For MGMT 3, you will need…ATL.CM.FD.2012 --> #CMIM Handouts -->Week1.Handouts -->

CS Handouts -->MaintainingControlthroughBMC.HO.CD.HANDO

UTS.2012

Sit with Kid Team

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I AM THE BOSS OF MY CLASSROOM!

MGMT 3Maintaining Control Through the Behavior Management Cycle

Video Clip: “We Demand Ss Behavior Because We Care”

Consider:What does

holding high expectations for behavior mean

for our Ss?

Strong Management: Piece by Piece MGMT 1&2

Developed a strong teacher voice

Crafted a strategic and detailed management plan

Created mini-lessons to teach Management Plan to Ss

MGMT 3 How will I

reinforce my management plan?

Introducing the Behavior Management Cycle

Teach and reinforce responsible behavior w/ Ss by:• Giving explicit directions• Narrating positive behaviors• Taking corrective action

Video Clip: “Behavior Management Cycle Overview”Handout 1: soft copy pgs 1-4

Goal: Successfully execute the 3 steps of the Behavior Management Cycle

(BMC)

Definition: Behavior Management Cycle (BMC) The Behavior

Management Cycle is systematic approach to teach Ss how to follow directions.

By consistently following the steps of the cycle it is possible to create a classroom in which 100% of Ss follow 100% of directions 100% of the time.

15 minutes

BMC Step 1: Giving Explicit Directions

Behavior Management Cycle: Step One

Video Clip: “BMC Step 1: Effectively Giving Explicit Directions”

Handout 1: guided notes

1st & Most Important RuleFollow directions the first time they are

given.

The Components of Explicit Directions

Give Explicit Directions

Tell Ss WHAT to do and

HOW to do it

Include:- Verbal behavior

- Movement

- Participati

on

Make sure you:

- Have the attention of

all Ss- Check for

understanding

- Cue Ss to start

Caveats on Explicit Directions You might have noticed from the video:

Explicitness of teachers giving directions varied Depends on time of year More explicit in beginning; shorthand later on

Two checks for understanding varied in quality Asking Ss ???s about each step

Very effective Uses cold calling and allows directions to be repeated

Thumbs up/Thumbs down Less effective Ss are self assessing

How else might these teachers have checked for understanding? (

Video Clip: “Exemplar for Snappy Practice”

Step #1: Watch the exemplar• What does this skill look like done well?

Step #2: Get clear on the directions• How will we practice? What skill(s) am I focusing on?

Step #3: Pair practice• CM#1 acts as teacher; CM#2 observes• Repeat until time to switch roles

Step #4: Whole group example*• Watch a peer try this and answer: “What should s/he definitely do

again and why? What should s/he consider doing differently and why?Step #5: Reflection*

• Answer questions: How did I do? What are my next steps?*Step may sometimes be omitted.

Explicit Directions: Snappy Practice As you practice giving explicit

directions, remember: Tell Ss WHAT to do and HOW to do it Include desired verbal behavior,

movement, and participation Make sure you have the attention of all Ss,

check for understanding, and cue Ss to start

Use a strong teacher voice* Stick to general script but do so in your own way. May want to use a stronger CFU*

(Attention getting signal- insert your flare)(Explicit Directions and cue reminder) I don’t want you to move yet. When I say go, I want you guys to go to your groups. I don’t want you to talk while you’re moving. Once you start working use 12 inch voices. Only work on tonight’s assignment. (Check for understanding) If you understand those directions can you give me a thumbs up? Thumbs down, thumbs to the side if you’re not quite sure. (Cue to start) Alright, you’ve got it. You can go to your groups.

Share Out

• What should s/he definitely do again? Why?

• What should s/he consider doing differently? Why?

• Focus on specific skills involved in effectively giving explicit directions and using a strong Teacher Voice

Whole Group

30 minutes

BMC Step 2: Behavioral Narration

Behavior Management Cycle: Step Two

Video Clip: “BMC Step 2: Behavioral Narration”

Handout 1: Guided Notes on Behavior Management Cycle

Behavioral Narration =The MOST powerful behavioral management

strategy

The Components of Behavioral Narration

Behavioral Narration

Describe what

compliant Ss are doing

Narrate:- W/in 2 secs of

giving instructions

- 2-3 Ss behaviors

- Using teacher voice to describe what you see w/o

praise or judgment

Make sure you:- Narrate every time

you give instructions-Narrate the

positive before correcting the

negative-Use narration to maintain on-task behavior at least

once a minute

Why is behavioral narration so important?

Why is it hard to do?

Behavioral Narration: Snappy Practice

As you practice narrating behavior, remember: Narrate w/in 2 seconds of completing

directions Narrate behavior of 2-3 compliant Ss

Use strong teacher voice – assertive (but not hostile), firm, confident, caring, leaves no question as to who’s in chare

Refrain from judgment or praise Do this every time you give directions Always narrate positive behavior before

correcting off-task behavior Use narration to maintain on-task

behavior (at least once every 60 seconds during instruction)

Video Clip: “Secondary Exemplar for Snappy Practice”

I need to know that you can do the rest of this by yourself, so we’re going to try another one, but you’re going to try it by yourself as I walk around.

Alexis is ready. He’s got his pencil in his hand, and he’s looking at question number 2.

Andrea is ready with her pencil, and she has her finger on question number 2.

Let me look for everyone who has their finger or their pencil pointing to number 2.

Share Out and Reflection

• What should this teacher definitely do again? Why?

• What should this teacher consider doing differently? Why?

• How did I do w/ this skill?

• What are my next steps?

Whole Group Partner Reflection

Behavioral Narration: Points on the Board WHAT is it?

Class-wide reward system that accompanies BN

Points are given for some narrations. Work together but do not go together

Points are never taken away

WHY do we use it? Provides extra

motivation, visual reminders, positive peer pressure

Effective to focus on Ss who pose management challenges

Effective w/ Ss of all ages

HOW do we use it? “Rigged” system: YOU

make sure Ss earn reward on certain day Timing varies by age

(MS: 4-6 days) Works in conjunction w/

individual rewards Use of strategy can ebb

and flow throughout year

28 minutes

BMC Step 3: Taking Corrective Action

Behavior Management Cycle: Step Three

Shows Ss that we: Require excellent behavior Will enforce that our requirements be met w/

consistent consequences Care about them and are committed to their

learning

Video Clip: “BMC Step 3: Taking Corrective Action”

Handout 1: Guided Notes on Behavior Management Cycle

Taking Corrective Action =The MOST difficult step for many teachers

The Components of Corrective Action

Taking Corrective Action

Restate directions and

deliver appropriate

consequences

How to Do This:- W/in 10-20 secs- Restate exactly

how student should behave

- State consequence student has

chosen

Make sure you:- Are calm and

assertive-Use teacher voice-Make eye contact

-Use proximity strategically

-Do not engage-Make 3xs as many

positive statements as negative

Why is this hard? Why is this a must?

Corrective Action: Snappy Practice As you practice taking corrective action,

remember: Restate directions and deliver appropriate

consequences w/in 10-20 seconds Restate exactly how student should behave State consequence student has chosen Be calm and assertive

Use teacher voice Make eye contact Use proximity strategically Do not engage

Make 3xs as many positive statements as negative

Video Clip: “Elementary Exemplar for Snappy Practice”

(Explicit Directions) Ok times up. On the count of 3 I need everyone to have their pencils down and eyes up here. Countdown

(Behavioral Narration) Deshawn has pencil down and eyes up. Micheal has pen down. Camilles all set, eyes up here.

(Take Corrective Action) Taylor, I need your pen down and eyes up here so we can get going. This is your second consequence.

Ok open up to page 49 in your math book.

Share Out and Reflection

• What this teacher definitely do again? Why?

• What should this teacher consider doing differently? Why?

• How did I do w/ this skill?

• What are my next steps?

Whole Group Partner Reflection

Yes, that warrants a consequence… What kinds of behaviors can I expect to see

and give consequences for during the first days of school? Calling out Talking out of turn Misuse of supplies and furniture Taking too long Out of seat Touching things or people, etc. What else?

ANY violation (however minor it may be) of an explicit direction = CONSEQUENCE

Be sure to consistently track on class tracking sheet

Inevitability not severity (MUST stay on top of this)

Video Clip: “BMC Summary”

Consider:1. How is this teacher

effectively taking all 3 steps of the Behavior Management Cycle?

2. What else is she doing well (in terms of management)?

Be clear on…1. What is the goal of the Behavior Management Cycle?2. What are the three steps of the BMC?3. What are the components of giving explicit directions?4. What are the components of effective behavioral

narration?5. Why is it important to refrain from judgment or praise

when narrating?6. What is the "Points on the Board" system and how does it

work?7. When and how do I take corrective action?8. What minor misbehaviors do I need to give consequences

for?

Real Time Coaching Real-Time Coaching Pilot

Program Directors from all regions Individual Management Coach assigned to our school Support and accelerate effective implementation of

the Behavior Management Cycle Pre-conference, in the moment coaching session,

Debrief

Team Talk Using your notes from the BMC steps.

Discuss your key takeaways (AHAs) and concerns with your Teaching team.

How will you utilize the BMC to implement your behavior plan?

What revisions will you make to your management plan after this session?

FYI: More BMC practice to follow today!

Apples, Onions, and Oranges (name)

Something you heart about the BMC

Something that left a sour, somewhat unpleasant taste with you

Something you are looking forward to learning (questions)

Chalk Talk Let the chalk do your talk We will silently write our responses. Read

the responses of others as you write and think about yours.

Describe the type of classroom manager you will be.

Feedback Text/Survey 225-892-2563 (?)

How can I make CSSessions more helpful in your development as a teacher leader?