Intentional Classroom Management
Students will learn the skills and components needed to manage a disciplined and engaging classroom that maximizes learning.
Evidence-based classroom management for the 21st century designed to give teachers a system of strategies to manage their classrooms effectively in a way that decreases disruptions and increases instructional time. Participants will learn techniques for developing a rapport with students, establishing expectations, designing their classroom, responding appropriately to bad behavior, and using self-directed behavior modification. Using these research-based strategies, teachers will be able to minimize low-level behaviors, motivate their students, and maximize instructional time.
• Identify the five core research-based beliefs and strategies.
• Design the classroom for maximum student achievement.
• Develop an authoritative management style, not authoritarian or passive.
• Develop strong rapport with students.
• Teach precise expectations and procedures for managing the classroom.
• Maintain self-control when dealing with disruptions and difficult students.
• Use self-directed learning strategies to eliminate repeated warnings and quickly stop low-level problem behavior.
• Use proper techniques for responding to serious behavior problems.
• Identify behaviors that must not be tolerated, "absolutes."
• Develop a school-wide behavioral management plan.
• Full-Day Training from a Certified Trainer
• School-wide Follow-up Support from a Certified Trainer
• Small Group Coaching from a Certified Trainer
• Individuals can earn Graduate Credit for this Course by Paying a Fee and Completing Additional Coursework.
What others are saying...
“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API, and I have not sent a single student to the office all year. Time To Teach has helped me successfully teach second language learners, children with ADD, ADHD, Tourettes, learning disabilities, disenfranchised youth, and impoverished students.”
-James Turner, Middle School Teacher, Lompoc, California
“At Lompoc Valley Middle School, the referral numbers for class disruption were reduced by 62% using Time to Teach strategies, and Lompoc High School’s referral numbers were lower than those of the rival high school for the first time ever.”
-Carrie Chase, High School Counselor, Lahainaluna High School, Hawaii
“Pioneer Continuation High School has our district’s highest number of at-risk 11th and 12th grade students. Using the Time to Teach blueprint, we saw school suspensions drop from 39% to 18% over a three-year period, in-house suspensions cut in half, and significant increases in passing rates on the California High School Exit Exam and other student achievement measures. Overall, the school has experienced a positive, systemic cultural change.”
-Elsbeth Prigmore, Principal, Pioneer Continuation High School, California