New Teacher Training The Effective Teacher Classroom Management

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New Teacher Training The Effective Teacher: Classroom Management Rosalie Gardner Induction and Mentoring Project

New Teacher Training The Effective Teacher: Classroom Management Rosalie Gardner Induction and Mentoring Project Coordinator August 4, 2009

Opening Activity l Take the Classroom Management Reflection sheet on your table. l Answer

Opening Activity l Take the Classroom Management Reflection sheet on your table. l Answer the questions for your belief and/or practice. l Be prepared to share later in the workshop. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

l Welcome and Introductions l Introduction to the Monroe-Randolph ROE #45 Induction and Mentoring

l Welcome and Introductions l Introduction to the Monroe-Randolph ROE #45 Induction and Mentoring Program l Illinois Professional Teaching Standards, Standard 5 Learning Environment l Characteristics of an effective teacher l Characteristics of well-managed classroom l Discipline Plans l Rules versus Procedures l Important Dates l Wrap-up and Evaluation MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Ground Rules l l l l Be fully present Save sidebar conversations until break

Ground Rules l l l l Be fully present Save sidebar conversations until break Honor other opinions Put cell phones AWAY and on vibrate No Text messaging Take breaks as needed Use Burning Thoughts for questions Relax and have fun l Are there any others? MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Purpose l Identify the purpose of the Induction and Mentoring Program l Define the

Purpose l Identify the purpose of the Induction and Mentoring Program l Define the requirements of the two-year program l Identify characteristics of an effective teacher l Define scope of classroom management with IPTS l Identify various classroom discipline formats l Write Classroom rules and consequences l Identify areas where procedures may need to be developed l Teach a procedure MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Purposes of Induction and Mentoring Program l Smooth transition into full-time teaching l Bridge

Purposes of Induction and Mentoring Program l Smooth transition into full-time teaching l Bridge to the practical side of teaching l Provide support – Instructional – Emotional – Social l Work to help you become successful l Provide at no cost the method to move from initial to standard certificate MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Legislative Requirements of the Induction and Mentoring Program l Assigned a trained mentor formal

Legislative Requirements of the Induction and Mentoring Program l Assigned a trained mentor formal assistance l Two-year program l Foundation is the Illinois Professional Teaching Standards (IPTS) and the Illinois Learning Standards (ILS) l Focus is classroom instruction l 4 professional development opportunities MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Legislative Requirements of the Induction and Mentoring Program l Observations – 3 full formal

Legislative Requirements of the Induction and Mentoring Program l Observations – 3 full formal observation cycles during the two years – Observations of other teachers, one each year l Orientation to the district/school – – School Improvement Plan School policy and procedures District evaluation document/process Expectations for teaching standards and curriculum MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Legislative Requirements of the Induction and Mentoring Program l 8 reflections on professional practice

Legislative Requirements of the Induction and Mentoring Program l 8 reflections on professional practice in the classroom – Each quarter of the two years – Includes mentor response l Analysis of student work – Once during each year of program MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Benefits l Confidentiality l Separate from evaluation l Collaboration l Support l Advocate l

Benefits l Confidentiality l Separate from evaluation l Collaboration l Support l Advocate l Web-based documentation of requirements MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Characteristics of an Effective Teacher 1. Holds positive expectations for student success 2. Is

Characteristics of an Effective Teacher 1. Holds positive expectations for student success 2. Is an extremely good classroom manager 3. Knows how to design lessons for student mastery MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Characteristics of Well-Managed Classroom l Students deeply involved in work l Students know expectations

Characteristics of Well-Managed Classroom l Students deeply involved in work l Students know expectations and are generally successful l Little wasted time, confusion or disruption l Work-oriented but relaxed and pleasant MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Reflection on the Video l Take your journal l Identify things from video you

Reflection on the Video l Take your journal l Identify things from video you had not considered for the first day of school l What do you plan to include for your first day? l Group share MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Managing Classroom Discipline MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Managing Classroom Discipline MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Learning Environment Illinois Professional Teaching Standards: Standard 5 l Illinois Continuum of Teacher Development

Learning Environment Illinois Professional Teaching Standards: Standard 5 l Illinois Continuum of Teacher Development – 5. 1 Establishing Standards and Expectations for Student Behavior – 5. 2 Modifying Physical Environment to Engage All Students – 5. 3 Motivating and Engaging Students Through Meaningful Work – 5. 4 Demonstrating a Variety of Effective Behavior Management Techniques – 5. 5 Adapting the Learning Environment – 5. 6 Promoting Positive Social Interactions – 5. 7 Teaching Social Skill Development MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Activity 1 Reflection on Classroom Management l Break into groups: groups – – K-2

Activity 1 Reflection on Classroom Management l Break into groups: groups – – K-2 Teachers 3 -5 Teachers 6 -8 Teachers High School Teachers l Take the reflection from the opening activity with you. l In your group, talk about and summarize the following on chart paper: – – Your expectations for student behavior How will you handle student misbehavior? What is your philosophy on rewards for good behavior? When do you ask for parent or administrative assistance with behavior? MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Structure of Discipline Plans l Rules l Consequences l Rewards MONROE–RANODLPH REGIONAL OFFICE OF

Structure of Discipline Plans l Rules l Consequences l Rewards MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Rule Types l. General l Give flexibility l Require much explanation –Specific l Clear,

Rule Types l. General l Give flexibility l Require much explanation –Specific l Clear, to the point l Covers one behavior l Limited to five! MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Criteria for Rules A rule must be l l l Clearly stated Reasonable Applicable

Criteria for Rules A rule must be l l l Clearly stated Reasonable Applicable Enforceable General Positive MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Activity Get into your previous groups by grade level. Identify a group reporter l

Activity Get into your previous groups by grade level. Identify a group reporter l Choose a partner in the group. Analyze each other’s discipline plan for the following: l What components are in the plan? l Are the rules general or specific? Explain why l How many rules? Why? l Evaluate the rules on the basis of the 6 criteria l Group Feedback l What did you find? l Group share MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Rules versus Procedures l Rules = behavior l Procedures = way something is done

Rules versus Procedures l Rules = behavior l Procedures = way something is done l Rules are a dare to be broken l Procedures need to become routines MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Activity With your elbow partner l Review the rules in your discipline plan: l

Activity With your elbow partner l Review the rules in your discipline plan: l How many are rules? l How many are procedures? l What revisions might be needed? MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Video Clip MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

How do you plan to …… l Get students’ attention? l Know a student

How do you plan to …… l Get students’ attention? l Know a student needs help? l Collect, distribute papers? l Divide into groups? l Dismiss class? MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Classroom Procedures l Brainstorm with your table group procedures that may be unique for

Classroom Procedures l Brainstorm with your table group procedures that may be unique for your classroom situation, grade, or subject area. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Teaching Procedures need to become routines l Explain l Rehearse l Reinforce MONROE–RANODLPH REGIONAL

Teaching Procedures need to become routines l Explain l Rehearse l Reinforce MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Procedures to Rehearse with Students l Using the form provided, identify one situation on

Procedures to Rehearse with Students l Using the form provided, identify one situation on the first day of school that will require you to have a procedure. l Write out and number the steps needed to complete this procedure. l Be prepared to teach your procedure to your group. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Activity 3 l Number off by 3’s l In 15 seconds, move to your

Activity 3 l Number off by 3’s l In 15 seconds, move to your group location. l Take turns following the 3 steps to teach your group your procedure, just as you would in your classroom. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

In Preparation…. . l Take a moment to reflect. – What do you need

In Preparation…. . l Take a moment to reflect. – What do you need to do in regards to discipline and procedures before your first day with students? – How might your mentor provide you with support in this area? l Write your thoughts. – Describe what you need to do, – Analyze why you need to do it, and – Identify the steps you will take to get this done. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Important Dates to Remember l Communication Workshop – Wednesday, October 7, 2009, 4: 30

Important Dates to Remember l Communication Workshop – Wednesday, October 7, 2009, 4: 30 – 7: 30 PM SWIC Red Bud Campus OR – Tuesday, October 13, 2009, 4: 30 – 7: 30 – Light supper provided during the workshop – Limited to 15 each night – Must attend one of the two nights. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Important Dates to Remember l Lesson Planning: Determining Clear Learning Targets – Tuesday, November

Important Dates to Remember l Lesson Planning: Determining Clear Learning Targets – Tuesday, November 10, 2009, 4: 30 – 7: 30 PM, SWIC Red Bud Campus OR – Wednesday, November 18, 2009, 4: 30 – 7: 30 PM SWIC Red Bud Campus – Light supper provided during the workshop – Limited to 15 each night – Must attend one of the two nights MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Important Dates to Remember l Using Student Work to Guide Instruction – Tuesday, March

Important Dates to Remember l Using Student Work to Guide Instruction – Tuesday, March 23, 2010, 4: 30 – 7: 30 PM SWIC Red Bud Campus OR – Wednesday, March 24, 2010, 4: 30 – 7: 30 PM, SWIC Red Bud Campus – Light supper provided during the workshop – Limited to 15 each night – Must attend one of the two nights MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Registration for Workshops l Necessary to ensure that adequate materials and refreshments are available.

Registration for Workshops l Necessary to ensure that adequate materials and refreshments are available. l Contact Gertie at [email protected] 45. org or 618 -939 -5650 to register. l Register for all 3 workshops at the same time. MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Closing MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Closing MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION

Contact Information For questions about the Induction and Mentoring Program or general information on

Contact Information For questions about the Induction and Mentoring Program or general information on initial to standard certification please contact: Rosalie Gardner Induction and Mentoring Project Director Monroe-Randolph ROE #45 107 East Mill Waterloo, IL 62298 618 -939 -5650, Ext. 110 [email protected] 45. org MONROE–RANODLPH REGIONAL OFFICE OF EDUCATION