Helping leaders help teachers to manage classrooms
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Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.
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Helping leaders help teachers to manage classrooms
- 1. Reflective Quiz 1. Does the teacher demonstrate respect for the students? 2. Are some students less respected than others? 3. To what degree does each child respect the teacher? 4. Do some students respect some teachers more than others? 5. Who talks more in your classrooms, the teachers or students? 6. Who listens more in your classrooms, the teachers or students? 7. How much class time is spent doing things that could be done outside of class? Yellow text signals 8. To what degree your teachers work in isolation? participation When you are done, discuss your answers with a partner. When your pair is done, share with an additional pair.
- 2. Helping Teachers Manage Classrooms Through Responsibilities and Rituals Dr. Frederick C. Buskey
- 3. “What gets measured gets done.” Attributed to different authors
- 4. Some observations about public school classrooms in the United States… International schools may not look like this Not all US K-12 classrooms look like this I don’t know what your classrooms look like Basic fundamentals may still apply
- 5. What is this classroom designed for?
- 7. Why do these classrooms look fundamentally the same? What differences would we expect to see in classrooms representing democratic versus totalitarian forms of government? Discuss with a partner and we will share as a group
- 8. Why are they similar? Control & Planning How do your schools and classrooms differ?
- 9. In order to work together and be engaged, Students And need teachers to be need able to readily control available their tools own and/or behavior… strategies.
- 10. 1999
- 11. 33
- 12. From this…
- 13. …to this! But how? http://www.dougfields.com/posts/im-not-a-student-leader/
- 14. Responsible Students Learning Rituals/Routines •Authenticity •How we do •Choice things •Safety •Teach… •Ask… Behavior •Re-teach •Safety Think-Pair-Share: Does this make sense? What questions do you have?
- 15. Prerequisites Respect is the building block of human relationships Doing is learning; listening is boring Do in class what we cannot do at home Isolation is the enemy of improvement* *Based on NYC SD #1
- 16. Responsible Students Routines •How we do things •Teach… •Ask… •Re-teach
- 17. What things must students be able to do to maintain an orderly environment? Outside the class room Inside the classroom Post-its: Write 1 idea on a post-it. Use several post-its for each category. Add post-its to posters; group with similar ideas.
- 18. What are the things kids must be able to do to maintain an orderly environment? Outside the class room Inside the classroom Leave the Begin work classroom Hand in papers Move through the halls Pass out papers Enter the Get supplies classroom Seek help Run errands Work individually Cafeteria!!! Work in pairs Work in groups Fill extra time
- 19. Each “thing” is a ritual In groups of three, take a “theme” of sticky notes and create a ritual… Title 1-4 steps to complete the ritual Key word and graphic for each step Acronym for the 1-4 steps (if possible) Which week of school you would teach this routine
- 20. Ritual #1: PUP-E Coming into class… 1. Paper out 2. Under the desk (stuff) 3. Pencil in hand 4. Engaged in Bell Ringer Taught during week one
- 21. Each “thing” is a ritual In groups of three, take a “theme” of sticky notes and create a ritual… Title 1-4 steps to complete the ritual Key word and graphic for each step Acronym for the 1-4 steps (if possible) Which week of school you would teach this routine
- 22. Tpp.A.R
- 24. Ask: Never tell, always ask what the ritual is. Point to the poster if necessary. Jonathan, what is the ritual for coming into class? Alicia, what is step 2 of the group work ritual? Asking… 2.Puts the student in control of his/her own actions 3.Avoids conflict
- 25. Re-teach If more than three students are not following the ritual, it needs to be re-taught and rehearsed
- 26. NEVER mix rituals and rules 1. Rituals are about learning and self-regulation 2. Rules are about safety 3. The only consequences for not following rituals are questions and rehearsal
- 27. Take two… Think on your own or discuss what you have heard with a partner Share: •Questions •“Aha’s”
- 29. Resources Harry Wong’s First Days of School Amazon hyperlink The Skillful Teacher by Jon Saphier (thanks to Tim Long of Colegio Menor) Amazon Hyperlink
- 30. Bell Work Title 1-4 steps to complete the List 2 advantages and 2 disadvantages to ritual PUP-E Key word and graphic for Think about getting each step students engaged immediately Acronym for the 1-4 steps With a partner, start to (if possible) develop a ritual for Which week of school you bell work following would teach this routine? the guidelines
- 32. Responsible Students Learning •Authenticity •Choice •Safety
- 33. Authenticity What is the work of childhood? How does your teachers contribute to that work? If you had no curriculum, what would you do with your students? students
- 35. Will there always be war? What causes racism? Some Why are some people important poor? SS Can we trust the government? questions Why should I vote? Why should I work?
- 36. Take a reflective tour of your school… What really matters? What will your students learn that will make a difference in their lives? What will your students produce that will matter?
- 37. Why does Gettysburg matter?
- 38. Choice “When all you have is a hammer, everything else begins to look like a nail”
- 40. Simple Differentiation Choice in the curriculum Choice in learning activities Choice in assessment products
- 41. Think about what your classrooms look like… Are parts of the curriculum negotiable? Does everyone have to do every learning activity? Can you add activities of varying complexity that students can choose from? Are there multiple ways students can show what they have learned?
- 42. Think about and share… Something important that you learned in school… Who taught you? What kind of relationship did you have with that person? How did he/she teach you? How did you feel?
- 43. Safety 1. Can you learn without risk? 2. Do you use grades as weapons or rewards? 3. What if students fail?
- 44. Safety nets: Rubrics Grading scales Re-dos (Mastery) Process v. product No Zeros
- 45. Responsible Students Behavior •Places •People
- 46. Where are you? Where are they? A Teacher’s discipline problems are directly proportional to the distance from the students
- 47. Why? Safety Rules Learning What? Few Simple Positive •Honor the child •Honor learning •Make a commitment
- 48. Discipline Keep the lesson going Avoid public confrontations Teach replacement behaviors Link consequences to actions (not grades)
- 49. “What gets measured gets done.” Attributed to different authors
- 51. Think about… 1. Where are our strengths? 2. Where are our weaknesses? 3. Implications for: My teaching My leadership Me