CLASSROOM MANAGEMENTSTAFF DEVELOPMENT

EDLE 5473: Michelle BakerMichala BinamAlexandra HolterCynthia SandersFall 2013

Needs Assessment Identified needs through personal

communication with a High School principal.

Three areas of concern were discussed: Co-teaching instruction for mainstreaming

special education students Data-teams for targeting teaching goals Classroom management for new

teachers

25% of teachers new to the profession

Principal insight: Increased capacity for management

would: Increase student growth Decrease office referrals Promote positive school culture

Needs Assessment-Classroom Management

Teacher survey used to assess current perceptions of classroom management: www.surveymonkey.com

Purpose of survey was to help narrow the focus of classroom management PD.

Assessment Of Need

Survey Questions & Results…

34 teachers responded. Questions answered on a 1-4 scale, 1 being

weak and 4 being strong.1. Effectiveness of my rules/expectations in

my classroom... 3.182. Effectiveness of my cell phone policy in

my classroom... 2.793. Effectiveness of my consequences in my

classroom... 3.294. I feel supported in my classroom

management by administration. 3.415. My students are prepared for class daily.

2.44

6. My students respect me. 3.327. My students respect each other.

2.828. I tend to use... (negative

reinforcement – 1 to positive reinforcement – 4) 2.85

9. My students are active learners in my classroom. 2.97

10. I feel like I'm in control of my classroom. 3.44

Survey Questions & Results…

Staff development project will be presented to the whole staff after Christmas break Power point of tips and tricks Videos Group discussions Handout

Establish mentoring program

Survey Decisions

High School Mission Statement

Our mission is to create an environment in which students can acquire the skills and develop the attitudes necessary to become lifelong learners and productive, responsible citizens.

Why this PD works towards our mission statement… Without effective classroom

management, we are not creating the environment in which we strive for at the high school.

Professional development to help some new teachers and possibly some more experienced ones create more effective classroom management will help achieve our mission statement.

Videos

 http://www.youtube.com/watch?v=B4b8GQ-2YfU

 http://www.youtube.com/watch?v=EC0ltKOwF_A&list=PL65E28BF807A34673

http://www.youtube.com/watch?v=mAryU-RWll8

Classroom Management

Everything that focuses on the conduct of the classroom.

Organization Classroom Rules Discipline Classroom Conduct Attitude Continuation

Start before Coming into Classroom

Sound in charge. Be positive but assert yourself. Assert yourself before teaching. Allow for time to focus. Verbalize if there is disruption. Avoid being tired or distracted by

influences outside of the classroom.

Classroom Organization Arrange the classroom for optimum

learning. Sit at every desk to identify the point

of view of the student. Arrange desk to have adequate space

for individual and group work. Use color to stimulate learning and

not a distraction. Organize school supplies. Music

Classroom Organization: The Class Rules

Post a listing of classroom rules. Some rules are required to be

created by the teacher, but allow student to participate in rule development.

Follow through on your discipline plan. Do what you say and say what you mean.

Classroom Conduct

Follow through on your discipline plan. Don’t play favorites. Ask every student questions at least

weekly. Feedback- Ask students about answers.

Give them your full attention. Group Work- Randomly pick groups not

based on peers. Have one student leader weekly.

Classroom Conduct

Do not stay at the desk. Walk around the room.

Give perspective taking Recognize students for positive attitude

once a month. (Elementary -“Caught doing good”)

Incentives for good behavior and academic success.

Consequences-not allowing incentives rather than punishment.

Discipline Styles

Authoratian Authoritative

Authorative classroom tend to have less discipline problems.

Attitude

Attitude with Gratitude Avoid being tired, too emotional, and

avoid distractions to teaching. Be positive. (Try to think of 2-3 good

things that happened in your classroom and your day.)

Weekly try a different teaching technique.

Be open to change. Find professional development training .

Attitude

Smile Don’t forget- say please and thank you to

your class. Don’t forget to thank them for being a part of the class.

Be clear about consequences of misbehavior in verbal and written means.

Give perspective taking. Be aware of posture and nonverbal ques. Use humor when appropriate.

Continuation of Classroom Management

Training Find a mentor in classroom management.

What works for him or her? Model one thing that you admire. Self -evaluate weekly and reflect on what

work and what did not. Meet with mentor for advice. Think of your class as a team. Encouraging

working together. Classroom management software- Class

Dojo-

ObservationsTeacher to Teacher We are asking all teachers to do 2 observations this

semester. You will be using the observation tool provided to you

about classroom management. We ask that you observe one teacher in your

department and one teacher out of your department. Try to include one teacher with the same or more

experience in education than yourself and one with less experience than yourself, if possible. If you are relatively new to education, then observe two teachers with different experience levels.

After an observation, a copy should be kept and a copy should be given to the teacher observed.

Email Dialogue

As the host of the professional development, I will initiate an email discussion in small groups. These groups will be utilized at the next meeting as well.

Some questions will be asked in order to create

Midterm Meeting

A meeting will be scheduled on a PD day February or March to have round table discussions.

Faculty will be grouped according to experience levels. Group leaders will be picked and asked prior to the

meeting to lead a round table discussion. The whole staff will not be required to attend. The group leaders will be asked prior to the meeting

to help. Teachers with minimal experience will be asked to

attend. The discussions will benefit these teachers the most.

Teachers will be asked to bring copies of their observation tools for a resource during the discussion.

Evaluation Towards the end

of the semester, a survey will be sent out electronically in order to collect data about how the teachers feel they have improved in their classroom management.

Logic Model

A logic model will be used in effort to guide the PD process, provide formative feedback and summative goals.

“Rational or reasoning behind programs intended effects” (Fitzpatrick, Sanders & Worthen, 2012).

Program: Classroom ManagementSituation: Increased number of new staff this year requires an increased focus on classroom management. This is to ensure that all teachers are confident in their ability to effectively manage a classroom. With teacher competence in classroom management, comes increased student academic outcomes.

INPUTS

Lead Teachers

Administration

Time for Collaboration

Materials

-All Staff Meeting Over Class Room Management -Paring of Lead Teachers with New Staff -Observing Staff with Focus on Classroom Management

Teachers Administrators Support Staff Students

OUTPUTS Outcomes Short Medium Long

Promotion of CM -Skills -Attitudes -Knowledge -Awareness

-Fewer Tardies -Fewer Referrals -Increased Staff Collaboration

-Development of School Wide CM Policies -Better Student Behavior beyond the Classroom -Improved School Culture

Adapted from University of Wisconsin Extension, 2013

References Classroom Management. (2013). http://

www.neo.org/classroommanagement Class Management Software Dojo. http://www.classdojo.com/ Taylor-Powell, E., Steele, S., & Douglah, M. (1996). Planning a

program evaluation. Retrieved Dec. 2013, from University of Wisconsin-Extension-Cooperative Extension, Program Development and Evaluation. Retrieved from: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodelworksheets.html

Fitzpatrick, J.L., Sanders, J.R. & Worthen, B.R. (2012). Program evaluation: Alternative approaches and practical guidelines. (4th ed.). Boston: Peason.

Reinke, W.M., Stormont, M., Webster-Stratton, C. , Newcomer, L.L., and Herman, K.C.(Mar 16 2012). The incredible year’s teacher classroom management program: Using coaching to support generalization to real-world classroom settings. Psychology in Schools, 49(5), 416-428. doi: 10.1002/pits.21608