Instructional Management

Management Plan’s components
1) Rules
2) Supportive Feedback
3) Corrective Actions
To be a Canter-style rule, a rule must be
1) Must be observable
2) Must be applicable all-day/every period
Behavioral Narration
– Monitor the class, looking for students who are complying
– Narrate what they are doing, don’t use judgmental narration (I love how…), instead use (I see Aaron sitting at his desk working quietly and on task)

How long do you wait? 2 seconds

Narrate before you correct

It enables you to repeat directions positively
It enables you to motivate students without drawbacks of praise
Helps them to know you are “on top of things”
Motivates students to get on-task

Time outs
A corrective action that keeps the student on-task and separates them from the group (at a chair or table) for 5-10 minutes (depending on age of student)
Management of groups
– provide more opportunities to respond
– No shouting out answers
– No zoning out
– Direct questions to the entire class
– Use wait time
– Use choral response
– Use quick write
– Have students speak in a strong voice
The biggest student misbehavior in classrooms is?
Verbal misbehavior (talking out of turn) 80%
The second biggest student misbehavior in classrooms is?
Physical movement
How many students really are non-compliant?
10-20% of students are non-compliant. This number has gone up from where it was fifteen years ago.
One of a teacher’s strongest support strategies can just be?
1) Verbal recognition/Talking- behavioral narration, calming a situation, getting students attention back on-task.

2) Positive Notes

3) Behavior Awards

4) Privileges

5) Class-wide support

When a student becomes angry, we should…. why is this paradoxical?
Lower our voices and speak calmly (paradoxical because we are most likely upset and it is not what the student expects- takes them off guard).
Teachers give vague directions. Write out a sample of a very clear direction.
First get the students attention with a signal.
Check for understanding
“Students, please return to your seats and pull out your reading journal to answer the prompt on the board. You will have seven minutes so begin as soon as possible. When you are finished return to your seat at the carpet with your journal and choose one partner to discuss your response with. Begin now. I see that Yoshelyn is sitting and has her journal open to the appropriate page. Ricky is ready to go.”
When your classroom management plan doesn’t work, what do you do?
1) Work with parents and administrators
2) Individual behavioral plans
3) Continue to build positive relationship
– Student interest inventory- get to know the students!
Talk about building the trust with students and working with at-risk students.
– Do not give directions to students if you are not prepared to follow through with disciplinary consequences if they do not comply

– Hold everyone to the same high standards. ALL the time.

– Build relationships with the students (trust deficit)

– Stay consistent and emphasize that its their choice to misbehave

What do effective classroom managers do, according to Canter?
1) Voice (teacher)
2) High expectations
3) En effective discipline plan
4) Procedures taught from the first day
5) Ability to motivate and get students on-task
6) Build trusting relationships
7) Gain support from parents/administrators
Why should you say “choose” a lot with management
It is important to reinforce to students that they are responsible for their behavior and whatever consequences (positive or negative) which result from that behavior.
Lee Canter
From California, never been a teacher, but has researched many teachers and is very famous
Why do teachers struggle with classroom management?
1) lack of authority and respect
2) demographics- kids with special needs included
3) 10-20% of students are non-compliant
Why have a classroom management plan?
– It helps make management/managing student behavior consistent
– Increases the likelihood of parental support
– Helps ensure administrative support
Corrective actions
Natural outcomes of inappropriate behavior
To teach a classroom management plan
1) Teach and reteach your plan
2) Post your plan
3) Distribute it to parents, students, and administrators
5 steps to teach behavior
1) Introduce
2) Explain
3) model
4) Check
5) Practice
Behavior Management Cycle
Step 1: Give Explicit Directions —->
Step 2: Behavioral Narration ——>
Step 3: Corrective Actions ——->
Behavioral momentum and physical proximity
Get them started quickly and don’t allow dead time-move around! Eye contact,
Individual Behavior Plans
10-20% of the class may need them (same as non-compliant students)

1) Specific behaviors to change
2) Meaningful consequences for inappropriate behavior
3) Positive consequences
4) Relationship building strategies

Instructional Strategies that reduce disruptive behavior
– provide more opportunities to respond
– No shouting out answers
– No zoning out
– Direct questions to the entire class
– Use wait time
– Use choral response
– Use quick write
– Have students speak in a strong voice
Corrective Actions
Should be organized into a hierarchy
Should be developmentally and school appropriate
Should make the student slow down/consider actions
Call parents
Should have a severe clause
New slate each day
Individual Behavior Plans

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