Lion Taming 101 Classroom Management Part 1 Presented By: Debbie Silver, Ed. D. <www.debbiesilver.com>
The Teacher “Concerning a teacher’s influence, I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated, and a child humanized or dehumanized.” --Haim Ginott
I. What is Classroom Management? a. It’s not just the rules. b. It is a mindset. c. It is an extension of who you are as a teacher.
I. What is Classroom Management? a. It’s not just the rules. b. It is a mindset. c. It is an extension of who you are as a teacher.
With-it-ness • An ability to extinguish a potential problem before it gets big • Moving around, maintaining proximity to kids where trouble is about to erupt • Re-engaging students who are drifting off
II. Management Begins Before the Students Arrive a. Decisions, decisions, decisions b. The basics
III. First Things First a. The first few days of school b. Non-negotiables c. Stated rules or implied rules?
III. First Things First a. The first few days of school b. Non-negotiables c. Stated rules or implied rules?
Non-negotiables • After behavior has been modeled, rules that apply no matter what • Dr. Silver’s non - negotiable: “If I ask to see you in private, you will go to the hall without argument.” • Provide anchor activities for class so you can conference with student in the hall
Magic Words • “For now” • “Help me understand . . .” • “Appropriate”
Ways to Manage Your Differentiated Classroom (from Betty Hollas, 2005) • Build relationships with students. • Open pathways for students to construct meaning from the content you teach. • Structure students’ interactions with one another. • Encourage students to interact with the information they are learning in ways that challenge, engage, and actively involve them.
IV. Making Connections a. Taking Inventory b. Proximity c. Setting the tone for the class
Taking Inventory Please answer question. There are no right or wrong answers. What you write will be held in confidence. 1. What is your full name? What do you like to be called? Why? List 5 words that describe you. 2. 3. List the people that live in your home(s) and put two describing words after each name. .
What is your favorite thing to do at school? 4. 5. What is your least favorite thing to do at school? 6. What do people tell you that you are good at?
7. Do you like to read? Why or why not? 8. What is your favorite book or movie? Why? What is something I (the teacher) need to know 9. about you?
10.Write your own question and answer it.
Common Attributes Once participants are arranged in groups, ask one member to be the recorder and write down each individual’s name. A group leader should help the members discover 10 (hopefully unusual) common attributes. At the end of the ice breaker, one person from each group will introduce each group member and read their group’s top 5 common attributes. List each group members’ name: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ List your most unusual common attributes (they must be true and they must apply to ALL members of the group). When you are finished, put *stars* by your 5 favorite ones.
Behavioral Journal Sheet Student’s Name____________________ Class/Period _____ Date _________
I violated our class code by: _________________________________ _________________________________ _____________________________
I chose to do this because: _________________________________ _______________________________
A more appropriate choice would have been: ___________________________________ _____________________________
This is how I feel about what happened: _________________________________ _______________________________
This is what I plan to do in the future to prevent a recurrence of my actions: _________________________________ _______________________________
This is how my teacher can help me implement my plan: _________________________________ _______________________________
___________________ ________________ Student’s Signature Date Teacher Comments: Adapted from Lee Canter and William Glasser by Debbie Silver, 2002
V. Tips for communicating with Students a. Model high expectations. b. Use eye contact and simple gestures. c. Practice active listening skills. d. Build connections.
Resources: www.debbiesilver.com password: iamateacher
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