Organization and Management of Learning Environment

Organization and Management of Learning Environment

Butler County School System

December 5, 2011

Debbie Jones, Jones Consulting LLC

334-695-0000

This workshop provides practical strategies and tips for improving classroom management by addressing indicators 2.1, 2.2, and 2.3 of the Alabama Quality Teaching Standards.

Standard 2: Teaching and Learning

Organization and Management of Learning Environment

2.1 Designs a classroom organization and management system built upon age-appropriate expectations and research-based strategies

2.2 Creates a climate that promotes fairness and respect

2.3 Creates a safe, orderly, and stimulating learning environment that nurtures motivation and engagement of learners

Rubrics for Assessing Standard 2

2.1 Designs a classroom organization and management system built upon age-appropriate expectations and research-based strategies

· Emerging: Communicates and reinforces clear age-appropriate expectations for behavior. Responds appropriately to disruptive behavior based on the established system and the learners involved.

· Applying: Implements an organizational and management system that is age-appropriate and responsive to class and individual needs. Uses research-based strategies to prevent or lessen disruptive behavior and reinforce positive behavior. Encourages learner involvement in maintaining positive behaviors.

· Integrating: Works with colleagues to systematize school-wide organization and management to ensure positive behaviors among learners within and outside of classrooms. Collects and analyses data on a range of learner behaviors and makes modifications to facilitate positive learning environments among all learners.

· Innovating: Engages colleagues in review of research-based strategies for promoting positive behavior. Advocates for school-wide improvements in organizational and management systems that equitably reinforce expectations and consequences. Builds learners’ capacity to take responsibility for maintaining and monitoring behavior of self and others.

2.2 Creates a climate that promotes fairness and respect

· Emerging: Models equitable and respectful interactions with learners and cultivates positive rapport. Uses some strategies to respond to unfairness and /or disrespect.

· Applying: Maintains positive relationships with all learners. Teaches a variety of strategies that promote fair and respectful interactions between learners and in multiple contexts.

· Integrating: Fosters learner participation in creating and maintaining a fair and respectful school climate and supports them in developing skills to respond to inequity and disrespect. Collaborates with colleagues to collect, analyze, and modify approaches to improve school climate.

· Innovating: Leads colleagues in examining research and participating in trainings on fair, equitable, and respectful education. Shares responsibility with colleagues to ensure that there are fair and respectful interaction with learners, families/guardians, colleagues, and administration.

2.3 Creates a safe, orderly, and stimulating learning environment that nurtures motivation and engagement of learners

· Emerging: Reviews safety considerations when planning lessons and implements safe practices. Teaches routines, procedures, and transitions that contribute to an orderly environment. Models initiative and inquiry in ways that nurture learner motivation. Makes some adjustments during instruction to promote engagement.

· Applying: Maintains a safe classroom at all times. Engages learners in managing, monitoring, and supporting an orderly environment. Provides an enriching environment that stimulates, motivates, and engages learners. Paces and adjusts instruction to ensure continual engagement.

· Integrating: Engages with learners and colleagues to examine underlying factors affecting school safety and make ongoing improvements to support a positive learning environment school wide. Draws upon a wide repertoire of skills to nurture motivation and engagement in all learners.

· Innovating: Leads colleagues in the design and implementation of research-based strategies that promote positive and focused environments for learning. Engages learners in extending studies of content based on learner curiosity and motivation.

Just a few reminders:

· State law requires local boards of education to have a student discipline policy.

· Teachers must be familiar with and follow school board policy on student discipline.

· Teachers must review the school’s student code of conduct.

· Board policy supersedes school policy.

· Whenever possible, administer discipline in private, out of the view and hearing of others.

· If you are not following board policy, the board will not be able to support your actions.

Help Me, Please!

Walk inside and quiet down

Take the book sacks off the ground

Stay in your desk, why are you standing

(I’m tired of all this reprimanding)

A million times I know I’ve said it

So how much longer till they get it

Over and over the same old rhyme

Once more and I’ll lose my mind

Why is it that they just don’t listen

And what is it that I am missing

I’ve been nice and I’ve been mean

I’ve spoken softly and I’ve screamed

What more, I ask, is there to do

Help me, please, I’ve not a clue!

- Elizabeth Breaux

Opening Activity

Share a Classroom Management Issue that Was Not Resolved

Select a Partner

Partner with someone sitting near you, and decide who will share first. The decision to share first will be based on the month of your birthday. The person who has the earliest birthday of the year will share first. For example, a person with an April birthday will share before a person with an October birthday. If both of you have the same birthday month, use the day to determine who will share first. If you both share the same month and day, flip a coin. If you can not find a partner, ask a group if you may join them.

You will have thirty seconds to find a partner and decide who will share first. Wait for the signal before beginning to select a partner. Do not begin sharing yet; just find a partner and decide who will share first.

1. Write your partner’s name here ______

2. Write who will share first here ______

First Partner Shares

Now, you will have one minute to share with your partner and one minute for your partner to offer advice. The timer will sound after the first minute as a signal to stop sharing and then listen to advice from your partner. Write your initials in the blank after completing your task. Wait for the signal before beginning to share.

1. First person shares for one minute ______(initial)

2. Second person offers advice for one minute ______(initial)

Second Partner Shares

Again, you will have one minute to share with your partner and one minute for your partner to offer advice. The timer will sound after the minute as a signal to stop sharing and then listen to advice from your partner. Write your initials in the blank after completing your task. Wait for the signal before beginning.

1. Second person shares for one minute ______(initial)

2. First person offers advice for one minute ______(initial)

If your partner could not come up with a solution, write the problem on an index card, and we will discuss your issue at the end of the workshop. It is not necessary to write complete sentences; just jot down the main problem: Student will not stay in desk. Do not include your name.

Use this space to take notes as others share.

Stay in Control …

Be Consistent

Consistent

Organize procedures

Need a reward

Sign a contract

In transition

Stay in touch

Timer

Everyone works together

Negative consequences

Teacher/Student relationships

My Procedures

Activity that needs a procedure ______

Behaviors I expect for this activity.

Rewards that Don’t Cost Much Money or Rot Your Teeth

Sit at the teacher’s desk
Be the zookeeper and take care of the animals.
Have lunch with the person of your choice.
Tutor other students.
Join another class for indoor recess.
Have the teacher send a note to parents with positive comments.
Draw on the board.
Attend a special breakfast in the library.
Earn extra credit.
Use clay during free time.
Chew sugar-free gum.
Be the first in line.
“A Half = A Whole” This ticket allows a student to turn in half of an assignment and receive full credit.
Privilege to complete homework for another class during the current class.
Choose any class job for the week.
Choose the music for lunch.
Skip one question ticket.
Take something from the classroom home for the night.
Watch an educational DVD at the computer.
Use colored chalk on the exposed sidewalk.
Do all the classroom jobs one day.
Select the day a class project or report is due.
Invite a visitor for lunch.
“One Day Late” pass.
Permission to complete a word puzzle during class.
Work on a mural.
“50/50 Card” to be used on a multiple choice test question. The student raises their hand and turns in the 50/50 card in exchange for a reply with two possibilities for the answer.
Get a drink of water whenever you want.
Use a pencil sharpener any time.
Two-minute tardy coupon
Permission to write a note to a friend.
“Is It Right?” card. Student turns in card in exchange for a nod or a shake from the teacher. indicating that the answer is either correct or incorrect.
Make a bulletin board.
Put extra marbles in the group reward jar.
Excused from early morning work.
Certificate to opt out of an assignment
Be a helper in another classroom.
Serve as the facilitator for a class discussion.
Help the custodian.
Free points to be used on an assignment.
Stay in at recess to play a game (or computer work) with a friend.
Write in ink for one day.
Invite a friend from another class to eat lunch with you.
Use the teacher’s rocking chair instead of your desk chair.
Work in the lunchroom.
Work on an assignment with a partner of your choice.
Take home a class game for the night.
Sit by a friend for the day.
Move your desk to a chosen location.
Keep an animal, either real or stuffed, on your desk.
Receive a “No Homework” pass.
Earn the privilege to have class outside.
Have lunch with another staff member.
Operate equipment in the classroom.
Use the couch or beanbag for the day.
Go to another class for lunch.
Be the first one to eat.
Permission to go to the library during class.
Have a special sharing time to teach something to the class.
Set up a special display.
Be the leader of a class game.
Extra time in the center.
Extra recess.
Read to a younger child/class.
Assist the teacher for a lesson.
Receive letters in a word to earn a reward: P L A Y G R O U N D
Mount student photograph on the hall display for good behavior.
Receive a homework pass each Friday for good behavior.
“Seat Pass” allows a student to sit in another student’s desk.
Read to someone else.
Floating “A” (Good for an “A” on any homework assignment)
Teacher assistant for ½ day/period
Sit/Lay anywhere in the room to read.
Sticker incentive charts.
Show and tell.
Allow student to make a “good call” to parent.
Bring special dessert to eat with lunch.
Expressing genuine interest and giving the student something positive to live up to.
Tardy pass.
Ticket to a sporting event.

Rewards I Could Use

Person(s) Targeted (disruptive hall behavior, green reading group, student who does not have supplies…)

Requirements for Rewards

Typical Methods of Accommodating Academic Tasks

1. Reduce the number of problems on a page (e.g. five problems to a page; the student may be required to do four pages of work throughout the day if necessary).

2. Use a highlight marker to identify key words, phrases, or sentences for the student to read.

3. Remove pages from workbooks or reading material and present these to the student one-at-a-time, rather than allowing the student to become anxious with workbooks or texts.

4. Outline reading material for the student at his/her reading level, emphasizing main ideas.

5. Tape record material for the student to listen to as he/she reads along.

6. Read tests/quizzes for the student.

7. Tape record tests/quizzes for the student.

8. Make a bright construction paper border for the student to place around reading material in order to maintain his/her attention.

9. Make a reading window from construction paper which the student places over sentences or paragraphs in order to maintain attention.

10. Provide manipulative objects for the student to use in solving math problems.

11. Rearrange problems on a page (e.g. if crowded, create more space between the problems).

12. Use graph paper for math problems, handwriting, etc.

13. Rewrite directions at a more appropriate reading level.

14. Tape record directions.

15. Have peers help with directions or explanations.

16. Allow more time to take tests or quizzes.

A child comes to me

A soiled dove with heavy wings

Flailing aimlessly

Angry at everything and everyone

At nothing and no one

Rejected, ridiculed, misunderstood

Hurting, injured, waiting to be healed

I must first reach him and pull him in

Before I can help him fly again.

-Elizabeth Breaux

Real Teachers, Real Challenges, Real Solutions

References for Classroom Management

1. Breaux, Elizabeth. (2007) How to Reach & Teach all Students. Larchmont: Eye on Education.

2. Canter, Lee. (1976) Assertive Discipline: A Take Charge Approach for Today’s Educator. Los Angeles: Lee Canter and Associates.

3. Canter, Lee and Marlene Canter. (1991) Parents on Your Side. Santa Monica: Lee Canter and Associates.

4. Charney, Ruth Sidney. (1998) Teaching Children to Care, Management in the Responsive Classroom. Greenfield: Northeast Foundation for Children.

5. Colvin, Geoff. (2004) Managing Non-Compliance. Video. Eugene: Iris Media Inc.

6. Levy, Ray. Reinforcing Small Changes in Behavior. SchwabLearning.org A Parent’s Guide to Helping Kids with Learning Difficulties.

7. Marzano, Robert J. (2003) Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.

8. Payne, Ruby K. (2003) A Framework for Understanding Poverty. Highlands: aha! Process, Inc.