Further information to assist you....

Apart from this ongoing blog presentation of descriptions and ideas, I wanted to point to you a series of handouts that may be helpful.  They're located on this blog, in part, and on my online portfolio (https://sites.google.com/site/gcason123/).  Brief descriptions:

Advice and Teaching Methods:
Sight Reading at Concert Festival (a.k.a. LGPE: Large Group Performance Evaluation)
Saxophone Handbook (comprehensive manual for teaching/playing saxophone)

Some ideas for new teachers....
Some teaching ideas....
Some procedural ideas....
Some ideas for question....
Some "behavior modification" (i.e., discipline) ideas....
Some physical management ideas....

Surviving a Doctorate: Year 1.  Practical advice on ideas and methods to make sure you finish your degree!

Handbooks and Other Resources:
Classroom Instruction That Works, 2nd ed. Results (very good)
Instructional Strategies That Work (very good)
Saxophone Handbook
Surviving a Doctorate: Year 1

TKES-Specific Ideas and Essays:
TKES: Lesson Plan Design
TKES: Checks for Understanding
TKES: Differentiation
TKES: Mastering Concepts and Skills
TKES: Remediation and Enrichment
TKES: Keys to Your Successful Evaluation
TKES: Lesson Plan Design for Band

School Law:
Thoughts & Quotes Regarding "A Teacher's Pocket Guide to School Law" (very good refresher)

Instructional Strategies:
Instructional Strategies That Work
The 9 Most Effective Instructional Strategies That Work--Updated

Classroom Management

We received a handout recently (yet another one) that is to serve as a "reflective instrument" to help teachers gauge their overall classroom management practice.  The list has 10 items, each answered with a Yes or No, then totaled, and compared to an Overall Classroom Management score.  This is a paraphrase from a revision of Sugai & Colvin.  I hope it serves to help you reflect on your classroom environment, your interaction, and your overall classroom management.

1. Classroom arrangement minimizes crowding and distraction.
2. My classroom has maximized structure and predictability (explicit routines, procedures, directions, etc.)
3. I have taught, reviewed, and posted at least 3 positively stated expectations/rules.
4. I provide more frequent feedback for appropriate behavior than for inappropriate behavior.
5. Each student has multiple opportunities to respond and participate during instruction.
6. My instruction actively engages students in observable ways (writing, telling, etc.)
7. I actively monitor and supervise my classroom during instruction (moving, observing, etc.)
8. For students with inappropriate behavior, I ignore or provide quick, specific redirections or corrections.
9. I acknowledge appropriate behaviors through multiple strategies or systems (point system, praise, etc.)
10. I provide specific feedback and correct social/behavior errors.

Score: 10-8=Super; 7-5=So, So; <5=Needs Improvement

I scored 9 out of 10; I would imagine most teachers rate 8 or higher.  In my mind, I missed #3, although I have taught and reviewed that the students are to go directly to their materials, directly to their chair, read the lesson goals/instruction on the SmartBoard, and immediately prepare for class.  I should post them however....  

Respectfully,

Glenn