Tuesday, July 24, 2012

Procedures/Routines

Procedures and routines will base how your class is run and ultimately reduce transition times that can make a big difference for the school year

Procedures and routines must be practiced at the beginning of the year and throughout the year
You MUST sweat the details

Routines:

  • Threshold (entry)
  • DO NOW
  • Clap routine
  • Exit routine
  • How to hand in your paper
  • When laptops need to be closed
  • You did not include the questions on the paper- do it again 
  • etc
Threshold
question to get in, sit down/get out..., follow directions on the board, handshake, greeting

DO NOW
Warm up, review, write what you found confusing yesterday/last night, no directions should be needed, should only take 3-5 minutes, require the product to be turned in- or they will not do it.
Write  where you experienced science/subject yesterday.

SLANT
Sit up, listen, ask/answer, nod, track

Seat Signals
Bathroom- limit to 2x a semester
have extra paper/pencils

Be clear, break down directions

AVID clap routine!


High Behavior Expectations

This are the behavior expectations I will uphold within my science classroom this year.  I am taking notes of them now and will edit them as I go along so I can refer back to them over the years and hopefully improve!

100% of the expectations must be upheld.  Students are here to learn and they are expected to be following directions, there is no other option.

The sequence of strategies I will use to redirect students' behavior

Non verbal intervention
  • Eye contact
  • Hand gesture
  • Tap on desk
Positive group intervention
  • "everybody need to look at me"
  • Repeat what they are supposed to be doing, not what they are doing wrong
Anonymous individual correction
  • Do not sat a direct name, it gives them power to take attention of the class to further goof off
Private individual correction
  • If you can talk to them individually (like during independent work)
Lightning speed correction
  • "Joe eyes on me" then move on, do not pause before or after that could give them a chance to act.  This is used when anonymous individual correction did not work
Consequence
  • Start with the smallest- don't go nuclear
  • "Joe I will see you after class"
  • Least invasive thing you can do at the time 
  • Should not be based off emotion- keep yourself together! :D
  • "I asked you to do something, refocused you, and you did not comply...."
YOU ALWAYS NEED TO KEEP A STRONG VOICE
Calm and in control.  Not louder-quieter 
Fewer words the better.  Eyes on me.
Never talk over a student
Use a quiet posture of power, hands behind your back, stand up straight- "eyes on me."

NO WARNINGS
State what you expect
If you give a warning, it means its okay the first time

List of possible consequences
  • move seats
  • send outside
  • call parents
  • apology letter
  • stay after class
  • detention
  • loss of break
  • stay a couple minutes after class
  • loss of music
  • removal from class
  • stop, look at the clock, counting the time it takes for the students to notice, that time the students have to stay after class
  • privileges that can be taken away- uboast, music, games that you had planned at the end of the day/week etc