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Do Now...

Observe the picture of the


children on the tree.
Which one of these
children represents your
feelings about your
classroom management?
Why?

Objectives
TWBAT:
Understand the relationship between effective management and effective
teaching
Discuss and understand the difference between rules and procedures
Analyze teaching methods and discuss best practices

http://vimeo.com/8278515

Watch the video clip


While you are watching:
Look for + /
What you would say to this teacher?
What can YOU take away from this?
Prepare to share!

FACT 1: All effective teachers are effective classroom


managers.
FACT 2: Even the most effective teachers work dilligently
to continually improve their classroom management skills.
FACT 3: Without effective management skills, effective
teaching can not occur.
FACT 4: ALL teachers possess the ability to become more
effective, yet many fail to do so because they lack
management skills.

Rules and Procedures Simplified


A rule regulates a serious
offense.
When a student breaks a
rule, a consequence follows.
Limit your rules to 5 or less.

A procedure is a way that


you want something done in
your classroom- the same
way every time.
When a student does not
follow a procedure, remind
him of the procedure and
practice it as necessary.
You should have many
procedures.

What to Do - Teach It!


Some noncompliance comes from
incompetence. (TEACH)
Teach what TO do and what NOT to do
Break down tasks into specific steps in
repeated instruction

What to Do - Teach It!


Directions are:
Specific- Easy to remember, solution oriented, and hard
to misunderstand
Concrete- Clear, simple, physical tasks
Sequential- Paying attention may involve a sequence of
steps.
Observable- The observational component of directions
creates terms of accountability

100 Percent Watch the Video


Accept nothing less! 100% is the only suitable amount of students following directions
If you settle for less, your authority becomes subject to:
interpretation ("Do you mean silent or just lower our voices?")
situation ("The teacher is in a bad mood today, so we'd better listen.")
motivation ("Do I feel like it today? What will I get if I do?")
3 Principles of 100%
1. Use the least invasive form of intervention
2. Rely on firm, calm finesse.
3. Emphasize compliance you can see.
From Teach Like a Champion by Doug Lemov

Ways to Address Misbehavior

Strong Voice
Economy of Language - Less is more; crisp and clear; Don't talk over
students- wait.
Do Not Engage - No arguments. No distractions.
Square Up, Stand Still - Stop what you are doing, turn directly to the object
of your words and make eye contact. No Fear!
Quiet Power - Avoid the instinct of louder and faster. Get slower and
quieter.
Formal Pose - Use of the appropriate register implies the importance of
your message

Correction
Nonverbal Intervention- Proximity, eye contact, gestures; Keeps the focus
on your teaching
Positive Group Correction- Quick verbal reminder or praise to the whole
group
Anonymous Individual Correction- Make it explicit to the group that
everyone is not where they need to be.
Private Individual Correction- Seek to correct privately and quietly; Walk to
students desk, lean down confidently, and tell the student what to do quickly
and calmly.
Lightning Quick Public Correction- Public, individualized verbal correction;
Limits the amount of time the student is on stage for negative behavior and
focus on the desired behavior.

www.pbisworld.com

We are all just ordinary people striving to do extraordinary


things!

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