Nearly 80 educators attended a 5-part series on classroom management focused on reducing learning barriers and increasing motivation

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Classroom Management Graphic

Over the course of five months, almost 80 educators (elementary and secondary) dedicated their time to focus on building a proactive and positive approach to classroom management. This group of educators was broken down into two groups: CHAMPS (elementary focus) and Discipline in the Secondary Classroom (DSC). Just prior to the holiday break, the final sessions wrapped up you can see some of the outcomes we collected below.


CHAMPS 

(Attendance consisted of 56 individuals from 8 districts: Central Cass, Flasher, Gackle-Streeter, Jamestown, Lidgerwood, Lisbon, Litchville-Marion, Northern Cass) 

CHAMPS worke with elementary classroom teachers to develop (or maybe just fine-tune!) effective classroom management plans that are proactive, positive, and instructional. This course not only can help improve classroom behavior (on-task, work completion, cooperation) through establishing clear classroom behavior expectations, but it also motivates students to put forth their best efforts (perseverance, pride in work) and increase academic engagement...resulting in improved test scores! The goal is to decrease the amount of time a teacher is disciplining students and increase the time they're teaching them. (Description adapted from Safe & Schools webpage)

[As taken from the Safe & Schools webpageDuring these sessions, teachers learned how to:CHAMPS Book Cover

  1. Establish a vision for their classrooms
  2. Organize classrooms for student success
  3. PRepare for the first month of school
  4. Specify classroom behavioral expectations
  5. Motivate even the most uncooperative students
  6. Monitor and revise classroom behavioral plans
  7. Correct specific misbehaviors

Ultimately, it is the goal that this training assists participants to establish positive and proactive classroom rules/expectations/procedures in the classroom. Overall, all but one individual (92.9%) reported that this training provided them with sufficient information for them to do so, with the one indicating only to “Somewhat” degree. 

  • 100% of respondents reported that they understand how the STOIC framework may be applied to classroom management after attending this training.  Looking specifically at each of the areas of STOIC and how well they were addressed, a vast majority felt that each was addressed effectively, with T, O, I, and C at 100%.  
  • Additionally, 57% of respondents indicated that they were able to create a plan with concrete next steps for revising their classroom rules/expectations/procedures! The remaining 43% stated that they had begun creating their plan, but it wasn't finalized.
  • 100% of respondents noted at least a “moderate” increase in their knowledge and their skills, with 50.0% and 42.9% reporting “substantial” increases, respectively. 
  • 100% of participants felt that they would be able to apply what they learned to at least “a moderate extent”, with nearly two-thirds (57.1%) indicating “to a great extent”. 
  • 100% reported what they learned would have at least a “moderate” impact on those they serve, with almost 50% indicating it would have a “substantial” impact.

DSC - Discipline in the Secondary Classroom

 (Attendance consisted of 23 educators from two districts: Northern Cass and Zeeland)

DSC teaches secondary classroom teachers how to best manage student behavior AND increase student motivation. Here they received practical, evidence-based strategies that help teachers incorporate features into their classroom management procedures. The course works towards creating an effective classroom management plan based on the STOIC framework:

Discipline in the Secondary Book Cover

  1. Structure and organize all settings to prompt responsible behavior.
  2. Teach your expectations regarding how to behave responsibly within the structure you have created.
  3. Observe whether students are meeting expectations by physically circulating, visually scanning, and collecting meaningful data.
  4. Interact positively with students to build relationships and provide frequent, age-appropriate positive feedback.
  5. Correct irresponsible behavior fluently - calmly, consistently, immediately, briefly, respectfully, and (as much as possible) privately.

Looking at participants’ perceived understanding of how to develop classroom expectations and rules, 81.8% of those completing the feedback survey reported being either “completely understanding” (63.6%) or “mostly understanding” (18.2%) after the training. 

  • Additionally, 72.7% of respondents reported that this training provided them with a strong understanding of the various strategies for teaching/rehearsing/reinforcing classroom expectations and rules.
  • Regarding the ability for participants to establish positive and proactive classroom rules/expectations/procedures in the classroom 100% reported that they now had sufficient information to do so AND that they understand how the STOIC framework may be applied to classroom management.
  • 80% of respondents noted at least a “moderate” increase in their knowledge, and 60% in their skills, with 30.0% and 20.0% reporting “substantial” increases, respectively. 
  • 100% of participants felt that they would be able to apply what they learned to at least “a moderate extent”, with 40.0% indicating “to a great extent”.
  • 70% reported what they learned would have at least a “moderate” impact on those they serve, with 40% indicating it would have a “substantial” impact.

Learn more about NDMTSS behavior professional learning opportunities here https://ndmtss.org/behavior/ or reach out to Brandie.Ulland@k12.nd.us, SEEC, (Tier 1/2) or Mallory.Klatte@k12.nd.us, CREA (Tier 3).

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