Atmosphere Environment Foundation Design
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Presented by Judy Meyer Hays Friday, January 27, 2017 Illinois Music Education Conference “The ineffective teacher is too eager to present lessons; consequently, when disruptive behavior occurs, they discipline—often without a plan.” --Harry Wong from In the First Days of School There’s an art to great classroom management, and great classroom management allows you to share the art you were RESOURCES FOR THIS PRESENTATION trained to teach! In this session, the presenter will share successful strategies that will work for any teacher in any Classroom Management for Art, Music and PE Teachers situation. If you have ever felt the frustration of a class less By Michael Linsin managed than you would have liked, this session is for you. Quantum Learning www.qln.com Fred Jones ATMOSPHERE www.fredjones.com Michael Burkhardt www.michaelburkhardt.org ENVIRONMENT Marc Denny Teacher Today, Vol.19, No.1, Sept. 2003 FOUNDATION My 30+ years of teaching in a general music classroom Contact me at: [email protected] DESIGN Website until June: https://armstrong.sd54.org/jhays Watch for updates here: http://outsidethebox93.org MY FOUNDATION PLAN WORKSHEET PURPOSE RULES 1. __________________________________________ __________________________________________ __________________________________________ 2. __________________________________________ _____________________________________ 3. AGREEMENTS 4. __________________________________________ __________________________________________ __________________________________________ CONSEQUENCES __________________________________________ __________________________________________ ____________________________________ 1. PROCEDURES & POLICIES 2. __________________________________________ 3. __________________________________________ __________________________________________ __________________________________________ 4. __________________________________________ __________________________________________ 5. ___________________________________ 6. WHAT’S YOUR PLAN? Put an X in the box to the left of each item for which you have a set procedure. Color in the box to the left of those items you do not have procedures for but feel you should. Circle the items you feel should be taught on the first day of school. 1. Beginning Class 4. Instructional Activities 6. Interruptions Prior to entering your room Teacher/student contacts Rule breaking Entering the room Student movement in the room Talk among students Roll call, absentees Signals for Students’ attention Conduct during interruptions or Tardy students Signals for Teachers’ attention delays Warm Ups or Getting Ready Student talk during seatwork Passing out books, supplies Routines Activities to do when work is Out of seat policies Distributing Materials done New students Behavior during class opening Student participation Other Other Student movement in and out of small groups 7. Other Procedures 2. Ending Class Collecting materials Fire drills Putting away supplies, Group behavior Safety procedures equipment Other Student helpers Cleaning up Water Fountain Organizing class materials 5. Assignments Bathroom Lining up Use of pen or pencil Pencil Sharpener Dismissing class Incomplete work Other Other Late work Due dates 8. Grading Procedures 3. Room Areas Make up Work Recording Grades Shared Materials Daily supplies Extra Credit Teacher’s Desk Provision for absentees Keeping Records of Student Desks Rewards & Incentives grades/assignments Learning Centers/ Stations Posting Student Work Grading Criteria Other Turning them in Communicating with Parents Returning them to students Other Other REINFORCING THE RULES Suggestions from Marc Denny’s class “Positive Discipline, Responsible Behavior” “Being consistent means that you respond every time. It may not be the same response every time.” Limit Setting (will not work when you are angry or upset or stressed out) Body Language A. Moving In (Use your body not your mouth) Use your hands palms up and fingers spread. a. Eyes in the back of your head—place yourself so that you Don’t cross your arms—instead put your hands in front of you, can monitor the whole room. Check out any noise or behind you or in your pockets. movement. What direction are the student’s knees and/or feet facing— b. Terminate instruction—excuse yourself. Discipline before indicates their commitment to being on task. instruction because you can’t be on task if you are talking. Check your jaw—relax your face. c. Turn, look, name, wait—turn fully, face them, make good Have your naval pointing right at them. eye contact, relax, say name firmly and non-threatening, Don’t show your teeth. (Body language says “I give up.”) relax some more Raise your eyebrows slightly d. Walk—slowly in a relaxed manner. Stand close. Relax. Tilt your head to one side. e. Prompt—a message of what you expect them to do. Use a Kids don’t talk due to proximity to their neighbor—they talk due visual prompt (point etc.) and/or a verbal prompt (keep it to proximity to the teacher. simple) Any discipline measure more than fifteen feet away from you f. Palms—let your body say I’m here to stay. Maintain eye will not work contact. Relax, shut up and wait. Say “yes” as often as you can g. Camping out—in front or behind and turn “no” to “yes” by offering B. Moving Out a. Thank the student—mean it “Yes, if first you...” b. Relax—allow the student to as well but don’t go away. c. Relax—pay me now or pay me later. Time is on your side. How to stay in control of yourself: d. Prompt—goal is time on task now and in a few minutes. • Wait 8 seconds while you take 2 relaxing breaths e. Return—back to where you came from • Shut up--Slow down f. Turn and Look—before returning to your teaching this • Relax (fake it if you have to) physically conveys commitment • Get close--Kill time • Say nothing or calmly repeat the instruction. Silence is golden! • Don’t talk over the child—when they stop to breath Always try nonpublic techniques first. Then: repeat your direction simply. 1. Remind • Not talking gives you the freedom to think. 2. Prewarn • There’s nothing to defy if you don’t tell them what you want— 3. Warn so wait.. 4. Consequence • When you do talk, don’t talk too fast. Always use the smallest possible response. Between 25-33% of the class is off task in any one minute. Teachers respond to 1 disruption in 80. Discipline Situations--What will YOU do? CLASSROOM TIPS 1. The class comes running down the hall in to your room. Some write on the chalkboard while three children go Know in advance what behaviors you will to the window and look out. One child sits down and and won’t tolerate begins looking through his textbook. Always be consistent 2. Your lesson is really moving along well. Two children Be polite in the back of the room are whispering but not really bothering anyone. Be alert 3. No matter how many different types of activities you Be confident bring in to the class to teach, only half of the class Be positive participates. Keep the lesson moving 4. Most of the children are doing very well and all of a sudden a fist fight breaks out in front of the room right Give kids time to explore near the teacher. Always be respectful in the way 5. A child throws a book across the room and the teacher you speak to your students tell him to go to the office. He refuses in front of the Keep your cool entire class. Use positive reinforcement 6. Whenever a teacher asks a question, the entire class shouts out the answer. Have an alternate plan 7. You have a class with some very fine students in it and ADDITIONAL AIDS yet the class as a whole cannot go from one activity to Your classroom set up—seating etc. another without talking so as not to hear the teacher’s Stay ON your feet directions. Know your students names (the best reason for a seating chart) 8. You present a multicultural lesson to the class and a Know who your students are— child refuses to participate saying it is against their bilingual, special services, color blind etc. religion. Let the students know who YOU are Always be FAIR Share with parents and/or administrators as needed KEYS TO EXCELLENCE CMP OWNERSHIP Comprehensive Musicianship Project The quality of accountability and responsibility. Just Good Teaching! The ability to be counted upon and the willingness to take responsibility for the choices we make. SPEAK WITH GOOD PURPOSE SELECTION: Speaking in a manner that moves the group or us forward. Being For most of us, 30-36 hours a year is all of the time we have with our responsible for honest and direct communication and focusing on students. Let’s be sure EVERY piece of music they sing or hear is truth-telling, stating assumptions, and maintaining integrity. worthwhile. FAILURE LEADS TO SUCCESS ANALYSIS: Failure provides the information we need to learn so we can succeed. Rhythm, Pitch, Form, Tone Color, Expression, Cultural Context Be aware of what students can learn from your literature. Then decide THIS IS IT! which of these is most important for that piece. The commitment to focus our attention to the present moment and the willingness to make whatever we are doing most important—to live in OUTCOMES: the now! Knowledge, Skills (singing, playing, moving, listening, reading, & creating) and Affective FLEXIBILITY As elementary teachers we have no problem determining what we want The ability to change what we are doing to achieve the desired our students to know about music and do with music, but don’t forget outcome. Flexibility allows us to choose the best option to accomplish that music has a heart—it’s the humanity expressed through music that the outcome. engaged us and remains with our students. COMMITMENT STRATEGIES: The ability to follow our vision without wavering. Visual, Auditory & Kinesthetic and Student Centered Staying true to the desired course. These are “tricks” and ideas we take home from conferences that we INTEGRITY want to incorporate immediately, but without intentional connections to outcomes, they are just activities .