2014-2015 LAKE GEORGE ELEMENTARY SCHOOL

CLASSROOM MANAGEMENT

FACTS ABOUT CLASSROOM MANAGEMENT

Discipline is one of the most serious issues related to effective teaching.

Classroom management is cited as one of the most prevalent reasons for job burnout.

Classroom management is cited as one of the most prevalent reasons for attrition of first-year teachers.

FACTS ABOUT BEHAVIOR

Behavior is anything we SAY or DOIt is how we react to our environmentBehaviors are often LEARNED and continue

because they serve a PURPOSE or FUNCTIONWe engage in behavior because we have learned

that a DESIRED OUTCOME occursBehaviors occur because they are signaled by an

event in the environment (or antecedent) and reinforced by consequences

Source: Florida’s PBS Project at USF 2003-2004

CLASSROOM MANAGEMENT HAS TWO DISTINCT PURPOSES:

•1.) “ To establish and sustain an orderly environment so students can engage in meaningful academic learning”

•2.) “To enhance student social and moral growth”

RESEARCH-VALIDATED PRACTICES FOR CLASSROOM MANAGEMENT

Provide advance organizers/pre-correctionsKeep students engagedProvide a positive focusConsistently enforce school/class rulesProactively correct rule violations and social

behavior errorsTeach and plan for smooth transitions

Source: Proven Effective Classroom Practices: Florida’s Positive Behavior Support Project

TEACHERS WITH EFFECTIVE BEHAVIOR MANAGEMENT:

Set clear classroom standards and consequences for behavior/procedures

Apply the standards and consequences fairly and consistently

Establish smooth, efficient classroom routinesInteract with students in a positive, caring wayProvide incentives, rewards, & recognition to

promote excellenceProvide bell-to-bell instructionUtilize seating arrangements that allow for

monitoring and attention

THREE PHASES OF CLASSROOM MANAGEMENT

1.) Planning: Occurs before the beginning of the year. Harry Wong states that, “ If you don’t have a plan you are planning to fail.”

2.) Implementing:Occurs at the beginning of school; deliberate instruction and introduction

3.) Maintaining:Occurs throughout the year; immediate responses to behavior

ESTABLISHING CLASSROOM RULES (PLANNING)

Effective classroom rules should be ……Established by teacher and students togetherReasonableObservableBrief and specificEnforceableConstantly monitoredClearly and positively statedFew in numberEnforced

LOGICAL STRATEGIES FOR HANDLING PROBLEM BEHAVIOR (IMPLEMENTING)

NaturalMatch the severity of the behavior

Should match the perceived function of the behavior

Should not result in a power struggle

HOW TO CHANGE BEHAVIOR (MAINTAINING)

Modify settingRemove the rewarding effects of behavior

Implement procedures to encourage the behavior you want

Implement procedures to correct undesirable behavior

EXAMPLES OF EFFECTIVE STRATEGIES FOR REDIRECTING PROBLEM BEHAVIOR

(MAINTAINING)

• Clarification – Reminding student of expectations, should be brief, concise and not reflect emotions or judgment.

• Reinforcement of Others – Use of praise or earned rewards to reinforce the appropriate behaviors of other students in the classroom.

• Proximity Control- Teacher moving closer to the misbehaving student.

• Signal Interference- Non-verbal techniques such as eye contact, hand gestures, facial frowns, and body posture which communicate information to the student.

EXAMPLES OF EFFECTIVE STRATEGIES FOR REDIRECTING PROBLEM BEHAVIOR

(MAINTAINING)

• Redirection- Distract the student to change their focus.• Premac Principle- You work before you play. “ As soon as

you ____ you can _____.• Planned Ignoring-teacher ignores the student’s behavior

so that the student will soon discontinue and return attention to learning.

• Environmental Adjustment- Changing an aspect of the student’s learning environment; This can include moving the student away from distractions and removing distractions from the student’s work area.

• Curriculum Adjustment- Making changes to the student’s academic tasks. This can include pre-teaching information adjusting the difficulty of the task, or allowing additional time.

THREE MOST IMPORTANT PRINCIPLES OF PREVENTATIVE CLASSROOM MANAGEMENT

• 1.) Establishing Rapport

• 2.) Defining Behavioral Expectations

• 3.) Reinforcing Student Performance

SHAREPOINT: DISCIPLINE

What to find on SharePoint:• Classroom Management Plans• Data Collection Tools• Graphs for Behavior• Examples of Point Sheets/Behavior Charts• Examples of Behavior Contracts• Examples of Interventions ( Behavior of the Week

)

REFERRAL INFORMATIONNEW INFORMATION 2014-2015

I.)How to fill out the referral.II.) New this year: Simulated Weapons

• Brandishing a partially consumed pastry food item to simulate a firearm or weapon.

• Possessing a toy firearm or weapon that is 2 inches or less in length.• Possessing a toy firearm or weapon made of plastic snap-together

blocks.• Using a finger or hand to simulate a firearm or weapon.• Using a pencil, pen, or other writing or drawing utensil to simulate a

forearm or weapon. • ** A student may be subject to disciplinary action if

simulating a firearm or weapon while playing substantially disrupts student learning, causes bodily harm to another person, or places another person in reasonable fear of bodily harm.**

STUDENT CODE OF CONDUCT

Code of Conduct Presentation ( A Power Point presentation will be emailed for use with this.)

  I understand that it is my responsibility to present the Code of Conduct to my class each grading period. I have presented this information on the following date for this First Quinn. I also understand that it is my responsibility to review this code with any new students who enter my classroom throughout the school year.    

Date: _______________________________  Signature: ___________________________  Printed Name: ________________________    

Please return this form to the Mr. Unger by September 5th, 2014.

STUDENT CODE OF CONDUCT

** EVERY STUDENT MUST SIGN THAT THEY HAVE HEARD THE STUDENT CODE OF CONDUCT*****

• These papers for students to sign will be in your boxes, please return to Mr. Unger by September, 5th.

LEVEL 1 &2 REFERRALIMMEDIATE REMOVAL

CLASSROOM INTERVENTIONS/ NOTIFICATIONS

• Hazing• Classroom Disruption• Dress Code• Insubordination/Open Defiance• Profane, Obscene, or Abusive Language/Materials• Repeated Misconduct of a less serious nature• Tardiness• Unsubstantiated Bullying/Harassment• Fighting• Intimidation/Threats• Stealing ( Under 50$ )• Bullying• Other serious misconduct

LEVEL 3 &4 REFERRAL IMMEDIATE REMOVAL

• Hazing• Physical Attack• Fighting• Firecrackers/Fireworks• Gross insubordination/Open Defiance• Contraband Material• Bullying/Harassment• Threats• Alcohol/Drugs• Arson• Bomb Threat• Firearms• Sexual Assault• Other Weapons

LETS PLAYWHEN TO CALL THE DEAN

• Example: Johnny Awesome came to class this morning unprepared for the day. He does not have a pencil to write with and forgot his homework packet that you have asked him to bring 72 days in a row. You:

a.) Write a level 3 referral and send him to the Dean for guy time.b.) Call the Dean and ask him to suspend Mr. Awesome for ten days.c.) Send him to the office without talking to anyone, including the Dean.d.) Review your classroom management plan, contact Johnny’s parents, and give him an appropriate consequence in your classroom.

LETS PLAY WHEN TO CALL THE DEAN

• Example: Your class is headed to lunch when you suddenly smell what you think is smoke. You call the office who quickly sounds the fire alarm for safety. After the school has been evacuated and safely brought back into school, one of your students says I saw Sally earlier with a lighter in her book bag. You:

• a.) Call the Dean and the office• b.) Do nothing, Sally has never been in trouble at

Lake George, it could not have been her.• c.) Search her book bag• d.) Accuse Sally of arson and setting the school on

fore and quickly write her a level 4 referral.

LETS PLAY WHEN TO CALL THE DEAN

• Example: You have taken your class to eat lunch outside for a reward. One of your students comes up to you and tells you that he saw another student with a gun in his pants. You:

• a.)Scream, “He’s got a gun and tell all of your students to run for their lives.”

• B.) Quietly tell the student to walk inside to the office and get the Dean.

• C.) Ask the student who may or may not have a gun in his pants to pull up his shirt and pull his pants down so you can see what he has.

• D.) Confront the student telling him you know he has a weapon and then write him a level 4 referral.

WHEN IN DOUBT?????

Call me…………..Ext: 3492244