Brian Housand, PhD East Carolina University Spring 2010

1. TCHR 6020MAT Classroom ManagementClass #4 Dr. Brian Housand East Carolina University Monday, February 1, 2010

2. Welcome Back Get a laptop. Go to http://moourl.com/6020 Take Today’s Poll. Log onand post a message at http://todaysmeet.com/6020

3. Today’s Agenda Week in Review / Tales from the Field Charles & Moorish RTM: Developing a Hypothesis GimmeFive The Wong Way CMP: Protocols and Procedures

4. My Week in Review Anchorage Google Buzz NC Gifted Conference Snow Olympics

5. Tales from the Field

7. Morrish

9. Ronald MoorishReal Discipline

10. Ronald Morrish’sReal Discipline Students do not enter school knowing how to behave responsibly, nor do they learn self-discipline from experience alone. To acquire these essential skills, they need supportive guidance from enlightened, caring teachers.

11. Morrish: Choice has Failed Does not demand proper behavior from students. Requires teachers to bargain and negotiate with students. Does not teach students how they are supposed to behave.

12. Real Discipline is… a lot more than simply giving choices to children and then dealing with the aftermath. We have to teach them right from wrong. We have to teach them to respect legitimate authority. We have to teach them the lesson that have been learned by others and by ourselves. Then, and only then will we enjoy watching them develop into adults.

13. Phase 1: Training for Compliance Should be a Non-thinking activity. Students should comply automatically and habitually. Rules and Compliance You don’t have rules unless you can enforce them. Insistence is the best strategy for enforcing rules. Limits and Compliance Never give students a choice when it comes to limits. Bargaining shifts the power to the students Authority and Compliance Reestablish teacher as the authority Respect first, appreciation second

14. Phase 2: Teaching Students How to Behave Teacher sets the classroom rules Quickly teach rules through explanation, demonstration, practice, and corrective feedback. Students must be taught what to do Direct instruction and carefully supervised practice Don’t scold or punish. Instead have them redo the behavior in an acceptable manner and continue to practice it.

15. Phase 3: Managing Student Choice Develop greater independence by providing more choice as students prove they are able to handle choice Choice must have limits and compliance If students don’t care much about outcome of a goal, they should not be allowed to make choices about it. Teachers make decisions for students until they begin to sincerely care

16. Phase 3: Managing Student Choice Independence requires balancing personal rights with responsibility The rights and needs of others must be taken into account Students should look at every unsupervised situation as an opportunity to demonstrate personal responsibility

17. Moorish on Independence Independence is not “doing your own thing” Independence is doing what is right when you are own your own.

18. Table Talk What would it be like to be a student in Moorish’s Classroom? What would it be like to be a teacher using Real Discipline?

19. Reflective Teaching Module

20. Gimme Five! Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five Challenge Children’s Literature Curriculum Connection Content Resource Computer Tool

21. February 17, 2009 Unscramble These Presidential Names MY NICKEL AM SAD RASH IRON GOOD LICE A NIGHT SNOW COLT INN JEFF SNORE A RANGE VEND A CELL AH YES DORF TRANG JANSOCK SINGNOWHAT LIONSW HUBS VELLDANCE COLLINN TNNOLIC RUNMAT

23. http://tinyurl.com/685vko

25. Tech Tool of the Day

26. Harry K. Wong Rules Procedures Routines

27. “ The first day of school or a class – even the first few minutes – will make or break a teacher.”

29. Good teachers enhance the life and spirit of students they teach

30. What you do on the first day of school determines the success for the rest of the year!

32. On the first day of school teachers should begin to establish a structure of procedures and routines for their class

34. Effective teachers are effective classroom managers

37. The teacher should think of behavior expectations for students and write the rules—no more than 5

38. Consequences should be attached to rules

41. Decide what routines are needed for the activities in your classroom

42. Make lists of the procedural steps students must follow to participate—i.e. How to move about the classroom

43. Every time you want students to do something—you need a procedure!

45. Teacher states, explains, and demonstrates the procedure

46. Rehearse

47. students rehearse and practice the procedure under teacher supervision

48. Reinforce

50. Routines are procedures that are done automatically without prompting or supervision

52. Make sure equipment is working properly

53. Have supplies ready before the first day

54. Know how to greet the class

55. Practice introducing yourself... know what you want to say

56. Know the school and district rules

58. Establish high expectations for your students!

59. Have assigned seats established

60. Position yourself in the room near the students

61. Problems are proportional to distance between you and the students

62. In a consistent location, post an assignment for students to begin when they enter the room

64. There’s a Procedure for that. List all of the things that happen in your classroom that you will want to create a procedure for.

65. Classroom Management Plan Daily Protocols – Inclusive of all routines necessary to conduct a productive classroom; assists in reducing management time.

66. Preventing Problems

67. Physical Environment A well-ventilated room Glare free lighting Colorful and informative bulletin boards A clean and orderly room Private spaces for students Visibility from all areas of the room Compatible seatmates Match of layout with teaching style

68. Meeting Individual Differences Differentiated Assignments Grouping Choices and Decisions Realistic Expectations Capitalizing on Interests

69. Meaningful Activities Procedures Student Engagement “Sponge” Activities

70. Instruction Focus Attention Avoid Over-Dwelling and Fragmentation Practice Kounin’sWithitness Variety and Group Alerting Overlappingness Smooth Transitions Know When to Stop Check for Understanding

71. Emotional ObjectivityFocus on the behavior and the causes.Do Not Personalize.Do Not Blame. Remain Positive.

72. Entering and Exiting the Classroom Beginning and Ending the Day Materials Storage and Distribution Bathroom and Water Fountain Permission Movement within the Room Getting Help Hand Raising Noise Control Free Time Collection, Distribution, and Labeling of Papers Instructional Management

74. February 22, 2010 Charles #4 TGS: 19 and 20 Behavior Management & Motivation Designing an Instructional Intervention Next Time

75. I am a teacher.