ImpactEveryone can be an effective teacher Difference between efficient and effective
Top 3 Traits of an Effective Teacher: (from “What Helps Students Learn”, Educational Leadership—50 years of research)
* is a Good Classroom Manager
* designs lessons to reach mastery
* has positive expectations that students will be successful
GOOD CLASSROOM MANAGER
* Classroom Management Profile Quiz (ACTIVITY)
* Teacher is most important element inside the classroom
* Manage a Classroom, not discipline! Restaurant, airlines, stores, etc.
DESIGNS LESSON FOR MASTERYdo we really teach them? Through lecture: But did we teach them how to take
notes? Through recitation: But did we train them?“Study Chapter 5” – what does that mean? Essay Test: but did we show them examples of good essays? Do the students DO? Or all they do the whole day is listen? Who works the hardest inside the room is he who learns most: the Teacher! (Cooperative Learning: SUPPORT BUDDY SYSTEM)
HAS POSITIVE EXPECTATIONSExperiment done on a group of students Parents: when you grow up, what will you be? By how you live your life at home, parents, by how you live your life at school, teachers, so shall your children at home, so shall your students at school. So what are your expectations? Low? High? High expectations: we even come attired professionally for them: BECAUSE HOW WE TREAT THEM, is how they also will treat us. STUDENTS COME TO SCHOOL WITH EXPECTATIONS. They come with unlit candles. And they expect you to light their candles. And the ones who want it most, are those who have been at risk, in the dark. They need you. They need us. They have expectations. YOU, WHAT ARE YOUR EXPECTATIONS?
POWERPOINT of 100 years from now . . .
Part II. PROCEDURES & ROUTINES
The Number one factor governing learning is Classroom Management Not discipline Not self esteem Not motivation Not class size, etc.
Effective Teacher MANAGES
Ineffective DISCIPLINES
* The best way to manage is to have Procedures & Routines.
Clearly define classroom procedures and routines. Effective teachers spend a good deal of time the first week of the schoolyear introducing, teaching, modeling and practicing procedures until they become routines.
* You want responsible students?
1. The only way you can have responsible students is if you have procedures and routines to which the students can be responsible to.
2. When students know how the class is run, they will more willingly do whatever you want them to do.
PROCEDURES:
PROCEDURES: What you want students to do.
ROUTINE: What the students do automatically.
Principle: Procedures must be rehearsed.
THE NUMBER ONE PROBLEM IN THE CLASSROOM ISNOT DISCIPLINE; IT IS THE LACK OF PROCEDURES AND ROUTINES.
Discipline = how students behave
Procedures = how things are done
Discipline = has penalties and rewards
Procedures = have no penalties or rewards
A rule is a DARE to be broken, whereas a procedure is not.
So don’t discipline. Manage!
Procedures to rehearse with students
Passing in papers
Heading of papers
Roll call
Entering the classroom
When asking a question
Getting to work immediately
When teacher is tardy
Walking in the hall during class time
End of period class dismissal
Participating in Class Discussion
When a student needs paper/pen
Coming to attention
When you are absent
Working cooperatively
Changing groupsSaying “thank you”
Etc.
IT IS THE PROCEDURES THAT SET UP THE CLASS FOR ACHIEVEMENT TO TAKE PLACE.
* When they don’t follow procedures, no need to get angry: just ask: WHAT’S THE PROCEDURE PLEASE? Can you show me? . . . THANK YOU
When they know how the class is run, they will more willingly do whatever you want them to do. And when the teachers know how to manage the class, the students will do whatever the teacher wants the students to do.
Part III. Discipline Plan: Once and for all, You can solve your discipline problem.
Powerpoint: I HAVE COME TO THE FRIGHTENING . . .
6,000 murder, rape, assault of teachers
90% of disruptive behavior:
kids not keeping quiet 75%
kids not staying in their place 15%
Bad teacher: 1 disturbance every 20 seconds.
Good teacher: 1 disturbance every 2minutes
WASTE OF TIME! – reduces productivity
<!--[if !supportLists]-->- <!--[endif]-->wears down the teacher
5 MYTHS OF DISCIPLINE:
1) Do not smile until Christmas – first day: show pangs! It works . . . for 2 weeks at most. After that, you look for stop gap measures.
2) All you have to do is to have a good curriculum, small class size, latest books, etc. --- they are good. But not enough!
3) All you got to do is to teach in a nice upper middle class community. Because the problems are in other places.
4) All you have to do is to be friends with the students. DON’T BE FRIENDS. Be friendly, but not a friend. They need a model, an adult they can admire.
5) All you have to do is be big and tough. ---- no one scares me here. All of you look nice.
THE KIDS WANT DISCIPLINE EVEN MORE THAN YOU DO!
You have to have a discipline plan. He who does not have a plan is planning to fail!
(Philippine Air Lines: when a crisis happens, no plan?)
Best plan: consistent in every classroom, by every teacher.
Like in airplanes: whatever airlines, they have the same plan/rules.
NOT A PLAN: To deal with every case according to situation.
This plan I’m about to share doesn’t require effort. You won’t have to get angry! That’s the best part.
Teachers without problems of discipline
Quadrant of discipline types Low control, low support – neglects the class, doesn’t know how to teach, afraid to shake hands, always angry, grouchy. Produces BORED students.Low control, high support – permissive teacher; beginning teacher; school is playground; no control of the students; classroom is a zoo! Produces FRUSTRATED kids, no concept of rules, limits, etc.High control, low support – everyone sit down; listen to me; shut up. Teacher would commit suicide before he can smile at students. Dictatorial teacher! Produces REVENGEFUL students.High control, high support – I know exactly when to give the exam, how long the exam is, what to do in the classroom. Support: Class, how are you? Authoritative teacher. Master Teacher. Assertive Teacher. Not mean, not pushy. SUCCESSFUL STUDENTS.
Principle: Never interrupt lesson to discipline
Never use non-assertive words:
How many times will do I have to tell you. . .?
What’s wrong with you?
What are you trying to do?
When will you grow up?
Are you challenging me? My authority?
Useless words.
Knock it off. Act your age. Simmer down. Shape up. Etc.
Call by name. Tell him exactly what you want him to do. Wait. Thank you
Like in an airline. They never: How many times do I have to tell you to fasten your seatbelts? They simply walk up to you, put their hand behind your seat. Sir?
Part IV. The Plan
Never discussed with the class. It is stated.
Not too late to start it on Monday. Script: I care that you learn inside the classroom. I don’t want anyone to violate your right to learn. We will work as a team, helping each other. So that we do not violate each other’s right to learn, we will have a set of rules inside the classroom.
Then state them. Better yet, POST THEM. Take them down when they have memorized them.
A. Rules – 3 to 5. Never more than that.
* No unnecessary noise.
* No unnecessary movement.
* Be prepared.
B. Negative Consequences: Penalty
C. Positive Consequences: Reward
Positive Consequences:
"Good News" notes sent to parent
Smile-O-Gram for pupil
Happy face/rubber stamp/sticker award on a good piece of work
"Citizen of the Day" award
Pat on shoulder
"I'm proud of you!" statement
Special "free time" allotment
Stars on chart for daily/weekly award
"Special Helper of the Day" award
Healthful food treat--if allowed
Tokens or chips to be traded
Time at learning center/computer
Row, line, or class leader job
Extra "free-choice" time
Selection from "Goodie Bag"
Lunch with the teacher
Extra media center time
Assistant to school secretary, librarian, or custodian
Visit to principal for special acknowledgement
Tutor or assist other students
Selector of group activity or project
Exchange card for extra points
Free homework pass
Call to parent(s) with good news
Negative Consequences:
Isolation in classroom (time out)
Loss of break period
Loss of all or part of recess
Short detention at lunchtime
Isolation in lunch room
Detention after school
Clean up the mess created
Student call to parent at home or work to report misbehavior
Isolation in another classroom (by pre-arrangement)
Loss of star/demerit on behavior chart
Assignment to clean-up tasks--room, building, yard
Restriction from programs and special assemblies
Loss of center time or/free-choice time
Lower conduct grade
Seating assignment changed
Tape-recording of tantrums; play back for parents
Removal of pupil and desk to hallway
Student apology to those offended
Last in line
Request student to repeat rule and to follow rule
Notes home to parent(s)
Removal to the office
In-school suspension
Recommendation for suspension
Recommendation for alternative school
SYSTEM: checking beside the name of the person
WHAT NOT TO DO:
3 checks right away
to show it as a way of getting even with the student
They will hate the chalk. But not you!
Part V. Other reward system:
There should be more rewards than penalties.
1. Tally marks for every good behavior or cooperative behavior.
2. Jar & Marble routine.
3. Stop Watch Routine
You go home NOT tired. NOT angry. You go home happy. And loved. NO MORE BURN OUTS!
If you are cynical, doubtful, IT WILL NOT WORK. Forget it.
