classroom practices refresher for educators @cristinnowakΒ Β· 6/1/2019 Β Β· π this is a pear deck...
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![Page 1: Classroom Practices refresher for Educators @CristinNowakΒ Β· 6/1/2019 Β Β· π This is a Pear Deck Text Slide \ηγ³ε εζΌ ζζζ€η ηζ ζ ηη€ηζ ζΌζ ηηζηηζ€ζΌζΈβ°](https://reader034.vdocuments.net/reader034/viewer/2022042521/5fa423194346172ea256b54d/html5/thumbnails/1.jpg)
Classroom Practices refresher for Educators
@CristinNowak
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Nowlin Middle Schoolβ 6th - 8th Gradesβ 910 Studentsβ 90% Free and Reduced
Lunchβ Silver Status (2 years)β Tier 2 Implementation
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Who is Here With Us?___Early/Elementary Ed - Just Beginning or Learning___Early/Elementary Ed - Implementing___Early/Elementary Ed - School of Recognition___Middle/High - Just Beginning or Learning___Middle/High - Implementing___Middle/High - School of Recognition ___Other
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Attendees Will:β’ Refresh on the 8 classroom practicesβ’ Experience a sample PD sessionβ’ Brainstorm additional ideas for implemen
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Summer institute expectationBe Responsible
Share your ideas and thinking with others
Be Respectful
Be an active listener.
Treat materials with care.
Show Self-Control
Be focused and on task.
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BIG 5 DataMany times we would begin by looking at our Big help identify a problem. This could be done by:β PBIS Teamβ Administrative/Student Services Teamβ Staff as a Whole
Sharing a data protocol in Sign Me Upon Thursday
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HS/MS - Draw a typical passing time Elementary - Draw a typical recessUse βXβ for adults and βOβ for students
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5. Active SupervisionClassroom Settingβ Teacher Directedβ Instructionally focusedβ Small number of
predictable students
Non-Classroom Settingβ Student focusedβ Sociallyfocusedβ Large number of
unpredictable students
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Active Supervision-- Sample PD...Readerβs Dig 9
Think in general terms, when supervisin hallways:β’ Do I have at least 4 positive, to 1 negative
interaction?β’ Am I obvious, positive, interactive, and
unpredictable?β’ Do I have my head up, make eye contact,
an overt body position?β’ Do I interact with a variety of students and
have quick/noticeable interactions?
yes no
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ACTIVE Supervision-- Sample PD...Readerβs Di Version
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Think in general terms, when supervising β’ Do I handle minor infractions quickly, privately,
neutrally,and follow-up with positive interactions?β’ Do I handle major infractions, quickly, by the book
business like, disengage,and pre-correct?β’ Do I refer to SW Expectations?β’ Do I positively acknowledge 5 or more studfor
displays of SW expectations? Am I sincere and informative?
yes no
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Active Supervision --Scoring Guide and Buildin
7-8 βYesβSuper Supervisor
5-6 βYesβSo-So Supervisor
<5 βYesβImprovement Needed
β Analyze your self-assessmentβ Work together (hallway neighbors) to
create a planβ Is there one or two strategies that your
group can commit to using in the halls?β Once this goal is being fully
implemented, then can begin working on a new goal
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Everyone is NeededStaff is Outnumbered
We are all needed during each of our passing times -- many more of our students than there are of us
Adult Presence
We help to prompt desired behavior and discourage problem behavior.
Provides a comfort.
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Good Citizen
Shows our colleagues and students that we are all in this together.
How does active supervision provide a comfort to stud
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1.Clear Expectations- based off schoolwide expGuideline This Means: Example: Non-example:
Observable I can see it. Raise hand and wait to be called Be your best.
Measurable I can count it. Bring materials. Be ready to learn.
Positively Stated
I tell students what to do.
Hands and feet self. No fighting.
Understandble
The vocabulary is appropriate for age/grade level
Hands and feet self.
Maintain personal space (K-1 Rule*children this age do not have a
concept of βpersonal spaceβ
Always Applicable
I am able to consistently
enforce
Stay in assigned area.
Remain seated until given permission to leave.
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2. Procedures, Routines, and Rules -Devilβs in the lack ofdetails
Expectation: Be Responsibleβ Procedure: Clean up after lunch
β Definition: Cleaning up after lunch is when students dispose of all t remains of their lunch in the correct bins once they are done.β Steps:
β When the teacher signals, stand up, look at where you we sitting and gather up the remains of lunch, wrappers, pee and other stuff
β Move quietly, keeping hands, feet, and lunch remains to yourself, to the recycling and trash bins.
β Put recyclables into the recycling bin and the other stuff in the trash
β Proceed quietly and quickly to your line to meet your teac
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List the steps for a procedure of yo Ideas: Getting materials for class, walking in the hal during class time, transitioning stations or from rug to
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Possible PD Opportunities for Prac Beginning of Year
β Sharing building schoolwide expectations
β Guidelines for developing rulesβ Must follow
the 5 guidelines
Refresher
β Teacher Self-Assessment
β Identify 1-2 areas for improvement (if necessary) -develop a plan
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Individual
β Struggling teacher works with mentor teacher or administrator to enhance classroom expectations and implementation
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3. Encouraging Expected BehaviorβYou catch more flies with honey than with Non-contingent: This does not depend on specific things the student does, but it does reinforce student feelings of trust and confidence in the adult
β Greeting, smiling, making conversation, sharing a task
Contingent: After students have met expectations - social and academic
β Menus of reinforcersβ Specific feedback, stickers,
notes home, positive phone calls, choose your partner, extra recess, principal recognition, no tardy party, snacks,
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Junk Drawer 18
Encouraging expected behavior is like ________ because:
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4.Discouraging Inappropriate Behaβ Goals of Specific and Conting
Error Correctionβ Interrupt the problem
behavior and engage the students in the expected behavior
β Ensure the students exhibit the expected behavior in the future
β Avoid escalation of the problem behavior
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Strategy Explanation Example
Proximity Stand next to a struggling student
Signal, Nonverbal Cue
Signals the teacher is aware of the behavior and prepared to intervene if it continues.
Ignore, Attend, Praise
Re-direct . βPlease follow the directions and put your book away.β
Re-teach
Provide choice Stating two alternatives, the desired behavior and a less preferred choice
Student Conference
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7.Changing Sequence and Offerin β’ Increase student engagementβ’ Decrease disruptive behaviorsβ’ Improves student perceptions of assignments previously
considered too difficultβ’ Helps buildpositive adult-student relationships
These choices apply to academicsand behavior
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Sequencing PD -- Bring detailed lesson plan/ou a classroom videoTask Interspersal -- missing easier tasks with more difficult ones.
β Categorize the task difficulty for all required tasks
β Is there a ratio of 1 mastered task to 3 new tasks?
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Behavior Momentum-- starting with easy and gradually making the tasks more difficult
β The easier tasks do not necessarily need to be connected to the more difficult tasks
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8.Reducing Task Difficulty-- would a student be able to complete the assignment if . . . β Length or time
β . . . time or length adjustments are made?β Response mode
β . . . mode of responding was alteredβ Increased instruction or practice
β . . . there was additional time for practice
Not just for those with official accommodatio
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Give an example where a student was successfully complete an assignmentby reducing task difficulty.
Identify if length or time, response mode, o additional instruction was modified. Also in how it was modified and the effectiveness modification.
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6.Increased Opportunities to Resβ’ Support student on-task behavior (thinking and
learning)β’ Decrease off-task, disruptive behaviorsβ’ Continue the feedback loop for increased teacher
effectiveness
If working within a NEE district, this could improve indicators 1.2, 2.5, 4.2, 7.4 and more!
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What Strategies have been used in
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Alphabet blocks 27
Identify a term starting with one of the above le to todayβs topic: _______________________Explain how this term relates to todayβs conten
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Resourcesβ’ MO SW PBS Tier 1 Workbook - Chapter 8 β’ 8 Effective Classroom Practicesβ’ MO SW PBS Teacher Toolβ’ Teach Beyond the Desk
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