Managing an Arts-Integrated

ClassroomMODULE

3Behaviorwith Amanda Koonlaba

Module 3

2Lesson

Teaching to Establish Expected Behaviors

Overview

-Recap Lesson 1

-What do the experts say?

-Examples

Module 3 Lesson 1

Positive Relationships

Human beings want to feel cared for and valued.

Equitable opportunity to respondTell them you believe in them…

AND MEAN IT!Get to know them

Communicate with families

What do the experts say?

“Teachers who are nonchalant about

classroom management, or who see it as a

nuisance, won’t be nearly as effective

as those who place it at the top of their

list.”

-Matthew Linsin

“Management has to do with organization. When you manage a

store or team, you organize the store or team. You don’t discipline the

employees, customers or players.”

-Harry Wong

“The most effective teacher-student relationships are characterized by

specific teacher behaviors: exhibiting appropriate levels of dominance; exhibiting appropriate levels of

cooperation; and being aware of high-needs students.”

-Robert J. Marzano and Jana S. Marzano

Teaching to Establish Expected BehaviorsOnce you’ve established

what the expected behaviors will be by developing routines,

determining appropriate pacing, and establishing the best use of space, it is time

to teach all of this to students.

Module 1 and 2: A lot of planning with some

student interaction interspersed throughout

Module 3 and 4: More focus on student interaction with some planning interspersed

throughout

Be ClearAmbiguity is the enemy of

effective classroom management.

• Shine a light on every expected behavior. Not many things are too insignificant to be left off of the list.

• Leave no room for doubt. • Anticipate problems and

address those early.

Let me tell you a story…

How-Not-ToModel the correct way to do everything!

Show what the wrong way looks like.

Examples:

Here is how not to push up your chairs…

Here is how not to get the teacher’s attention…

Powerful!

Communicate Importance

Students will buy into whatever you are selling if you market it!

VideosPhotographs

Posters and Signage

Dominate AppropriatelyDominance is your ability to provide clear purpose

and strong guidance regarding both academics and student behavior.

It is your classroom, you are in charge.

Students want you to do this. It is how they can

be successful. Let me tell you a story…

Be AssertiveBody Language:

stand up straight, keep enough distance to not

appear threatening

Expression: look your students in the face when speaking to them, match your facial expression to your

message

Tone of Voice:needs to match the

situation, not conversational when giving a command, respectful, show emotions when appropriate to the

message

Give Feedback

Immediate

Varied

Meaningful

PRACTICEPRACTICE

PRACTICE

PRACTICEPRACTICE

PRACTICE

PRACTICE

PRACTICEPRACTICE PRACTICE

PRACTICE

PRACTICE

PRACTICE

PRACTICE PRACTICE

PRACTICE

PRACTICEPRACTICE

PRACTICE

PRACTICE

PRACTICE

PRACTICE

PRACTICE

Did you say PRACTICE?First Week: Give the info and practice every

single day for at least an hourFirst Month: Review every single day, use

your judgement for how longAfter Holidays: Review when you return,

use your judgement for how longOther: Stop and reteach or review when

you see a need

PUT IT IN YOUR LESSON PLANS

Lesson Takeaways

• Research supports teaching expectations. Your students want you to do it. S

• Be clear, show them what to do and what not to do

• Communicate importance, give feedback

• Dominate appropriately, be assertive • Practice

Closure

Be sure to download the resource for this lesson: • Teaching to Establish Expected Behaviors

Poster PDF

Don’t forget that any of these concepts can be tweaked to fit your specific classroom.

Reflective practitioners apply their learning in this manner.

Managing an Arts-Integrated

Classroom 3Behaviorwith Amanda Koonlaba

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