INSTRUCTION AS A MANAGEMENT TOOL OR HOW CAN I GET THEM TO STOP ...

If you do not have a well planned lesson for the day, the students will !! How does this relate to what just happened? INSTRUCTION AS A MANAGEMENT TOOL OR HOW CAN I GET THEM TO STOP MESSING AROUND AND LEARN SOMETHING! • Good instruction and organized, efficient classroom management will help solve or prevent many discipline problems •Some causes of behavior disruptions are related to instruction. •Adhering to principles of good teaching during instructional time can cut down on potential disruptions. Prevention is better than cure Proverb Classroom Management and Instruction MANAGEMENT INSTRUCTION ASSESSMENT Teachers who do (pedagogically) have fewer management problems. Recall what successes you had as a student. •What did specific teachers do that helped you be successful? •What did you do as a student that helped you be successful? Brainstorm the Causes of Student Behavior Problems •Write each cause on a separate slip of paper •Sort the causes into these categories: Under Teacher Control Outside of Teacher Control 1.The Physical Environment a.Well ventilated room b. Glare-free lighting c.Colorful and informative bulletin boards d. Clean and orderly room e. Visibility from all areas of the room you and the student 2. Meeting Individual Differences a.Differentiated Assignments b.Grouping c.Choices and Decisions 3. Planning a.Meaningful activities b.Procedures c.Student Engagement d.“Sponge” Activities 4.Instruction a.Focus Attention b.Over-Dwelling c.“Overlappingness” d.Smooth Transitions e.Know When To Stop f.Check for Understanding 5.Emotional Objectivity a.Do not take the students behavior personally b.Maintain a professional, business-like demeanor REFLECTION Which of these parts of “Good Instruction” do I need to be more aware of in my teaching? “DURING THE FIRST WEEKS OF SCHOOL, DO NOT WORRY ABOUT HOW MUCH YOU ARE TEACHING; RATHER, FOCUS ON PREVENTIVE DISCIPLINE AND CLASSROOM MANAGEMENT. THE INSTRUCTION WILL COME SOON ENOUGH IN A WELL-MANAGED CLASSROOM.” TEACHERS GUIDE TO SUCCESS WELCOME TO THE SESSION I AM GLAD YOU ARE HERE PLEASE TAKE A SNACK AND HAVE A SEAT. Using Instruction as a Management Tool Opener/Icebreaker: How will you create an optimal learning climate? Allow 5 minutes OPTION 1: ROLE PLAYING: As the participants come to the session, do NOTHING THAT RESEMBLES GOOD TEACHING. Look through papers, drop pens on the floor, etc… Allow them to wonder why you are leading this session!! • After about 2 minutes, show Slide 1. • Ask the question, (included on the slide) “How does this statement relate to what just happened?” Sharing : Allow 3 minutes OPTION 2: ROLE PLAYING: As the participants come to the session, greet them at the door, have all your materials ready and prepared in full view. Introduce yourself and allow the participants to introduce themselves. Do all the right things. Note: Slide 15 can be on screen as participants enter. This will require a reorganization of the slide order. Allow 2 minutes • Show Slide 1. • Ask the question, (included on the slide) “How does this statement relate to what just happened?” Sharing : Allow 3 minutes Lesson Objective(s): What will you be teaching? What will participants know and be able to do Slide 2 and 3 Allow 2 minutes • Participants will explore how effective instruction is a management tool. In doing so the participants will answer the following questions. • • • How can good instructional practices help to prevent management problems? How are some causes of behavioral disruptions related to instruction? What are some examples of “good teaching during instructional time” that reduce potential disruptions? Participants will explore how the answers to these questions impact their classroom experience. Assessment (Traditional/Authentic) • The participants will reflect on the key ideas of using instruction as a management tool. • These responses and their responses on the final evaluation sheet will reflect their understanding of Using Instruction as a Management Tool. Ways to Gain/Maintain Attention: How will you gain and maintain participants’ attention? Consider need, novelty, meaning, or emotion. • Varied activities, building on participants understanding, movement, reflections, humor Note to Teacher Consultant: Slide 4 and 5 can be used as a transition to Lesson 1 Content Chunks: How will you divide and teach the content to engage participants’ brains? Lesson Segment 1: How can good instructional practices help to prevent management problems? Learning Activity: Slide 6: This slide contains the statement: Teachers who do (pedagogically) have fewer management problems. • Participants will be given a placemat activity sheet on which their own responses can be recorded. Allow 5 minutes Note: Teacher Consultant: See Handout 3 for placemat activity instructions. • The participants will be prompted by being asked to think about the following: • Recall what successes you had as a student o What did specific teachers do that helped you be successful? o What did you do as a student that helped you be successful? Processing Activity: The participants will share their responses and a recorder will write the common responses in the center. Allow 2 minutes Note: Teacher Consultant: Lesson requires large paper and markers Lesson Segment 2: How are some causes of behavioral disruptions related to instruction? Learning Activity: Slide 7: This slide asks the participants to: • Brainstorm the causes of student behavior problems. The participants should write each cause on a post it or small piece of paper. Allow 3 minutes. • The participants will then be asked to sort the list into these categories: o those behaviors the teacher can control through instruction o those behaviors that the teacher cannot control through instruction Allow 5 minutes Processing Activity: This slide asks the participants to reflect on the list and be ready to discuss their reasons for sorting their responses. Note: The teacher consultant should monitor responses and be prepared to discuss the responses from the viewpoint that many behavioral disruptions can be, at least in general, prevented by good instructional planning. See reference section for additional resources. Note: Teacher Consultant: This lesson requires small pieces of paper or Post-Its. Lesson Segment 3: What are some examples of “good teaching during instructional time” that reduce potential disruptions? Learning Activity: Slide 8-12: This series of slides asks the participants to: o Think of the classrooms you have been in as a student, student teacher, or an observer. o What specific instructional strategies do you remember seeing that helped that teacher be successful? Allow 3 minutes. NOTE: Teacher Consultant can refer to Chapter 18 of “The Teachers Guide to Success” as reference o The participants will then be asked to share their ideas with the whole group or in small groups depending upon the total group size. Allow 2 minutes o Share Slides 8 – 12 showing the information found in Chapter 18 of “The Teachers Guide to Success.” o Participants should predict the information to be filled on Handout 1. Allow 23 minutes Note: Teacher Consultant: Refer to Handout 2 for additional information. Including this handout for participants at the end of Lesson 3 may be helpful. Processing Activity: Slide 13: Allow 3 minutes • Ask the participants to reflect on the information in the lesson in terms of the following question: Which of these parts of “Good Instruction” do I need to be more aware of in my teaching? Closure: Slide 14: How will you bring your presentation to a close and have participants reflect on new learning and create their plan implementation? Allow 2 minutes Evaluation: How will you have participants evaluate the training session? How will you (the presenter) note what worked and what didn’t work? Brain Compatible Strategies: Which will you use to deliver content? Brainstorming/Discussion Graphic Organizers/Semantic Maps/Word Webs Metaphor/Analogy/Simile Music/Rhythm/Rhyme/Rap Visualization/Guided Imagery Writing/Journals Other Drawing/Artwork Humor Mnemonic devices Storytelling Technology Visuals Reading/Discussions Games Manipulative/Experiments/Models Movement Reciprocal Teaching/Cooperative Learning Role-play/Drama/Pantomime/Charades References The Teachers Guide to Success Discipline Survival Kit for the Secondary Teacher Ellen L. Kronowitz Julia G. Thompson www.calstatela.edu/faculty/jshindl/cm/Chapter12pedagogyManagement.htm www.reproline.jhu.edu/english/5tools/5icebreak/icebreak2.htm Notes: The Physical Environment a b c d e Meeting Individual Differences a b c Planning a b c d Instruction a b c d e f g h Emotional Objectivity a b c e f COMMENTS/QUESTIONS/EXTRA NOTES/REFLECTIONS 1. The Physical Environment a. Well ventilated room b. Glare-free lighting c. Colorful and Informative bulletin boards d. Clean and orderly room e. Visibility from all areas of the room for you and the student 2. Meeting Individual Differences a. Differentiated Assignments b. Grouping c. Choices and Decisions 3. Planning a. Meaningful activities i. Design lessons to motivate the students. b. Procedures i. Orderly procedures to facilitate all activities in the classroom. c. Student Engagement i. Engaged students are on task. d. “Sponge” Activities i. Develop a list of activities to use in the event of “down time.” ii. Should relate to your curriculum iii. Should require minimum preparation 4. Instruction a. Focus Attention i. Questioning techniques to keep the students on the “cognitive hook” ii. Begin only when you have everyone undivided attention iii. Calling on students randomly or using “name sticks” b. Over-Dwelling and Fragmentation i. Over-dwelling- spending too much time on directions, irrelevant details, etc.. ii. Fragmentation- Breaking the lesson into to many unnecessary steps c. “Withitness” (Kounin 1977) 1. Observe the class as you teach. 2. Make eye contact, move around the room, proximity. d. Variety and Group Alerting 1. Vary lesson formats, group size, media, materials e. Overlappingness (Kounin 1977) i. Learn to multi-task in the classroom. Remember: You can teach the lesson but have no learning occur. ii. Examples: Walking over to a student who is tapping their pencil or writing a note while still continuing to teach the lesson. Answering a student’s question while making eye contact with an off-task student. f. Smooth Transitions i. Avoid : 1. Dangles and flip flops: leaving one activity, going to another, and then returning to the original activity. 2. Thrusts: Going through an activity without attention to student readiness. 3. Truncations: Aborting an activity and never going back to it. ii. These confuse the student and may cause some to act out. g. Know When To Stop i. Know when the students have reached their saturation point. ii. Attempt to bring closure before that point. h. Check for Understanding i. Before you move on after a teacher-directed activity, be sure the students understand what to do next. 1. Ask for someone to summarize your directions 2. Always ask for questions 3. Be aware of the hijackers- those students who ask questions to delay the start of the next activity. 5. Emotional Objectivity a. No matter how upset you are with a student, keep a professional manner. b. Do not take it personally. c. Do not personalize the consequence – be firm and clear. d. Focus on the behavior and the causes – not how you feel. e. Do not feel sorry for the student or apologize. Placemat Activity Materials • • One large piece of paper per team One marker per team Procedure • Team creates a placemat Draws one large rectangle in the center. Draw lines from the rectangle to the center of the paper to create individual writing areas. Leader poses a question or problem Members then pool work and collaborate on a team answer. Recorder then writes the answer in the center space. • •