SLIDE 1 Lion Taming 101 Classroom Management Part 1
Presented By: Debbie Silver, Ed. D. <www.debbiesilver.com>
SLIDE 2 The Teacher
“Concerning a teacher’s influence, I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated, and a child humanized or dehumanized.”
SLIDE 3
- a. It’s not just the rules.
- b. It is a mindset.
- c. It is an extension of who you are as a
teacher.
- I. What is Classroom Management?
SLIDE 4
- a. It’s not just the rules.
- b. It is a mindset.
- c. It is an extension of who you are as a
teacher.
- I. What is Classroom Management?
SLIDE 5
- An ability to extinguish a potential
problem before it gets big
- Moving around, maintaining proximity to
kids where trouble is about to erupt
- Re-engaging students who are drifting off
With-it-ness
SLIDE 6
- a. Decisions, decisions, decisions
- b. The basics
- II. Management Begins Before the
Students Arrive
SLIDE 7
- a. The first few days of school
- b. Non-negotiables
- c. Stated rules or implied rules?
- III. First Things First
SLIDE 8
- a. The first few days of school
- b. Non-negotiables
- c. Stated rules or implied rules?
- III. First Things First
SLIDE 9
- After behavior has been modeled, rules that
apply no matter what
- Dr. Silver’s non-negotiable: “If I ask to see you in
private, you will go to the hall without argument.”
- Provide anchor activities for class so you can
conference with student in the hall Non-negotiables
SLIDE 10
- “For now”
- “Help me understand . . .”
- “Appropriate”
Magic Words
SLIDE 11
- Build relationships with students.
- Open pathways for students to construct meaning from the
content you teach.
- Structure students’ interactions with one another.
- Encourage students to interact with the information they are
learning in ways that challenge, engage, and actively involve them.
Ways to Manage Your Differentiated Classroom (from Betty Hollas, 2005)
SLIDE 12
- a. Taking Inventory
- b. Proximity
- c. Setting the tone for the class
- IV. Making Connections
SLIDE 13 Please answer question. There are no right or wrong answers. What you write will be held in confidence.
1. What is your full name? What do you like to
be called? Why?
2. List 5 words that describe you. 3. List the people that live in your home(s) and put two describing words after each name. .
Taking Inventory
SLIDE 14
4. What is your favorite thing to do at school? 5. What is your least favorite thing to do at school? 6. What do people tell you that you are good at?
SLIDE 15
7. Do you like to read? Why or why not? 8. What is your favorite book or movie? Why? 9.
What is something I (the teacher) need to know about you?
SLIDE 16
10.Write your own question and answer it.
SLIDE 17 Common Attributes
Once participants are arranged in groups, ask one member to be the recorder and write down each individual’s name. A group leader should help the members discover 10 (hopefully unusual) common attributes. At the end of the ice breaker,
- ne person from each group will introduce each group member and read their
group’s top 5 common attributes. List each group members’ name: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ List your most unusual common attributes (they must be true and they must apply to ALL members of the group). When you are finished, put *stars* by your 5 favorite ones.
SLIDE 18
Student’s Name____________________ Class/Period _____ Date _________
Behavioral Journal Sheet
SLIDE 19
I violated our class code by: _________________________________ _________________________________ _____________________________
SLIDE 20
I chose to do this because: _________________________________ _______________________________
SLIDE 21
A more appropriate choice would have been: ___________________________________ _____________________________
SLIDE 22
This is how I feel about what happened: _________________________________ _______________________________
SLIDE 23
This is what I plan to do in the future to prevent a recurrence of my actions: _________________________________ _______________________________
SLIDE 24
This is how my teacher can help me implement my plan: _________________________________ _______________________________
SLIDE 25 ___________________ ________________ Student’s Signature Date Teacher Comments:
Adapted from Lee Canter and William Glasser by Debbie Silver, 2002
SLIDE 26
- a. Model high expectations.
- b. Use eye contact and simple gestures.
- c. Practice active listening skills.
- d. Build connections.
- V. Tips for communicating with
Students
SLIDE 27
Resources:
www.debbiesilver.com password: iamateacher
