Welcome to “12 Strategies!” SELF STARTER:

1. Welcome to “12 Strategies!”SELF STARTER: Select one: Write down the one behavior strategy that you wish everyone knew.

2. Public Education:We Teach Them ALL Students who have… • Disabilities • Extraordinary Gifts • Ethnic Differences • Home Language Other Than English • Economically Disadvantages • Medical Issues

3. Public Education:We Teach Them ALL Students who are… • Highly distractible and highly verbal • Conflicted with issues at home • Mobile, attending a number of schools • Focused on peers and social relationships • Non-readers • Tired from part time jobs, late parties

4. “I think I’ll take the day off!”

5. “Looks like we lost another good teacher!” • “Looks like we lost another good teacher!”

6. What it takes to control your class: “Good classroom managers are teachers who understand and use specific techniques.” --Robert Marzano, 2003

7. What it takes to control your class: “Good classroom managers are teachers who understand and use specific techniques.” ENGAGEMENT: 23 percentile points higher --Robert Marzano, 2003

8. What it takes to control your class: “Good classroom managers are teachers who understand and use specific techniques.” ENGAGEMENT: 23 percentile points higher ACHIEVEMENT: 20 percentile points higher --Robert Marzano, 2003

9. “Sure teaching is both an art and a science…but it’s also guerrilla warfare.”

10. So, what’s with these 12 strategies? • Focused on new teachers • Not new, just compiled • Not every teacher needs every strategy • Helpful for mentors, principals • Acknowledgements…

11. 5 Assumptions • Prevention is more effective than intervention.

12. 5 Assumptions • Prevention is better than intervention. • Good relationships are your most effective tool.

13. 5 Assumptions • Prevention is better than intervention. • Good relationships are your best tool. • There is no substitute for good instruction.

14. 5 Assumptions • Prevention is better than intervention. • Good relationships are your best tool. • No substitute for good teaching. • Effective strategies are those that preserve dignity.

15. 5 Assumptions • Prevention is better than intervention. • Relationships are your best tool. • No substitute for good teaching. • Effective strategies preserve dignity. • Acting the professional works.

16. “I’m home a little early, dear. The kids torched the school.”

17. 6 Strategies to Prevent Behavior Problems

18. STRATEGY 1: Social Cues

19. STRATEGY 1: Social Cues …restates a desired behavior, …attributes it to a specific student, …loud enough to ‘cue’ the entire class, …targeted to an area of teacher concern, …indicates that this behavior helps you. A simple statement that a teacher makes to a class that…

20. STRATEGY 1: Social Cues “What should their behavior look like or sound like?” --Dr. Ellen Williams (1996)

21. STRATEGY 1: Social Cues …Don’t over use them, 2 or 3 should be enough. …Adjust to the age of your students. …Never use sarcasm! …Be sincere. CAVEATS:

22. STRATEGY 1: Social Cues What is the difference between a social cue and a positive comment? THINK TIME:

23. STRATEGY 2: Attention Signal

24. STRATEGY 2: Attention Signal A signal saying you are ready to begin, so their attention is required.

25. STRATEGY 2: Attention Signal • Give a warning. • Take your mark. • Use your signal. • Make eye contact. • Use 2 or 3 social cues. • Begin immediately.

26. STRATEGY 3: Use Self Starters

27. STRATEGY 3: Use Self Starters • Behavior in my classroom is NOT an extension of behavior in the halls. • I need 5-10 minutes to take roll, sign notes, and open my lesson plan. • I need your full attention when I am ready to begin today’s lesson. • Take time to get yourself organized and settled down to begin today’s work.

28. STRATEGY 3: Use Self Starters • Directions & materials

29. STRATEGY 3: Use Self Starters • Directions & materials • 5 to 10 minutes

30. STRATEGY 3: Use Self Starters • Directions & materials • 5 to 10 minutes • Most students already fluent

31. STRATEGY 3: Use Self Starters • Directions & materials • 5 to 10 minutes • Most students already fluent • Work must be turned in

32. STRATEGY 3: Use Self Starters • One paragraph: should colleges spend millions of education dollars on football? • Calculate the average of… • Pick a tool that can slice off a finger, then write 5 safety rules for its use. • Should a mosque be built next to 9/11’s “ground zero” in New York? Why? • List as many adjectives as you can. EXAMPLES:

33. STRATEGY 4: Proximity Control

34. STRATEGY 4: Proximity Control In your classroom who is giving you the best attention… the kids in the front rows, or the kids in the back? Reflection Question:

35. STRATEGY 4: Proximity Control Move frequently throughout your classroom to constantly create new “front rows” of student attention.

36. STRATEGY 4: Proximity Control • Stay on the move during… • Seatwork • Lectures • Demonstrations • Group work • Overhead presentations • Don’t sit at your desk when students are present.

37. STRATEGY 5: Use Time Limits

38. STRATEGY 5: Use Time Limits Do your students think they have plenty of time to just kick back? Reflection Question:

39. STRATEGY 5: Use Time Limits • Improves our efficiency • Motivate students • Keep activities fresh, our pacing crisp • Help them learn to manage their time • Anchor students in the moment • Communicates that you are organized Time as a Teacher’s Ally:

40. STRATEGY 5: Making Time YOUR Ally • Sub-divide block periods • Post today’s schedule • Give a clear time limit for each task • Give 1-2 minute warnings • Use a timer or a watch • Make use of “wait time”

41. STRATEGY 6: Manage Your Transitions

42. STRATEGY 6: Manage Your Transitions What bugs you about your transitions?

43. STRATEGY 6: Manage Your Transitions

44. STRATEGY 6: Manage Your Transitions • Be prepared! • Use your attention signal. • Explain your expectations. • Opportunity to ask questions. • Signal to begin, use social cues. • 5-second warning • Use your attention signal.

45. STRATEGY 6: More Transition Tips • “Ticket”: write down 1st & 2nd things you will do when you enter the shop. • “Sell” the next activity. • Prepare an attention grabber. • Try to simplify by numbering the next steps students are to take. • Give a warning that a transition is about to occur

46. 3 Strategies to Develop Positive Relationships

47. STRATEGY 7: Show You Care

48. STRATEGY 7: Show You Care • Smile often • Use names • Share a laugh • Notice your students • Greet your students at the door

49. STRATEGY 7: Show You Care • Smile often • Use names • Share a laugh • Notice your students • Greet your students at the door CAUTION: Be the teacher, not the peer.

50. STRATEGY 8: Build Trust