Classroom
Management
Staff
Development
June 25,
2007
Session I: Maintaining
Appropriate Behaviors (8:00-9:30)
This session will focus
on the uses (both appropriate and inappropriate) of incentives in the
classroom. Many teachers use some type of pre-established incentive
system, but often find the students lacking interest in the
incentives being offered. An outline of discussion items will be
displayed via a PowerPoint presentation that will be displayed
through a LCD projector for easy viewing by all participants. We
will begin with a group discussion of various incentive programs
being used presently by the teachers and their strengths and
weaknesses. I will then distribute an interest inventory for review.
I will then share samples set of completed inventories with the
teachers and show them how I used it to develop an incentive program
for that group (the completed inventory will be provided in the
handout along with the blank inventory). Next, the groups will
role-play the creation of a classroom incentive program. Having each
person complete an interest inventory will do this. We will then use
the data gathered to create a classroom incentive program. This will
allow teachers an extra opportunity to understand, through
experience, the necessity of student participation in the development
of these plans. Finally, we will watch a video of a classroom.
While watching the videos, teachers can identify appropriate and
inappropriate uses of incentive programs. I will stop the video for
discussion when teachers indicate either a positive or negative use
of incentives. This will provide for a final opportunity to apply
what we have reviewed and address any lingering questions.
Break: 9:30-9:45
Session II: Managing
Problem Behaviors (9:45-11:15)
This session will focus
on basic techniques that can help teachers prevent problem behaviors
in the classroom or prevent them from escalating, when necessary.
The outline for discussion for this session will also be delivered
through a PowerPoint presentation displayed on a projector, with a
hard copy provided for each participant to make additional notes.
The discussion will begin with a “Teacher’s Forum,”
a chance for teachers to share their own techniques (if they wish).
We will begin with a review of verbal and nonverbal cues. Teachers
often use these just by habit, so an overview may allow novice
teachers to pick up some strategies both from the presenter and
veteran teachers. Next, we will move on to the development of
behavior contracts. We will begin by discussing criteria that
demonstrates the need for the creation of such a plan, such as
consistent behavioral problems, tardiness, incomplete work, etc. We
will also review incentives and consequences that would be
inappropriate for different types of behaviors, which will rely
heavily on the use of the interest inventory the teachers used during
the previous session. Next, we will focus on the information that
should be included in the plan. Each teacher will be provided with a
copy of a computer program called KidTools, which includes a variety
of plans and contracts. In the handout will be several blank
contracts for use during the session. Then, the group will watch a
video that shows a student who displays problem behaviors repeatedly,
along with the teacher and student jointly creating a behavior
contract for that student. After the teachers have viewed and
discussed the creation of a behavior contract, we will view a
different video and create a behavior contract for what was seen.
The presenter will respond as the student, either agreeing or
disagreeing with ideas and suggestions. Finally, the teachers will
be divided into groups of 2-3 (depending on the number of
participants) for a role playing activity. One person will be the
child demonstrating problem behaviors, and the other(s) will be the
teacher(s) working with the child to create a behavior contract.
Each group can share their contract with the rest of the group if
they choose, as each “child” will have demonstrated a
different behavior. These behaviors will be created beforehand and
written on slips of paper by the presenter, who will distribute them
randomly among the group.
Lunch (11:15-12:15)
Session III: Managing
Special Groups (12:15-1:45)
This session will focus
on the use of group activities in a classroom of heterogeneously
mixed students. Again, the discussion outline will be delivered via
PowerPoint, with each participant being given a hard copy for notes
and/or ideas. We will begin by discussing the pros and cons of group
activities in different grade levels and content areas. Next, we
will discuss the parameters for establishing cooperative groups.
This includes not putting all of the struggling and/or special
education students together. We will also talk about the importance
of mixing abilities in relation to social development. The next
items to be discussed focus mainly on accommodating struggling
students, regardless of special education status. This will include
ideas such as restating directions, using easier to understand
vocabulary, breaking assignments into “chunks”, constant
monitoring of group progress by the teacher, and timely feedback for
completed work. As each item is discussed, examples will be provided
for teachers to reword, correct, and add additional comments, so as
to provide practice of the content being covered during the session.
We will also spend some time discussing different types of
assessments and when each would be most appropriate for group
activities. After this activity has been completed, we will review
several case studies of group activities in different grades and
content areas. As a group, we will discuss the strengths and
weaknesses of each scenario, along with suggestions for improvement
from the participants. Finally, we will view a video of a classroom
participating in an activity with cooperative groups. The video will
be stopped periodically for discussion. This may focus on positives,
negatives, or suggestions by the participants and/or presenter.
Break (1:45-2:00)
Session IV: Managing
Student Work (2:00-3:30)
This session will focus
on both student and teacher accountability. As in the previous
sessions, the discussion outline will be delivered via PowerPoint,
with each teacher receiving a hard copy for notes and/or ideas
regarding the session. Any extra handouts for activities/records
will also be included with the PowerPoint papers. We will begin by
reviewing the Accountability checklist, which can be located in the
Classroom Management text. The participants will be given an
opportunity to suggest any additions to the checklist, as well as
question anything on the list that appears unclear. Next, we will
review several case studies, using the checklist as a guide. After
that, we will view a video together; stopping to discuss when student
work is, or is not, being appropriately managed by the teacher. We
will also discuss the importance of feedback to promote student
accountability, as well as monitoring student progress and pacing
larger assignments. Next, the presenter will focus on the use of
student portfolios as a method of promoting student accountability.
Teachers often worry about being questioned by parents and/or
administrators regarding class assignments, and portfolios can be a
very effective way of illustrating content covered during
instructional time. This session will also provide participants with
opportunities to review portfolios made by students (brought to the
session by the presenter), so they may see what should be placed in a
portfolio.
Wrap Up/Evaluation
(3:30-4:00)
The presenter will
conduct a brief question and answer period with the participants
regarding the material discussed and practiced during the staff
development sessions. Then, participants will complete a brief
evaluation of each session prior to leaving.
