Session 6 Agenda
1:00
1:30
2:00
2:10
2:30
2:50
Teach More CHAMPS
Presentation
Break
Groups
Reports
Adjourn
1
Classroom Organization & Social Instruction:
Your First Month of School
Individual Motivation
Laura Rothenberger, Ed.D.
October 9, 2006
First Day
Be Prepared!
– Social Expectations & Instruction
Classroom Rules
– Daily Schedule
– Classroom Layout
– Attention Signal
– Beginning & Ending Routines
– Student Work
– CHAMPS Lessons as Needed
Behavioral Expectations
3
First Day Opening Strategy
Creating Metaphors – Grades 3-6
– Fill in the blank: When I am at my best as a
student I am a _______________.
– Draw a picture of that metaphor on your name
tag.
– In large group, each student has a turn to tell
the class about their metaphor as a learner
over the course of the first month of school.
From: The Courage to Teach by Parker Palmer and:
http://www.couragerenewal.org/
4
The Heart of A Teacher
Parker Palmer
“Use traditions and rituals to give important
meaning to beginnings and endings. This
applies to not only how we begin and end
each school year, but also the routines we
use to welcome students and how we
bring closure to each day’s work.”
5
Module 4: The First Month
When you teach students how to behave
responsibly during the first month of school,
you dramatically increase their chances of
have a productive year.
Final Preparations, sign, entry activity,plan for
greeting, dealing with parents, seating
Day One – schedule, introduction, attention
signal
Day 2 Through 20 (The First Four Weeks) –
Teaching procedures and routines
Special Circumstances- new students
6
Critical Instructional Practices for First Five
Minutes of the Day
One day I said, "Justin, why are you
always late to class?" And he said,
"Because, nothing happens during the
first five to ten minutes in this class!"
First Ten Minutes Continued
Greet students as they enter the classroom.
Respond to student’s following directions
Connect lesson focus to previously taught
skills
Provide differential feedback for cooperation
Know if all student’s responded correctly
Establish transition routine for student’s who
complete initial instructional task
Organization and Social
Instruction in Other Contexts
Buses
Cafeteria
Hallways
Specialists
10
11
12
13
Other Suggestions
Student Quiz or Interviews
Family Connections & Explanations
New Students
– Review with class, buddy, video, etc.
Unique Events
– Assembly, Field Trip
14
Module 5: Motivation
When you implement effective instruction
and positive feedback, you motivate
students to demonstrate their behavior.
Noncontingent Attention
Enthusiasm
Effective Instruction
Positive Feedback
Intermittent Celebrations
Ratio of Interactions
15
Non-contingent Attention
Greetings
Interest
Asking if help is needed
Conversation
Check in with student who was in need of
behavioral reminder
16
Positive Feedback
Accurate, descriptive
Behavior was important
Behavior required effort
Something to be proud of
Quiet, business like, brief
Negative response may indicate;
– Need to hold onto image
– Fear of success
17
Effective Instruction
Presentational Style
Student Involvement
Insuring success
Classroom Structure
Immediate Feedback
18
Ratio of Interactions
3 interactions for appropriateness to 1
interaction for inappropriate behavior
What about students that need an
inordinate amount of attention?
– Pay attention to the behavior you want to
encourage
– Individual interviews about expectations and
procedures, what looks like and sounds like.
19
INCENTIVES
Short-term
– Classroom dollars
Front of lunch line
Choose story
Sign, badge
Student of the day
Eat lunch with you
Lunch with principal
Call home, note home
– Caught being good
Students nominate
fellow students
Long-term
– Fall fun day
Pizza
Skating
– Spring May day
Barbeque
Rock climbing slide
Cupcake walk
D.J.
Face painting
Softball game
20
A Plan for Motivating Your Students!
People behave in a certain way because it works!
You have to create motivating environments that
produce constructive and productive students.
Group Discussion on Intrinsic/Extrinsic Motivation
What are they? Are they mutually exclusive?
How can your classroom environment enhance
motivation?
What are your examples of the elements of
Extrinsic motivation that might produce Intrinsic
Motivation?
Additional Resources
Clark, R. (2003) The Essential 55: An Award-Winning Educator's Rules for
Discovering the Successful Student in Every Child: Hyperion.
Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.
Doll, B., Zucker, S., Brehm, K. (2004) Resilient Classrooms: Creating Healthy
Environments for Learning. New York: Guilford Press.
Additional Resources
Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (2009).
Classroom management for elementary teachers (8th Ed.). Coumbus,
Ohio: Merrill.
Kame’enui, E. & Darch, C. (2003) Instructional Classroom Management: A
Proactive Approach to Behavior Management (2nd Ed.) Prentice Hall
Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and
positive approach to classroom management. Longmont, CO: Sopris West
Additional Resources
Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary classroom
management (3rd Ed.) Boston, MA: McGraw-Hill.
Witt, J., LaFleur, L., Naquin, G., & Gilbertson, D., (1999) Teaching
Effective Classroom Routines. Longmont, CO: Sopris West
Wong. K.K., & Wong, R.T. (1991). The first days of school: How to be
an effective teacher. Sunnyvale, CA: Harry K Wong Publications.