welcome to “12 strategies!” self starter: write down the one behavior strategy that you wish...
TRANSCRIPT
Welcome to “12 Strategies!”
SELF STARTER:
Welcome to “12 Strategies!”
SELF STARTER:
Write down the one behavior strategy that you wish everyone knew. Write down the one behavior strategy that you wish everyone knew.
Select one:
Public Education:We Teach Them ALL
Public Education:We Teach Them ALL
Students who have…
Disabilities Extraordinary Gifts Ethnic Differences Home Language Other Than English Economically Disadvantages Medical Issues
Students who have…
Disabilities Extraordinary Gifts Ethnic Differences Home Language Other Than English Economically Disadvantages Medical Issues
Public Education:We Teach Them ALL
Public Education:We Teach Them ALL
Students who are…
Highly distractible and highly verbal Conflicted with issues at home Mobile, attending a number of schools Focused on peers and social relationships Non-readers Tired from part time jobs, late parties
Students who are…
Highly distractible and highly verbal Conflicted with issues at home Mobile, attending a number of schools Focused on peers and social relationships Non-readers Tired from part time jobs, late parties
“I think I’ll take the day off!”“I think I’ll take the day off!”
“Looks like we lost another good teacher!”
“Looks like we lost another good teacher!”
“Looks like we lost another
good teacher!”
“Looks like we lost another
good teacher!”
What it takes to control your class:
What it takes to control your class:
“Good classroom managers are teachers who understand and use specific techniques.”
“Good classroom managers are teachers who understand and use specific techniques.”
--Robert Marzano, 2003
What it takes to control your class:
What it takes to control your class:
“Good classroom managers are teachers who understand and use
specific techniques.”
“Good classroom managers are teachers who understand and use
specific techniques.”
--Robert Marzano, 2003
ENGAGEMENT: 23 percentile points higher
What it takes to control your class:
What it takes to control your class:
“Good classroom managers are teachers who understand and use
specific techniques.”
“Good classroom managers are teachers who understand and use
specific techniques.”
--Robert Marzano, 2003
ENGAGEMENT: 23 percentile points higher
ACHIEVEMENT: 20 percentile points higher
“Sure teaching is both an art and a science…but it’s also guerrilla warfare.”
“Sure teaching is both an art and a science…but it’s also guerrilla warfare.”
So, what’s with these 12 strategies?
So, what’s with these 12 strategies?
Focused on new teachers Not new, just compiled Not every teacher needs every strategy Helpful for mentors, principals Acknowledgements…
Focused on new teachers Not new, just compiled Not every teacher needs every strategy Helpful for mentors, principals Acknowledgements…
5 Assumptions5 Assumptions
1. Prevention is more effective than intervention.
1. Prevention is more effective than intervention.
5 Assumptions5 Assumptions
1. Prevention is better than intervention.
2. Good relationships are your most effective tool.
1. Prevention is better than intervention.
2. Good relationships are your most effective tool.
5 Assumptions5 Assumptions
1. Prevention is better than intervention.
2. Good relationships are your best tool.
3. There is no substitute for good instruction.
1. Prevention is better than intervention.
2. Good relationships are your best tool.
3. There is no substitute for good instruction.
5 Assumptions5 Assumptions
1. Prevention is better than intervention.
2. Good relationships are your best tool.
3. No substitute for good teaching.
4. Effective strategies are those that preserve dignity.
1. Prevention is better than intervention.
2. Good relationships are your best tool.
3. No substitute for good teaching.
4. Effective strategies are those that preserve dignity.
5 Assumptions5 Assumptions
1. Prevention is better than intervention.
2. Relationships are your best tool.
3. No substitute for good teaching.
4. Effective strategies preserve dignity.
5. Acting the professional works.
1. Prevention is better than intervention.
2. Relationships are your best tool.
3. No substitute for good teaching.
4. Effective strategies preserve dignity.
5. Acting the professional works.
“I’m home a little early, dear. The kids torched the school.”
“I’m home a little early, dear. The kids torched the school.”
6 Strategies to Prevent Behavior Problems
6 Strategies to Prevent Behavior Problems
STRATEGY 1: Social CuesSTRATEGY 1: Social Cues
STRATEGY 1: Social CuesSTRATEGY 1: Social Cues
…restates a desired behavior,…attributes it to a specific student,…loud enough to ‘cue’ the entire class,…targeted to an area of teacher concern,…indicates that this behavior helps you.
…restates a desired behavior,…attributes it to a specific student,…loud enough to ‘cue’ the entire class,…targeted to an area of teacher concern,…indicates that this behavior helps you.
A simple statement that a teacher makes to a class that…
STRATEGY 1: Social CuesSTRATEGY 1: Social Cues
“What should their behavior look like or sound like?”
--Dr. Ellen Williams (1996)
STRATEGY 1: Social CuesSTRATEGY 1: Social Cues
…Don’t over use them, 2 or 3 should be enough.
…Adjust to the age of your students.…Never use sarcasm!…Be sincere.
…Don’t over use them, 2 or 3 should be enough.
…Adjust to the age of your students.…Never use sarcasm!…Be sincere.
CAVEATS:
STRATEGY 1: Social CuesSTRATEGY 1: Social Cues
What is the difference between a social cue and
a positive comment?
What is the difference between a social cue and
a positive comment?
THINK TIME:
STRATEGY 2: Attention SignalSTRATEGY 2: Attention Signal
STRATEGY 2: Attention SignalSTRATEGY 2: Attention Signal
A signal saying you are ready to begin, so their attention is required.
STRATEGY 2: Attention SignalSTRATEGY 2: Attention Signal
1. Give a warning.
2. Take your mark.
3. Use your signal.
4. Make eye contact.
5. Use 2 or 3 social cues.
6. Begin immediately.
1. Give a warning.
2. Take your mark.
3. Use your signal.
4. Make eye contact.
5. Use 2 or 3 social cues.
6. Begin immediately.
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
Behavior in my classroom is NOT an extension of behavior in the halls.
I need 5-10 minutes to take roll, sign notes, and open my lesson plan.
I need your full attention when I am ready to begin today’s lesson.
Take time to get yourself organized and settled down to begin today’s work.
Behavior in my classroom is NOT an extension of behavior in the halls.
I need 5-10 minutes to take roll, sign notes, and open my lesson plan.
I need your full attention when I am ready to begin today’s lesson.
Take time to get yourself organized and settled down to begin today’s work.
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
1. Directions & materials1. Directions & materials
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
1. Directions & materials
2. 5 to 10 minutes
1. Directions & materials
2. 5 to 10 minutes
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
1. Directions & materials2. 5 to 10 minutes3. Most students already fluent
1. Directions & materials2. 5 to 10 minutes3. Most students already fluent
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
1. Directions & materials
2. 5 to 10 minutes
3. Most students already fluent
4. Work must be turned in
1. Directions & materials
2. 5 to 10 minutes
3. Most students already fluent
4. Work must be turned in
STRATEGY 3: Use Self StartersSTRATEGY 3: Use Self Starters
One paragraph: should colleges spend millions of education dollars on football?
Calculate the average of… Pick a tool that can slice off a finger, then
write 5 safety rules for its use. Should a mosque be built next to 9/11’s
“ground zero” in New York? Why? List as many adjectives as you can.
One paragraph: should colleges spend millions of education dollars on football?
Calculate the average of… Pick a tool that can slice off a finger, then
write 5 safety rules for its use. Should a mosque be built next to 9/11’s
“ground zero” in New York? Why? List as many adjectives as you can.
EXAMPLES:
STRATEGY 4: Proximity ControlSTRATEGY 4:
Proximity Control
STRATEGY 4: Proximity ControlSTRATEGY 4:
Proximity Control
In your classroom who is giving you the best attention…
the kids in the front rows, or
the kids in the back?
In your classroom who is giving you the best attention…
the kids in the front rows, or
the kids in the back?
Reflection Question:
STRATEGY 4: Proximity ControlSTRATEGY 4:
Proximity Control
Move frequently throughout your classroom to constantly create new “front rows” of student attention.
Move frequently throughout your classroom to constantly create new “front rows” of student attention.
STRATEGY 4: Proximity ControlSTRATEGY 4:
Proximity Control Stay on the move during…
Seatwork Lectures Demonstrations Group work Overhead presentations
Don’t sit at your desk when students are present.
Stay on the move during… Seatwork Lectures Demonstrations Group work Overhead presentations
Don’t sit at your desk when students are present.
STRATEGY 5: Use Time LimitsSTRATEGY 5: Use Time Limits
STRATEGY 5: Use Time LimitsSTRATEGY 5: Use Time Limits
Do your students think they have plenty of time to just kick back?
Do your students think they have plenty of time to just kick back?
Reflection Question:
STRATEGY 5: Use Time LimitsSTRATEGY 5: Use Time Limits
Improves our efficiency Motivate students Keep activities fresh, our pacing crisp Help them learn to manage their time Anchor students in the moment Communicates that you are organized
Improves our efficiency Motivate students Keep activities fresh, our pacing crisp Help them learn to manage their time Anchor students in the moment Communicates that you are organized
Time as a Teacher’s Ally:
STRATEGY 5: Making Time YOUR Ally
STRATEGY 5: Making Time YOUR Ally
1. Sub-divide block periods2. Post today’s schedule3. Give a clear time limit for each task4. Give 1-2 minute warnings5. Use a timer or a watch6. Make use of “wait time”
1. Sub-divide block periods2. Post today’s schedule3. Give a clear time limit for each task4. Give 1-2 minute warnings5. Use a timer or a watch6. Make use of “wait time”
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
What bugs you about your transitions?
What bugs you about your transitions?
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
STRATEGY 6: Manage Your Transitions
1. Be prepared!
2. Use your attention signal.
3. Explain your expectations.
4. Opportunity to ask questions.
5. Signal to begin, use social cues.
6. 5-second warning
7. Use your attention signal.
1. Be prepared!
2. Use your attention signal.
3. Explain your expectations.
4. Opportunity to ask questions.
5. Signal to begin, use social cues.
6. 5-second warning
7. Use your attention signal.
STRATEGY 6: More Transition Tips
STRATEGY 6: More Transition Tips
1. “Ticket”: write down 1st & 2nd things you will do when you enter the shop.
2. “Sell” the next activity.
3. Prepare an attention grabber.
4. Try to simplify by numbering the next steps students are to take.
5. Give a warning that a transition is about to occur
1. “Ticket”: write down 1st & 2nd things you will do when you enter the shop.
2. “Sell” the next activity.
3. Prepare an attention grabber.
4. Try to simplify by numbering the next steps students are to take.
5. Give a warning that a transition is about to occur
3 Strategies to Develop Positive Relationships
3 Strategies to Develop Positive Relationships
STRATEGY 7: Show You CareSTRATEGY 7: Show You Care
STRATEGY 7: Show You CareSTRATEGY 7: Show You Care
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door
STRATEGY 7: Show You CareSTRATEGY 7: Show You Care
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door
1. Smile often
2. Use names
3. Share a laugh
4. Notice your students
5. Greet your students at the door
CAUTION: Be the teacher, not the peer.
STRATEGY 8: Build Trust
STRATEGY 8: Build Trust
STRATEGY 8: Build Trust
STRATEGY 8: Build Trust
1. If you say it, mean it.1. If you say it, mean it.
STRATEGY 8: Build Trust
STRATEGY 8: Build Trust
1. If you say it, mean it.
2. Be consistent.1. If you say it, mean it.
2. Be consistent.
STRATEGY 8: Build Trust
STRATEGY 8: Build Trust
1. If you say it, mean it.
2. Be consistent.
3. Be the professional.
1. If you say it, mean it.
2. Be consistent.
3. Be the professional.
STRATEGY 9: Show Respect
STRATEGY 9: Show Respect
STRATEGY 9: Show Respect
STRATEGY 9: Show Respect
The only thing we can really control…
… is ourselves!
The only thing we can really control…
… is ourselves!
STRATEGY 9: Show Respect
STRATEGY 9: Show Respect
1. Address students by name
2. Use ‘Please’ and ‘Thank you’
3. Use a calm, warm speaking voice
4. Smile
5. Avoid sarcasm
6. Be on time and be ready
7. Assume benevolence
8. Preserve student dignity
1. Address students by name
2. Use ‘Please’ and ‘Thank you’
3. Use a calm, warm speaking voice
4. Smile
5. Avoid sarcasm
6. Be on time and be ready
7. Assume benevolence
8. Preserve student dignity
STRATEGY 9: Show Respect
STRATEGY 9: Show Respect
“We must be the change we wish to see in the world.”
--Mahatma Ghandhi
“We must be the change we wish to see in the world.”
--Mahatma Ghandhi
Strategies to Intervene when Behavior Problems Arise
Strategies to Intervene when Behavior Problems Arise
Strategies to Intervene when Behavior Problems Arise
Strategies to Intervene when Behavior Problems Arise
Teachers who use effective interventions decrease classroom
disruptions by
32 percentile points!
Teachers who use effective interventions decrease classroom
disruptions by
32 percentile points!
--Robert Marzano, 2003
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
Do your students believe
they will be held accountable
for their behavior?
Do your students believe
they will be held accountable
for their behavior?
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
Carry the class roster with you on a clipboard.
Show you notice. Use the data. Notice the positive, use incentives.
Carry the class roster with you on a clipboard.
Show you notice. Use the data. Notice the positive, use incentives.
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
“I need someone to go to the computer to look up…”
“OK, as I call your name you can move into the shop to get started.”
[Intercom:] “Please send someone to pick up…”
“I need someone to go to the computer to look up…”
“OK, as I call your name you can move into the shop to get started.”
[Intercom:] “Please send someone to pick up…”
Check the Chart before:Check the Chart before:
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
“The following students can now go to the library…”
“Mark, instead of this one, could you help Juan with his assignment?”
“I need someone to help me set up…”
“The following students can now go to the library…”
“Mark, instead of this one, could you help Juan with his assignment?”
“I need someone to help me set up…”
Check the Chart before:Check the Chart before:
STRATEGY 10: The Clipboard Technique
STRATEGY 10: The Clipboard Technique
walk about the room (proximity) take roll roll on the clipboard, mark late-comers as they enter, mark homework completion deal with individual issues.
walk about the room (proximity) take roll roll on the clipboard, mark late-comers as they enter, mark homework completion deal with individual issues.
Adaptation: during the self starter…Adaptation: during the self starter…
Strategies to Improve the Quality of our InstructionStrategies to Improve the Quality of our Instruction
Could there be a relationship between the quality of classroom instruction, and the quality of student behavior?
Could there be a relationship between the quality of classroom instruction, and the quality of student behavior?
Strategies to Improve the Quality of our InstructionStrategies to Improve the Quality of our Instruction
As a student, think of a time when YOU caused problems for your teacher. Write down what caused you to do this.
As a student, think of a time when YOU caused problems for your teacher. Write down what caused you to do this.
STRATEGY 11: Keep Your Pacing Crisp and
Your Students Active
STRATEGY 11: Keep Your Pacing Crisp and
Your Students Active
STRATEGY 11: Keep Your Pacing Crisp
STRATEGY 11: Keep Your Pacing Crisp
Attention span is about half the student’s age.
(Fortin 2008)
Attention span is about half the student’s age.
(Fortin 2008)
STRATEGY 11: Keep Your Pacing Crisp
STRATEGY 11: Keep Your Pacing Crisp
Attention span is about half the student’s age. (Fortin 2008)
35 years ago average a 13-year-old’s attention span was 15 min. Today average adult attention span is only 20 min.
(Reynolds 2008)
Attention span is about half the student’s age. (Fortin 2008)
35 years ago average a 13-year-old’s attention span was 15 min. Today average adult attention span is only 20 min.
(Reynolds 2008)
STRATEGY 11: Keep Your Pacing Crisp
STRATEGY 11: Keep Your Pacing Crisp
Attention span is about half the student’s age. (Fortin 2008)
35 years ago average 13-year-old attention span was 15 min. Today average adult attention span is only 20 min. (Reynolds 2008)
In England the attention span of adults has fallen from 12 min. to 5 min over the past 10 years. (Lloyd’s 2008)
Attention span is about half the student’s age. (Fortin 2008)
35 years ago average 13-year-old attention span was 15 min. Today average adult attention span is only 20 min. (Reynolds 2008)
In England the attention span of adults has fallen from 12 min. to 5 min over the past 10 years. (Lloyd’s 2008)
STRATEGY 11: Keep Your Pacing Crisp
STRATEGY 11: Keep Your Pacing Crisp
Why has the attention span of our students become so short?
Why has the attention span of our students become so short?
STRATEGY 11: Keep Your Pacing Crisp
STRATEGY 11: Keep Your Pacing Crisp
Pick up the pace. Move beyond the rote. Break up the boredom with change-
ups. Use ‘Sponge Activities.’
Pick up the pace. Move beyond the rote. Break up the boredom with change-
ups. Use ‘Sponge Activities.’
Strategies to Improve the Professionalism of our
Practice
Strategies to Improve the Professionalism of our
Practice
“That’s the second time this week that Ms. Dickey has left her class early to
go home sick.”
“That’s the second time this week that Ms. Dickey has left her class early to
go home sick.”
Strategies to Improve the Professionalism of our
Practice
Strategies to Improve the Professionalism of our
Practice
Write down the one behavior strategy that you wish everyone knew.
Write down the one behavior strategy that you wish everyone knew.
STRATEGY 12: Keep Up
STRATEGY 12: Keep Up
STRATEGY 12: Keep Up
STRATEGY 12: Keep Up
“Withitness”
Jacob Kounin (1970)
STRATEGY 12: Keep Up
STRATEGY 12: Keep Up
What can teachers do to have
‘eyes in the back of your head?’
What can teachers do to have
‘eyes in the back of your head?’
STRATEGY 12: Keep Up
STRATEGY 12: Keep Up
Scan the class frequently. Buffer the interruptions. Avoid procedures that encourage
distractions. Intervene in a timely, accurate
fashion.
Scan the class frequently. Buffer the interruptions. Avoid procedures that encourage
distractions. Intervene in a timely, accurate
fashion.
