Management Plan

Group #3
1-4 Kounin
1. With-it-ness:
While teaching her lesson, Mrs. Black notices the two of her students, Jim and Steve,
seem to be raising their voices and their body language looks like they are getting
angry. Mrs. Black walks over and separates the boys, preventing a fight.
2. Overlapping:
Ms. Rogers walks around the classroom checking in with her students who are
working on different activities in small groups. She checks in with some students
who are busy working on their math problem pages, and while she is walking over
to check in on the small group of students who are reading she gives a quick
teacher look to a student who is starting to make a paper airplane out of his work
page.
3. Group focus:
Mr. Smith has his class fill in the blanks on a note taking page as he teaches them
about the Civil war. To make sure all his students pay attention to the lesson, he
also pulls students names randomly out of a bowl for them to answer questions.
4. Movement management:
Mr. Stone looks around his classroom to see if his students were almost finished
working on their math activity. Most of the students were almost done so he gave
the class a five minute warning till the next activity. When the five minutes were
up, Mr. Stone played the transition song that reminded the students to clean up
their desks and move to the carpet for reading time.
5-8 An example of a teacher using at least four subtle techniques

5. Mr. Todd sees Sarah has been having trouble staying awake in class. So
while the other students are doing silent work and hes walking around, he slips a
note onto Sarahs desk asking her to stay after class to talk.
6. Miss Jen has noticed that Jason is on his phone during class and to draw his
attention back to the lesson, she refers to the lesson, a little more loudly than
before, and drums her fingernails on the whiteboard to get his attention.
7. Mr. Hartford makes eye contact with each of his students to make sure
they are all looking up at him and not down into their laps.
8. Mrs. Jones sees Jane doodling in her notebook instead of paying attention
so she asks the students to get into groups to discuss the topic at hand.
9. Gordons Student Owned Behavior:
-What is it?
-A behavior of a student that does not impede the learning of the
students around them. However, this behavior still impedes the learning of that
particular individual because they are not learning along with the rest of the class.
For student owned behavior, the teacher is encouraged to use subtle techniques to
not disrupt the learning of the other students. This behavior is student owned
because it does not affect the other learners directly.
-Example:
-Student owned behavior is when a student is sleeping in class or
picking their nails. It does not distract other students from learning, but the
individual is not engaged in the lesson.
10. Gordons Teacher Owned Behavior:
-What is it?

-A teacher owned behavior is one that affects the whole class. This
behavior not only impedes the learning of the individual student, but also disrupts
the students around him or her. When a behavior becomes teacher owned, the
teacher should reflect to be sure that it is truly impacting the rest of the class or is
just an annoyance to the teacher. If it is a teacher owned problem, the teacher is
encouraged to use negative reinforcement to stop the problem and continue the
learning.
-Example:
-A teacher owned behavior is when a student has a temper tantrum or
is continually interrupting the lesson to make jokes to the class as a whole. This
type of behavior affects the learning of the classroom as a whole.
11: I-Message:
What is it?
It is a way of addressing the student that gives a brief, non-blameful
description of the unwanted behavior, your own feelings, and then a tangible way it
affects you.
Example:
Jonny was tossing paper balls at the back of Sams head during class. Mr.
Johnson noticed this and asked him to stop. Jonny continued to throw the paper
again within a few minutes of being told to stop, and the other students were also
becoming distracted by Jonnys behavior. The teacher addressed Jonny again saying
Jonny, you need to stop throwing paper. I do not appreciate this kind of behavior
while I am trying to teach, and your classmates are also unhappy with your
immature behavior. Jonny finally decided to stop throwing paper and felt a bit
embarrassed at his behavior.

12: Empathetic Listening:

What is it?
A: Epithetic listening involves being an active listener for your student. The
teacher needs to make sure to listen with the desire to understand the student
before pushing their own points. They must make sure to connect emotionally and
meet the student on their level before proceeding to connect with the student
cognitively. This can involve repeating what you have heard to show you are
listening and then inquire about it so that you are not simply talking at your
student which may cause them to pull away and not want to address the problem.
Example
B: Mrs. Johnson saw that Max was having trouble staying awake in
class, and this was causing him to not understand the material when the tests came
around. Being concerned about this, she decided to talk to Max.
Mrs. Johnson: Hi Max. You know, I have been noticing that you have seemed very
tired in class recently. Would you like to tell me about why you have been so tired?
Max: Well, I have been up late recently since my new baby sister was born because
she cries a lot. When Im in class its really warm and hard to pay attention, so I just
get tired and fall asleep.
Mrs. Johnson: It must be tough not getting to sleep as much because of your baby
sister, so I appreciate that you have still been making it into class each day. But
Max, I am concerned for you since you have been sleeping in class so much. Do you
know why I might be worried for you?
Max: Well, I guess its because I don't understand the lesson
Mrs. Johnson: Thats right. You are a very hardworking and intelligent kid. Your
grades have been very good most of the year! I am just concerned that you missing

the notes might affect your performance on the test, and it might cause you to stay
up late doing homework and getting less sleep. Is there anything you think we could
do in class that would help you stay awake or that would help you understand the
lessons better?
They came up with some examples together, and within the next few weeks, Max
was having an easier time staying awake in class, and his grades were beginning to
improve once again.
13. No Lose Problem Solving
Tim has a hard time concentrating on his paper in class, and tends to start talking or
put his head down. The teacher comes over and asks Tim what is wrong, and Tim
says that he just cant focus and he is tired. The teacher suggests that Tim should
work on his paper for the next 15 minutes straight, or he can be moved to the back
of the classroom. Tim agrees to work on his paper for the next 15 minutes by
putting his headphones in and focusing, and the teacher comes back 15 minutes
later to check his progress.
14. Assertive Discipline
Example: Jimmy keeps getting up and writing things on the board during class
when he is not supposed to (as stated in the class rules consequences up on the
wall).
Teacher: Jimmy, can you please go sit in your seat and put the marker away?
Jimmy: No
Teacher: Jimmy put the marker down and sit down or there will be consequences
Jimmy: Okay, Im sorry