D4: Learner Management

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Domain 4. LEARNER MANAGEMENT
Rational:
In an effectively managed classroom, every student will be able to demonstrate knowledge of school and classroom expectations and procedures to optimize learning. A positive, respectful environment should be evident in every classroom.



4a. Discipline Procedures

Things to Consider
A campus-adopted discipline management process is evident through the teachers’ rules, routines of the classroom, and campus-related activities.
Lack of implementation is “rare, inadvertent, and does not seriously compromise” the needs of students or the effective operation of the classroom or campus.

Quality
  • Student behavior is appropriate. The classroom is safe. Teacher response to misbehavior is highly effective and sensitive to student’s individual needs. Look for strength, impact, variety, and alignment of the discipline management process with instructional goals and objectives. Look for uniformity and consistency in implementation.
  • Quality Indicators
  • Student behavior is consistently appropriate.
  • Discipline management procedures are consistently implemented. Unique, creative, and/or innovative strategies are consistently used to implement the discipline management procedures.
  • Implementation of the discipline management plan consistently reflects an understanding of the unique needs/characteristics of students.
  • Implementation of the discipline management plan consistently relies on high interest/relevant classroom instruction.
  • Students are consistently engaged in appropriate self-direction/self-management.
  • Implementation of the discipline management plan consistently results in a positive, supportive, respectful classroom environment.
  • The teacher participates in the development of the discipline management procedures and offers suggestions for improvement.
  • Any lack of effective implementation is rare/inadvertent and does not seriously compromise the needs of students or the effective operation of the classroom or campus.

ahisd logoSuggested resources for continued professional development:
  • The First Days of School by Harry Wong
  • Contact your grade level chair, department chair, and/ or a campus administrator
  • Teach Like a Champion By Doug Lemov


4b. Self-Discipline and Self-Directed Learning

Things to Consider
Classroom procedures and routines result in student self-management of behavior.
Classroom procedures and routines result in student self-directed extensions and application of learning.

Quantity
  • Look for uniformity and consistency of behavior.
  • Quality
  • Student behavior is appropriate. Students are productively engaged. Teacher establishes high expectations for the learning and behavior of all students. Look for strength, impact, variety, and alignment of classroom routines with learning objectives.
  • Quality Indicators
  • Student behavior is consistently appropriate.
  • Students are consistently engaged in appropriate self-direction/self-management learning.
  • Unique, creative, and/or innovative strategies are consistently used to promote and encourage self-discipline and self-directed learning and reflect an understanding of the unique needs/characteristics of students.
  • The teacher consistently creates a safe, positive, supportive, respectful environment so that students take appropriate risks in learning.
  • High-interest/relevant classroom instructional practices frequently and consistently provide vehicles for self-management and self-directed learning.

ahisd logo
Suggested resources for continued professional development:

  • The First Days of School by Harry Wong



4c. Equitable Teacher-Student Interactions

Things to Consider
Teacher provides opportunities for all students to participate.
Teacher relates to students in an equitable and consistent manner.
Teacher is fair in the application of rules.

Quality
  • Teacher interactions are appropriate to developmental, cultural norms and varied characteristics of students.
  • Teacher-student interactions demonstrate respect. Look for uniformity and consistency in interactions.
  • Quality Indicators
  • All interactions (teacher/student and student/student) are consistently courteous and respectful.
  • Rules are applied consistently and fairly to all students.
  • Interactions consistently reflect an awareness of the unique needs/characteristics of students.
  • Teacher is consistently courteous and respectful even when circumstances make it difficult to do so. Interactions are not only courteous/respectful but also serve to support, dignify, and encourage student efforts in learning.

ahisd logo
Suggested resources for continued professional development:




4d. Expectations for Behavior

Things to Consider
Teacher explains expectations for behavior.
Teacher restates expectations when behavior is not appropriate.

Quantity
  • Focus on appropriate behavior, not the overt statement of expectations. Focus on the number of students behaving appropriately.
  • Quality
  • Student behavior is appropriate. Teacher states reason for desired student behavior. Student behavior is consistent with stated expectations.
  • Quality Indicators
  • Students consistently understand and meet the expectations for desired behavior.
  • Students are consistently engaged in appropriate, self-direction/self-management and learning.
  • Unique, creative, and/or innovative strategies are consistently used to promote and encourage self-discipline and self-directed learning.
  • High-interest/relevant classroom instructional practices frequently and consistently provide vehicles for self-management and self-directed learning.
ahisd logo
Suggested resources for continued professional development:

  • The Well-Managed Classroom, 2nd Ed
Harry K. Wong (Author), __Rosemary T. Wong__ (Author) "The first days of school can make or break you..."



4e. Redirects Disruptive Behavior

Things to Consider
Teacher identifies students engaged in activities other than the assigned task.
Teacher redirects students in accordance with adopted campus discipline management
policies.

Quality
  • Student behavior is appropriate.
  • Monitoring is subtle and preventative. Look for strength, impact, variety, and alignment of intervention with the behavior. Focus on appropriate behavior not the overt redirection of behavior. Look for uniformity and consistency of interventions.
  • Quality Indicators
  • The off-task, inappropriate, or disruptive behavior stops.
  • There is little or no need to stop/redirect behavior because students are consistently engaged in quality learning and behaving appropriately.
  • There is little or no need to stop/redirect because the teacher has created a learning environment that is consistently safe, positive, supportive, and risk-free.
  • The teacher consistently plans instruction that is challenging and that permits students to be successful.
  • There is little or no need to stop/redirect behavior because the teacher patiently assists students who are frustrated and/or unsuccessful.
  • The teacher consistently intervenes and redirects off-task, inappropriate, or disruptive behavior in ways that preserve the student’s dignity.
  • The teacher uses creative, unique, and/or innovative strategies to stop/redirect off-task and/or disruptive behavior.
ahisd logo
Suggested resources for continued professional development:
  • Love and Logic
  • The Well-Managed Classroom, 2nd Ed
  • Classroom Management for Academic Success by Lee Canter
  • A Handbook for Classroom Management That Works by The ASCD, Robert Marzano, Barbara Gaddy, and Maria Foseid



4f. Reinforces Desired Behavior

Things to Consider
Teacher offers accurate and specific feedback to individuals or the class.
Teacher does not reinforce inappropriate behavior.

Quantity
  • Focus on the appropriateness of reinforcement, not the number of times behavior is reinforced. Look for uniformity and consistency of reinforcement.
  • Quality
  • Reinforcement results in desired change in behavior. Look for strength, impact, variety, and alignment of teacher response with the exhibited behavior.
  • Quality Indicators
  • Reinforcement results in desired behavior change or causes desired behavior to be repeated.
  • Inappropriate behavior is rare because of the use of positive reinforcement of appropriate behavior.
  • Reinforcement of behavior is consistently used to encourage/promote appropriate behavior and not simply to redirect inappropriate behavior. Reinforcement is consistently specific to the student and specific to the behavior.
  • Use of reinforcement of behavior consistently reflects an understanding of the unique needs/characteristics of students so that reinforcement ha an appropriate level of intensity appropriate to the behavior.
  • Use of reinforcement of behavior consistently reflects an understanding of the unique needs/characteristics of students so that reinforcement ha an appropriate frequency.
ahisd logo
Suggested resources for continued professional development:



4g. Equitable and Varied Instructional Materials

Things to Consider
Teacher selects instructional materials that reflect ethnic diversity, gender, equity, and the learning needs of students.
Students have equal access to appropriate instructional materials.

Quantity
  • Focus is on the consistent use of appropriate instructional materials.
  • Quality
  • Teacher is aware of resources available through the school, district, professional organizations and community. Teacher seeks out and evaluates materials needed to enhance instruction. Instructional materials contribute to student success. Look for strength, impact, variety, and alignment of instructional materials with goals and objectives.
  • Quality Indicators
  • The teacher seeks out resources and instructional materials that are equitable and acknowledge the varied characteristics of all students.
  • The teacher utilizes unique and creative methods for including instructional materials which are aligned with the learning goals/objective. Instructional materials reflect ethnic diversity, gender quality, and learning needs of the students.
  • The teacher utilizes unique and creative methods for including instructional materials which are aligned with the goals/objectives that engage students and ensure success.
  • The teacher uses multiple materials and instructional approaches to address the varied learning styles of the students.
ahisd logo
Suggested resources for continued professional development:




4h. Manages Time and Materials

Things to Consider
Teacher has materials ready for instruction.
Academic learning time is maximized.

Quantity
  • Focus on the amount of time for teaching and learning.
  • Quality
  • Routines for handling materials occur without loss of instructional time. Transitions are seamless. Look for strength, impact, variety and alignment of materials with student success in the learning.
  • Quality Indicators
  • The teacher organizes and uses unique and creative instructional materials aligned with the learning goals/objectives that promote student success.
  • Transitions are seamless; routines for handling materials are effective and result in student success and maximum use of instructional time.
  • The teacher consistently establishes routines and procedures that promote student responsibility for materials and transitions in the learning.

ahisd logo
Suggested resources for continued professional development:
  • The First Days of School by Harry Wong


  • Elementary
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  • The students enjoy participating in the care of the classroom by having a weekly chore. It also makes them feel like the room is "their room." -John Lewis, 2nd grade at Woodridge jlewis@ahisd.net
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