• Teacher withitness
• can't present boring lessons
• common mistakes
•  - focus on 1 student
• - chooses student to answer before asking
• - predictable sequence to call students
• - Lesson momentum balance between student & teacher

• Everyone is an individual
• particpative (cooperation not be littled)
• Teacher & Child 
• I - messages - (I am upset) use appreciative praise in responses to effort, strive for self discipline, short & too the point when redirection
• we are the determining factor in the classroom.

• Assertvie Discipline
• 3 types of teachers

1. Hostile teacher (keeps the upper hand, "sit down, Shut up!"
2. Non assertvie teacher (overly possisve approach, inconsistent, "How many times do I have to tell you")
3. Assertvie teacher (clearly confidently, consitant, discipline plan, "Our rule is ___ please do it")

• Participative - teacher & students work together
• Seeking out cause of behaviors

• Positive first 
• don't criticize the negative
• VIP
• SAY,SEE,DO
• clusters - 1) classroom structure 2) Limit setting through class agreement 3) limit setting through body language 4) say see do 5) responsibility

   Benefits of being an effective classroom manager

• day goes smoother
• reduce interuptions by 80%

Lewin's leadership styles

1. participative-
   ◦be generally the most effective
   ◦Offer guidance to group members
   ◦Will participate in the group
   ◦Allows input from others
   ◦Found children to be less productive, but had higher quality contributions
   ◦Encourage group members to participate
   ◦Retain final say over decision-making process
   ◦Group members engaged, motivated, creative
2.  delegative -
   ◦Least productive of all three groups
   ◦Children were more demanding on leader
   ◦Showed little cooperation
   ◦Unable to work independently
   ◦Offer little or no guidance to group members
   ◦Leaves decision-making to group
   ◦Can be productive if group members highly qualified
    
3.  authoritarian -
   }Authoritarian Leadership (Autocratic)
   ◦Provide clear expectations of what needs to be done, when it should be, and how it should be done
   ◦Clear division between leaders and followers
   ◦Make decisions independently with little or no input from the rest of the group
   ◦Decision-making less creative
   ◦Abuse of this style: controlling, bossy, and dictatorial
   ◦Best applied: situations where little time for group decision-making or where leader most knowledgeable in group 

Differences between classroom management and discipline 

• Discipline have rules, consequences, and rewards
• CMPs have procedures
• Students take responsibility and management has to do with organizing, not behavior.
  
• Discipline has rules that control behavior.

Goal of discipline and best reward that can be given

• Goal: Self- discipline
• Best reward is the satisfaction of a job well done

  3 types of discipline (preventive, supportive, corrective) - definitions for each

1. preventive- Happens before a problem, anticipation, ex: separating trouble students
   
2. supportive-  – actions completed to help a student redirect his/her own behavior – the stare, standing next to a student
3. corrective - 
    actions completed by the teacher after a misbehavior, can be referred to as consequence – asking a student to turn a card, moving a student who is talking
   
   

 Key concepts of action plans

• involves teaching the students how to problem solve
•   teaches the student responsibility, problem solving, and self-discipline.

Characteristics of an effective teacher

• Good classroom manager
• designs lessons for mastery
• has positive expectations that students will be successful

 4 stages a teacher can go through and characteristics for each (Wong)

• Fantasy – teacher does fun activities; tries to relate and be friends with students
• Survival – teacher spends time complaining about his/her job; finds busywork for students to do
• Mastery – teacher knows how to manage the classroom, teach for mastery, and has high expectations
• Impact – makes a difference in the lives of their students

Beliefs of an effective teacher (Wong)

• It is the teacher who makes the difference in the classroom.
• The most important factor in school learning is the ability of the teacher.
• There is an extensive body of knowledge about teaching that must be known by the teacher. 
• The teacher must be a decision maker able to translate the body of knowledge about teaching into increased student learning

   7 things student wants to know on the first day of school

1.   Am I in the right room?
2.  Where am I supposed to sit?
3. What are the rules in this classroom?
4. What will I be doing this year?
5.  How will I be graded
6. Who is the teacher as a person?
7.  Will you treat me as a human being?

Top problem in classrooms according to Wong

• Lack of procedures and Routines

  Setting up effective discipline plans

• Rules – what the expected behaviors are. Purpose is to set limits or boundaries.There should be only 3-5 rules.
• Consequences – what the students chooses to accept if a rule is broken. Can be negative or positive. Issue is CHOICE!
• Rewards-what the student receives for appropriate behavior

Bill Jenson's 6 different types of rules and examples for each

• Compliance Rule – Follow your teacher’s directions. Do what your teacher asks.
• Preparation Rule – Have books, pencils, and paper. Have your homework completed.
• Talking Rule – Raise your hand and ask permission to speak.
• In Class Behavior Rule – Keep hands and feet to yourself.
• On Time Rule – Be in your seat before the bell rings. Be in class and prepared by 8:00 a.m.
• Transition Behavior Rule – Walk down the halls with hands and feet to yourself.

   Steps to teaching procedures

• Explain – State, explain, model, and demonstrate the procedure
• Rehearse – Rehearse and practice the procedure under teacher supervision until it becomes a routine.
• Reinforce- Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

Difference between effective and ineffective rules

1. Determine what you want the students to accomplish.
2. Write each accomplishment as a single sentence.
3. Give the students a copy of the same sentences. 
4.  Post or send the sentences home with the students

• Classroom Management

• Ineffective - when teacher tells class what will be covered.
• Effective- tells the students upfront what they will be learning.

definition of an objective examples of verbs to use and not to use when writing objectives

• What students must achieve to accomplish what the teacher states is to be learned, comprehended, or mastered.
• name, plan, summarize, create,
• bad verbs: enjoy, appreciate, understand

 Why do we test students?

• Test for Lesson Mastery

 Purpose of using rubrics

• Confirms that the students have learned what was taught

   Difference between norm-referenced and criterion referenced testing

• C.R. – each question written to a prestated objective. Student competes agst himself. Used as a corrective tool – diagnostic instrument. Ex. Doctor example of testing and getting sick and not correcting it.
• N.R. – used to determine placement on a curve. Determine competitive ranking.

  When we are teaching lessons, we are not teaching for rank. We want everyone to succeed.

  Three most important words for a teacher (Wong)

 Importance of first day of school

   Instructional Strategy: Cooperative Learning

   Purpose of Assertive Discipline

How to have high expectations for students (Whitaker)

5 components of effective praise

(Whitaker)

• Authentic - praise for something genuine
• specific
• immediate,
•  clean - don't issue to get someone to do something in the future, NO BUT,
• private

Definition of response to intervention

(Dr. Ruth Jones)

• RTI is a process.  It is a multi-tiered system of intervention, data collection system that informs decision making, and ongoing progress monitoring.
• RTI can be conceptualized as a systematic application of data-based decision making to enhance outcomes for ALL students
• .  Interventions are based on how the child performs in the general education classroom, there must be a BASELINE, performance data & intervention documentation prior to moving up tiers, team approach is required

Interviewing tips 

(Samantha Zon)

• Apply at multiple school corporations
• Realize your first teaching assignment, may not be your “dream job”
• Go to the BSU career day
• The more you practice you interviewing, the easier it will get.
• Dress professionally!
• Be on time.
• Don’t blurt out the first thing you think.
• Teacher Perceiver Test
• Bring your portfolio, but make a pamphlet/packets to highlight the best of your work.
•  Send a thank you letter promptly

Difference between poor classroom managers and good classroom managers - Chapter 4 (Todd Whitaker)

     Definition and Implementation of Mystery Motivator

• to increase/decrease behaviors
• whole class, teams, or single students
• write a M with a magic marker if students have earned a chance to see if they earned a reward.

    Differences between an ineffective and effective teacher

(chart page 86 Wong)

First Day of school preparations

(Wong)

• Have your room ready
• be at the door
• assign seats
• have the first assignment posted