003
    STRATEGY 10:
The Clipboard Technique
     STRATEGY 10:
 The Clipboard Technique


   Do your students believe
they will be held accountable
     for their behavior?
        STRATEGY 10:
    The Clipboard Technique
 Carry the class roster with you on a
  clipboard.
 Show you notice.
 Use the data.
 Notice the positive, use incentives.
        STRATEGY 10:
    The Clipboard Technique
Check the Chart before:
 “I need someone to go to the
  computer to look up…”
 “OK, as I call your name you can
  move into the shop to get
  started.”
 [Intercom:]
    “Please send someone to pick
        STRATEGY 10:
    The Clipboard Technique
Check the Chart before:
 “The following students can now
  go to the library…”
 “Mark, instead of this one, could
  you help Juan with his
  assignment?”
 “I need someone to help me set
  up…”
         STRATEGY 10:
     The Clipboard Technique
Adaptation: during the self starter…
   walk about the room (proximity)
   take roll roll on the clipboard,
   mark late-comers as they enter,
   mark homework completion
   deal with individual issues.
    Strategies to Improve the
    Quality of our Instruction
Could there be a relationship between
the
 quality of classroom instruction, and
 the quality of student behavior?
 Strategies to Improve the
 Quality of our Instruction
As a student, think of a time when
YOU caused problems for your
teacher. Write down what caused
you to do this.
     STRATEGY 11:
Keep Your Pacing Crisp and
   Your Students Active
       STRATEGY 11:
    Keep Your Pacing Crisp

Attention span is about half the
   student’s age.
                          (Fortin 2008)
         STRATEGY 11:
      Keep Your Pacing Crisp
Attention span is about half the student’s age.
   (Fortin 2008)


35 years ago average a 13-year-old’s
   attention span was 15 min. Today
   average adult attention span is only
   20 min.
                                     (Reynolds 2008)
         STRATEGY 11:
      Keep Your Pacing Crisp
Attention span is about half the student’s age.
   (Fortin 2008)

35 years ago average 13-year-old attention span
    was 15 min. Today average adult attention
    span is only 20 min. (Reynolds 2008)

In England the attention span of adults
   has fallen from 12 min. to 5 min over
   the past 10 years. (Lloyd’s 2008)
       STRATEGY 11:
    Keep Your Pacing Crisp


Why has the attention span of our
 students become so short?
        STRATEGY 11:
     Keep Your Pacing Crisp

 Pick up the pace.
 Move beyond the rote.
 Break up the boredom with change-
  ups.
 Use ‘Sponge Activities.’
Strategies to Improve the
 Professionalism of our
         Practice
“That’s the second time this week that
 Ms. Dickey has left her class early to
     Strategies to Improve the
      Professionalism of our
              Practice

Write down the one behavior strategy
    that you wish everyone knew.
STRATEGY 12:
  Keep Up
 STRATEGY 12:
   Keep Up


“Withitness”
   Jacob Kounin (1970)
        STRATEGY 12:
          Keep Up


 What can teachers do to have
‘eyes in the back of your head?’
          STRATEGY 12:
            Keep Up
 Scan the class frequently.
 Buffer the interruptions.
 Avoid procedures that encourage
  distractions.
 Intervene in a timely, accurate
  fashion.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:10/15/2012
language:English
pages:81