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Getting Ready for the Classroom

Getting Ready for the Classroom

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Published by mgoteti

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Published by: mgoteti on Apr 20, 2010
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04/20/2010

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 1
Day One
 
Objective
: The intern will develop a classroom management process which includes rules, rewards,consequences, procedures and monitoring.
1. Warm-up
:(1) Index card: concern on front, hope to learn on back.(2) List three behaviors which would disrupt the learning process.(3) List the rules you plan to implement in your classroom.(4) List 2-4 consequences you plan to use.
2. Welcome, Goals & Expectations3. Classroom Management/Rules
 DISCLAIMER: STRESS THAT TEACHERS MUST COMPLY WITH DISTRICT POLICIESREGARDING RULES, REWARDS, AND CONSEQUENCES.
 
Put interns into 3 groups (EC-3; 4-8; 9-12). Give each group 3 pieces of chart paper. Each groupmakes one continuous list of (1) disruptive behaviors, (2) rules, and (3) consequences on the chartpaper. There should be no duplication or repeating on these lists.
 
Refer students to Rules Checklist
p.3
and as a whole group go through each chart and cross off those that don’t meet the criteria. The ones that have been crossed off are usually expectations.
 
Each group now looks at their “Disruptive Behaviors” chart and compares the behavior to theEffective Rules
pp.4-5
. They put the applicable rule number beside each behavior listed. Instructor stresses that these are rules that work!! Use Popsicle strategy to solicit impressions.
 
Each group uses their chart of Consequences and applies Checklist of Consequences on
p.7
.Cross off any that do not meet the criteria. Make modifications as necessary. Dice strategy tosolicit group impressions.
 
They Must Be Taught!
p.6
. Direct teach by instructor by modeling the suggested procedure.
 
Sample Action Plans
pp.17-18
. Have interns silently read. Have Table discussion of when thismight be used and where it would fall on the behavior management plan.
 
Sample Classroom Management Plans
pp.10-15
. Have interns silently read over and putcheckmarks by the things they might use.
 
Independent silent read of Rewards
p.8
and highlight what they like.
Partner-share
reasons for your preferences.
 
Documenting Behavior Infractions
p.16
. Instructor direct teaches this.
 
 
 2
 
30-30-30 Activity & Share.
 
 
Discuss homework: Classroom Management Plan.
 
 
Closure Activity.
 4. Procedures
 
Have interns to imagine have to teach a child how to brush teeth, make a peanut butter sandwich,bounce a ball, crack an egg and separate the yolk from the white, etc. Have them write down thesteps in the procedure. (Making a connection and emphasizing the point that just writing andreading something does not teach.)
 
 
Ask, “Tell me what you know about procedures.” Use “
Popcorn” strategy
to solicit responses.
 
 
Instructor produces a poster or chart paper of the steps for Class Visitor/Interruption (copied from
p.29
). Instructor 
models teaching the procedures
to the group. Make them practice theprocedures. Ask them to tell you what they are going to do when a visitor enters the room, or iclass is interrupted.
 
 
Instructor models dividing the group into 8 groups using
colored index cards
o
“counting-off”
 (Students are grouped by color of cards
or 
each student has a blank index card and writes number on index card when assigned. Then like numbers are grouped together.) Give each group a pieceof chart paper and assign:(1) Finishing Work Early
p.29
(2) Asking for Help
p.29
(3) Transition from Floor to Individual Seats
p.30
(4) Ways Students Can Be Sent Back to Their Seats
p.30
(5) Going and Coming from Class
p.30
(6 When Absent
p.30
 (7) Moving Into Groups
p.31
(8) Moving to a New Center 
p.34
 
4. Homework
 
Refer Interns to the list of student procedures and teacher procedures on
pp.16-17 of Day 3
.Have each intern select one of these procedures to write the steps for homework.
 
Complete the Classroom Management Plan
pp.36-37
.
 
Bring Harry Wong Book to class.
 
Need to bring 4 Poster Boards and Markers to class tomorrow (to create rules to be displayed inyour classroom).
5
.
Overplanning
– If time allows: Cooperative Study Groups
p.24
.
 
 3
 Classroom Rules Checklist
1.
 
Is the rule stated in simple terms?2.
 
Is the rule observable?3.
 
Is the rule realistic?4.
 
Is the rule able to be enforced consistently?5.
 
Is the rule able to have logical consequences assigned to it?6.
 
Is the rule able to be documented?7.
 
Is the rule able to cover a vast majority of student misconduct?8.
 
Can the rule be taught?9.
 
Are the rules few in number?10.
 
Are they stated in the positive?
*If rules are abstract or open to interpretation, they are not rules.
Examples: Respect others.Be nice.Treat others like you want to be treated.Be ready to learn.Act appropriately.

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