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Morning Meeting, Movement

&
Management
Transform Your Classroom
Goal: Create and maintain a positive classroom
environment where student learning is maximized.

Morning Meeting =
Respectful Learning & Climate of Trust

risk taking
choice making
problem solving
self-control
active participation
assertion
listening
cooperation
manners
social norms (what individuals believe their peers do
& think)

= social, emotional, and intellectual learning

Responsive Classroom

C - cooperation
A - assertion
R - responsibility
E - empathy
S - self-control
PBIS
Positive Behavioral Intervention and Supports.

1.
2.
3.
4.

Greeting
Sharing
Group Activity
Morning Message/News &
Announcements
The Four Components of Morning Meeting

Keys to Success
Children need to know what is expected of them during
morning meeting
(teach, rehearse, reinforce)

How should they sit?


When can they talk?
When do they need to be quiet?
How should they walk to cross the circle?
What type of body language is acceptable?
What do we do if someone makes a mistake?
Fun, Safe, Included - set the tone for the rest of the day/positive classroom climate

Expected Behaviors:

Shaking hands respectfully


Making friendly and respectful eye contact
Using a friendly, warm voice
Moving around the room in a way that keeps yourself
and others safe
Using appropriate voice level
Maintaining self-control during active games
Taking turns
Showing empathy for others
Accepting challenges by choice

Elementary:

Middle School:

Daily (preferably first thing,


but sometimes later)
Teacher planned
Start with uncomplicated,
easy to teach greetings and
activities and then progress
to the more complex
Include aides, other
teachers, or anyone who is
a guest in the room for the
day
Use the message to model
and talk about writing

Make it fit (1 or more times


per week, rotating which
hour hosts meeting)
Consider calling it Circle of
Trust, Class Meeting, or
Class Conference
Teacher planned to Student
planned
Consider physical size of
students
Use message as an
agenda for the class and
give students a task to
complete and be prepared
for

Special:

Make it fit your class


modified version

Talk with classroom


teacher
Consider calling it a
different name

All:

Teach, Rehearse, Reinforce


Monitor & STOP if necessary
Developmental Age
Getting to Know You VS
Academic Focus

Making it Work for Your Classroom

Educator Effectiveness Domain 2: Classroom Environment


2a: Creating an Environment of Respect & Rapport
Indicators:

Respectful talk, active listening,


& turn-taking
Acknowledgement of students
backgrounds & lives outside of
the classroom
Body language indicative of
warmth & caring shown by
teacher and students
Physical proximity
Politeness & encouragement
Fairness

Elements:

Teacher interactions with


students, including both words &
actions
Student interactions with other
students, including both words
and actions

Educator Effectiveness Domain 2: Classroom Environment


2a: Creating an Environment of Respect & Rapport
Level 3:

Talk between teacher and students and


among students is uniformly respectful
The teacher successfully responds to
disrespectful behavior among students
Students participate willingly, but may be
somewhat hesitant to offer their ideas in
front of classmates
the teacher makes general connections
with individual students
Students exhibit respect for the teacher

Level 4:

The teacher demonstrates knowledge and


caring about individual students lives
beyond the class and school
There is no disrespectful behavior among
students
When necessary, students respectfully
correct one another
Students participate without fear of putdowns or ridicule from either the teacher
of other students
The teacher respects and encourages
students efforts

Make 13!

Movement & Learning


Movement can be an effective cognitive strategy to (1) strengthen learning, (2)
improve memory and retrieval, and (3) enhance learner motivation and morale (Jensen,
2005).

Increases oxygen
Stimulates inner-ear motion (swinging, rolling, jumping, spinning, crawling, rocking)
Enhances cognitive processing
Increases the number of brain cells

*Found that movement improves classroom behavior and academic performance (Dwyer,
Sallis, Blizzard, Lazarus, & Dean, 2001)

What Should You Do?

Exercise Play (cross-laterals, aerobics, running in place, jumping jacks, high steps, dance
routines)
Solitary Play (doing puzzles, object manipulation)
Outdoor Learning Activities (digging, observing nature)
Stand and Stretch Activities (Simon Says, touch your toes, reaching)
Group or Team Competitive Games and Activities (relays, Around the World)
Constructive Play (building things, creating models)
Exploratory Play (scavenger hunts, make-believe games and scenarios)
Functional Play (purposeful play, such as practicing a new skill)
Group Noncompetitive Games (Silent Ball, Sparkle, I Have - Who Has, charades)
Individual Competitive Games (Beat the Clock)
Group Noncompetitive Activities (ball toss, seat changing, energizers, dance, drama)
Walking Excursions (outdoors, indoors)
What else can you add to this list?

Management

All Write, Share


What is Classroom
Management?

Why is classroom
management
important?

Classroom Management
What is it?

Its providing a safe, comfortable


learning environment (Domain 2)
Its building your students self
esteem
Its Motivating your students
It is PROCEDURES that are
taught, rehearsed, and
reinforced!

Why is it important?

Satisfaction and enjoyment in teaching are


dependent upon leading students to
cooperate

Classroom management issues are one of


the highest concerns for teachers: leads to
burnout, change in profession, loss of job

Well-Managed ClassroomStudent EngagementProductive Learning Environment

Effective classroom managers had classroom procedures; these teachers manner in conducting class was
task-oriented, businesslike, and congenial
Ineffective classroom managers had no evidence of management with procedures

Wong Maintains:

The basis of classroom management lies in the procedures that form a management plan to produce the
successful achievement of learning goals
Procedures are the tasks students must do to increase their chances for learning and achieving
A routine is a procedure that students do repeatedly without any prompting or supervision - it creates
consistency and trust

***Ineffective teachers discipline their students to control their every action


***Effective teachers teach their students how to be responsible for appropriate procedures

Creating a Classroom Management


Plan: Procedures, Procedures, Procedures
1.
2.

What kind of classroom management plan will create a safe, organized, and
productive environment, where I can teach and the students can learn?
What do I want the students to do, so I can teach and the students can
learn?

The first 2-3 weeks of school are critical


Introduce classroom procedures the first week (dont let up)
State expectations
Employ procedures that create consistency
Create presentation for your procedures
Teach, rehearse, and reinforce (this is a never-ending cycle)

Creating a Classroom Management


Plan: Procedures, Procedures, Procedures
Procedures for the first day of school
Procedures for students
Procedures for the classroom
Procedures for instruction
Procedures for teachers

Teaching a Procedure:
1. Develop a set of procedures for every
classroom activity (build this)
2. Use the three-step method for teaching a
procedure (teach, rehearse, reinforce)
3. Practice the procedures until they become
routine

Use a visual presentation


Provide a hardcopy for each student
Post procedures in classroom
*Create, implement, assess, revise

Presenting Your Classroom


Management Plan
Upper Grades Example
4th Grade Example
5th Grade Example
Lower Elementary (Prezi)
*I suggest viewing all of the examples to get
some good ideas. The book has ideas too!

How to Teach a Procedure: Teach, Rehearse, Reinforce


P - plan for success
R - rehearse and reinforce (2d)
O - organize before students arrive
C - costs nothing to do
E - extra time gained for teaching & learning
D - dont wait - start creating a plan now
U - u make a difference in students lives
R - rehearse some more
E - establish a positive environment by managing procedures (2c)
S - success is yours because procedures work!

Domain 2: The Classroom Environment


2c: Managing Classroom Procedures
Indicators:

Smooth functioning of all routines


Little or no loss of instructional time
Students playing an important role in
carrying out the routines (procedures)
Students knowing what to do, where to
move

Elements:

Management of instructional groups


Management of transitions
Management of materials & supplies
Performance of classroom routines
(procedures)

Level 4:

With minimal prompting by the teacher, students


ensure that their time is used productively
Students take the initiative in distributing &
collecting materials efficiently
Students themselves ensure that transitions &
other routines are accomplished smoothly

Level 3:

Students are productively engaged during smallgroup or independent work


Transitions between large & small group activities
are smooth
Routines for distribution & collection of materials
and supplies work efficiently
Classroom routines function smoothly

Domain 2: The Classroom Environment


2d: Managing Student Behavior
Indicators:

Clear standards of conduct, possibly posted, &


possibly referred to during a lesson
Absence of acrimony between teacher &
students concerning behavior
Teacher awareness of student conduct
Preventive action when needed by the teacher
Absence of misbehavior
Reinforcement of positive behavior

Elements:

Expectations
Monitoring of student behavior
Response to student misbehavior

Level 4:

Student behavior is entirely appropriate; any


student misbehavior is very minor & swiftly
handled
The teacher silently & subtly monitors student
behavior
Students respectfully intervene w/ classmates at
appropriate moments to ensure compliance w/
standards of conduct

Level 3:

Standards of conduct appear to have been


established & implemented successfully
Overall, student behavior is generally appropriate
The teacher frequently monitors student behavior
The teachers response to student misbehavior is
effective

Your Turn!
Create Your Management Plan:
1.
2.
3.

Suggested Ideas to Create Your Presentation:

Use the ideas for procedures and the planning


grid to create your management plan
Decide on positively stated rules/expectations
along with rewards/consequences (Get a copy of

1.
2.
3.

rule guide)

4.
5.

Assessing the plan - how will you know if your


plan is working? If it needs revision? Make
sure you have a way to determine if your plan
needs tweaking (5 minute daily journal, data
collection, walkthroughs, consequences)

Make an electronic copy of the planning grid

6.

Info. about yourself (include photo)


Rules/Expectations (5 or less/positive)
Procedures (ones that students are expected
to follow on a regular basis)
Agenda (schedule)
Rewards for adhering to the rules &
procedures
Consequences of failure to adhere to the rules
& procedures

Reflection:

3
POINTS

Squared
Away

Websites/Sources For You:


Responsive Classroom
PBIS - National
PBIS - Wisconsin
Eric Jensen's site (Teaching with the Brain in Mind)
Access to the QR codes from Wong's book
PD on Procedures
Energizers/Classroom-based Physical Activities
Video Examples/Components of Morning Meetings
Google: Morning Meeting, Energizers, Team-Building Activities, and classroom
procedures for tons of ideas!