Jubilee Academies CTE Department - Classroom Management

Classroom Management Hierarchy - Big Rocks Educational Services

"Begin with the end in mind" - Covey 1989

Successful classroom management is 90 - 100% of students engaged in on-task learning

On-Task Learning Behavior: Defined as the student actively attending to instruction or assigned work outside of compliance and the absence of off-task behavior during classroom learning time.

Examples:

All students tracking the speaker

All students copying from the board

All students engaged in instruction by listening or taking notes

All students avoiding side bar / off topic conversations

Key Ideas to effectively get to 90 - 100% on-task learning behavior

be clear so students know exactly what is expected of them and no one's learning gets left behind
use language that is logical and reinforces a culture of learning, not compliance
being clear ensures consistency and fairness:
1. - teacher follows through with request every time
  - teacher holds all students accountable
use affirmative language - firm tone, yet positive

Effect of implementing points 1 - 4:

you demonstrate you care by sending the message, "Whether you pay attention, and thus learn, is of paramount importance to me so I will address off-task learning choices."

5 Steps of the Classroom Management Hierarchy - Big Rocks Educational Services

Step 1: State Expectations

Always state expectations, or give instructions, in terms of time, voice, and body (TVB).

Time: the time frame to complete the expectation
Voice: acceptable voice level to complete the expectation
- - - - Voice Level 0 - no talking
      - Voice Level 1 - quiet conversational talking
      - Voice Level 2 - outdoor level talking
Body: what students should be doing with their body during the expectation

Examples:

During Transitions: "Take 30 seconds to clear your desk in a level zero voice and be sitting with your feet on the floor tracking me."
During Direct Instruction: "Take a minute to clear your desk and take out your binder, we will be taking Cornell Notes. You can use a conversational voice, but make sure when the minute is up you are facing me so I know you are ready and we can begin."
During Independent Practice: "Students you have 15 minutes to complete the 30 problems you have on your worksheet at a voice level zero."

Step 2: Radar, Scan

Radar and scan are teacher actions directly after stating an expectation. The use of either radar or scan is dictated by the type of expectation.

Scan: The teacher swivels their head and/or sweeps their hand around the room so all students can see them looking. Used when giving directions or giving direct instruction.
- - - Example teacher words: "25 seconds more, 15 seconds, 5, 4, 3... now we have everyone ready to learn."
Radar: The teacher walks through the entire classroom, quickly touching each student's work. Used during student work time.

Step 3: Narrate the Positive

As you use Radar and Scan, narrate the positive, verbally praising students who are demonstrating the proper execution of your Time, Voice, Body expectation.

Examples:

During Scan: "25 seconds more, Johnny has his desk cleared, 15 seconds, Suzy is read to learn as she is tracking me, 5 seconds, William maintained a level zero throughout, thank you..."
During Radar: Students are working on 20 problems. The teacher is using Radar and getting close to students whispering, "Johnny really working hard at a level zero, Suzy like how you are showing your work, William already through problem 15, good job of working hard and showing your work..."

Step 4: Proximity - Strategy to manage off-task behavior

Use proximity to address a student who is off-task. Get close to the student. Lightly touch their desk or shoulder. Do not use words to address the off-task student. Instead, narrate the positive from nearby students.

Step 5: Quiet Redirection / Encouragement

Quiet redirection/encouragement involves whispering or softly stating to the off-task student. If after communicating TVB, radaring the classroom, positively narrating, and using proximity, a student is still off-task, then use quiet redirection / encouragement.

Example Teacher Language:

"The expectation is to work on the 20 problems with a voice level zero. I know that when I come back in two minutes you will have several problems complete as I know how much you care about your learning."

Real-Time Coaching - Classroom Management Hierarchy - Big Rocks Educational Services

Real-Time Coaching Classroom Visits

The Classroom Management Hierarchy utilizes real-time coaching. Campus and district administrators and coaches will visit your classroom frequently. During these visits, you should expect to receive coaching immediately, during class, using the least invasive approach possible.

Coaches are looking for the proper implementation and execution of the 5 Steps of the Classroom Management Hierarchy.

State Expectation (Time - Voice - Body)
Radar / Scan
Narrate the Positive
Proximity
Quiet Redirection

If a coach observes a mistake or omission, they will provide real-time feedback using one of the following (in escalating order):

Non-Verbal Cues or Cue Cards
1. - A signal is given to the instructor either using a non-verbal gesture or a cue card to alert them of the specific part of the process they need to correct or address.
Whisper
1. - If the non-verbal cue or cue card is not effective in correcting the gap, the coach will whisper to the instructor the specific part of the process they need to correct or address.
Model
1. - If the non-verbal cue or cue card and whisper are not effective, the coach will model for the teacher.

The intent of real-time coaching is to quickly identify and fill teacher gaps in the proper execution of the Classroom Management Hierarchy. The ultimate goal is to have 90 - 100% of students engaged in on-task behavior on a consistent basis. If a teacher consistently has less than 70% of students on-task, coaches will model and hold extended practices with that teacher during or after school.

Organization and Management in the Classroom - by Harry and Rosemary Wong

Classroom management is the single most important factor governing student learning. It refers to all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and student learning can take place.

Classroom Management includes the following:

Class rules (3-5)
Behavior consequences and rewards
Routines and procedures

Watch the video below for an overview of Harry and Rosemary Wong's classroom management principles and to learn how to setup effective classroom management in your classroom.

Classroom Management Training 8-17-2022.mp4

Classroom Mangement Training Fall 2022

Click here to access sample classroom management supporting documents to use with your classes.

2024-2025 Jubilee Academies Discipline Plan and Procedure

Overview

Discipline begins with effective classroom management. To ensure consistency and clarity, each teacher will develop a classroom management plan and communicate it to parents and students through a syllabus. This plan will guide both preventive measures and responses to disciplinary incidents with the aim of integrating classroom management into a structured discipline process, creating a positive, well-managed learning environment that minimizes instructional time lost and promotes student growth and well-being.

1. Classroom Management Plan Development

Teacher Responsibility: Each teacher will create a comprehensive classroom management plan detailing procedures, rules, and expectations.

Syllabus Inclusion: The plan will be included in the course syllabus, ensuring that parents and students are informed from the start.

Principal Approval: Teachers will submit their syllabi, including the management plan, to their principal for approval before distributing them to families.

2. Communication with Families

Initial Outreach: Teachers will explain the classroom management plan to parents during the first weeks of school, through meetings, newsletters, or digital communication platforms.

Documentation: Teachers will maintain records of these communications, ensuring transparency and consistency.

3. Incident Reporting and Documentation

Incident Reporting System: Teachers will document disciplinary incidents using the school's Incident Reporting System in Ascender.

Supporting Documentation: Teachers must provide evidence that they have followed their classroom management plan before escalating an issue to the principal. This includes:

A copy of the syllabus
Call logs and communication records with parents
Any relevant classroom documentation (e.g., behavior charts, behavior contracts, Excellence agreement)

4. Principal Review and Action

Initial Review: Principals will review submitted incidents and accompanying documentation taking into account how the incident is being coded. It is important to select the correct coding for the behavior to avoid incorrect PEIMS data being reported to TEA about discipline.

If the principal determines that the incident can be managed at the teacher level (must be a level 1), they will click “Review” instead of “Create Incident” in Ascender and provide feedback to the teacher.

The principal will send a standard message to the teacher, advising them to contact the parents and inform them that the issue has been noted at the administrative level, with further incidents being taken seriously.

Escalation: If the incident requires administrative intervention, the principal will:

Click “Create Incident” and document the evidence.
Collaborate with a disciplinary committee to decide on appropriate corrective actions.

5. Supporting Teachers with Classroom Management

Observations: Principals will integrate classroom management assessments into regular observations.

Principals will prioritize observing teachers with multiple referrals or reports of classroom issues.
During observations, principals will assess both academic instruction and classroom management, providing comprehensive feedback.

Professional Development:

Principals will identify teachers needing additional support and arrange targeted training sessions.
Training can be provided by experienced district staff or external entities like TLAC, or the ESCs.
Principals will collaborate with district leadership, including Mr. De Leon, Ms. De Leon, and Dr. Bolt, to provide ongoing coaching and support.

6. Expulsion Referral Process

Expulsion Criteria: After following due process, principals will refer cases for expulsion to the Executive Director Student Services, Diana Centeno, who will then forward the request for a hearing to the Chief Advancement Officer Abel De Leon for approval to hold a hearing.

Documentation: The referral must include:

All teacher-managed referrals
Communication logs with parents
Evidence of classroom management plan adherence

Review and Hearing: Mr. De Leon will review each case to determine if it warrants an expulsion hearing. This decision will be based on whether or not due process was followed prior to the expulsion hearing request.

If approved, Ms. Centeno will be notified and proceed with the hearing ensuring all required documentation is complete.

If denied, the principal will be notified by CAO, Abel De Leon, that the case is being remanded back to the campus for the application of a new disciplinary action or approach.

The process will be expedited to ensure timely resolution and de-escalation of issues. The goal being a 24 hour turnaround on the decision to move forward with an expulsion hearing.

7. Continuous Improvement and Communication

Feedback Loop: Principals and teachers will regularly review disciplinary data to identify trends and areas for improvement. This can be done as part of the weekly data meetings or any other regularly occurring meetings the principals or their designees would like to utilize for this purpose.

Consistent Messaging: Principals will use standardized messages for common issues, ensuring clear and consistent communication with teachers and parents.

Leadership Involvement: District leaders will maintain visibility and support for teachers, fostering a culture of accountability and continuous improvement.