Good Afternoon!

Classroom Management

3

Classroom Management Strategies for Effective Instruction

Keith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior Consultant

Upper Cumberland Special Education Co-operative

October 2002

4

Teachers who are ready maximize student learning

and minimize student

misbehavior.

5

Characteristics of a Well-Managed Classroom…

Students are deeply involved with their work

Students know what is expected of them and are generally successful

There is relatively little wasted time, confusion, or disruption

The climate of the classroom is work-oriented, but relaxed and pleasant.

6

A well-managed classroom is…

A task oriented environment

Is ready and waiting for students

TOPICS

8

Understanding Our Students

Dealing With Student Behavior in Today’s Classrooms

9

Classroom Rules…

10

Classroom Schedules…

11

Physical Space…

12

Discipline, Routines and Procedures…

13

PUNISHMENT VS.

DISCIPLINE

14

Classroom Management Plan…

15

The number one problem in the

classroom is not discipline; it is the

lack of procedures and routines.

16

A smooth-running class is the responsibility of the teacher, and it is

the result of the teacher’s ability to teach procedures.

17

Procedures answer questions such as…

What to do when the bell rings What to do when the pencil breaks What to do when you hear an emergency

alert signal What to do when you finish your work

early What to do when you have a question What to do when you need to go to the

restroom How to enter the classroom Where to put completed work

18

If you want it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it.

source unknown

19

“Always say what you mean, and mean what you say…but don’t say it in a mean way.”

Nicholas Long

Classroom Routines Matrix

Routine What do you expect?

What is the signal?

1.

2.

3.

Designing Classroom Routines

Routine Desired Behavior

Signal

Entering Class Walk in, sit down, start work

Instruction on board

22

Designing Lessons to Enhance Student Learning…

Understanding by Design

Training of Trainers for the Mass Training of Second Year Teachers on the 2010 Secondary Education

Curriculum (SEC) April 5-8 ,2011 , Manila

Hotel ,City of Manila

When students are learning poorly, we cannot expect them to be ready for further learning, or for work.

Strengthening the Core Curriculum

What should continue? What should change?

What should change?

The general tendency among teachers to teach for facts, rather than for thinking

Results of national and international assessments confirm our students’ poor conceptual understanding. Teaching has been too focused on covering the ground.

What should change?

Teaching practices that prevent our children from thinking

Teachers need to teach for understanding, and do it by design.

What should continue (but needs to be taken to a higher level)?

Learning as meaning-making Learning as integrative Authentic assessment

The 3-Stage Design of the Curriculum

identify desired results;

determine acceptable evidence;

plan learning experiences and instruction.

Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)

Results/Outcomes

Assessment

Learning Plan

Content/Performance

Standards

Products/Performances

EssentialUnderstandings

Essential Questions

Learning Activities

AssessmentCriteria/

Tools

Resources/Materials

Objectives (knowledge/skills)

Facets of Understanding

Concept

Transition Services Preparation & Training Mach 2005

Six Facets of Understanding

UbD Facet Facet Description

Facet 1: Explanation Sophisticated explanations and theories

Facet 2: Interpretation Interpretations, narratives, and translations

Facet 3: Application Use knowledge in new situations and contexts

Facet 4: Perspective Critical and insightful points of view

Facet 5: Empathy Ability to get inside another person's feelings

Facet 6: Self-knowledge To know one's ignorance, prejudice, and understanding

Coverage of the Session

Our curriculum goal

Assessing our learners’ progress

Planning teaching and learning for understanding

Performance

Standards

Content Standards

Learning Standards

EU

What students should know, understandand be able to do

What students shouldcreate/add value to/ transfer

Demon

stra

te

unde

rsta

ndin

g

Perform understanding

Levelof

Performance

Levelof

Understanding Performanc

e Standards

Content Standards

EU

Learning Standards

Assessment

EU

Assessment: Core Processes

Assess student’s readiness for learning for understanding.

Provide developmentally appropriate interventions to bridge learning gaps.

Check for understanding; monitor progress. Remediate, if necessary.

Evaluate performance (transfer skills).

Instructional Planning

Implementing UBD-based Learning Plans