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.

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