Dr. Spencer Kagan Lawanna Harris

Who is Dr. Kagan  Dr. Spencer Kagan is a world renowned author and keynote speaker in the field of education and psychology.  He was a clinical psychologist and full-time professor of psychology and education at the University of California Berkley.  Kagan established Kagan Publishing and Professional Development and has provided workshops and keynotes in over thirty countries. His main belief about behavior is that it should be established by using structures in order to prevent and redirect misbehavior.

Early Life  Spencer Kagan was born in 1944 in California. He attended Beverly Hills High School  He received his undergraduate degree from the University of California, Berkeley in Political Science, and his graduate degree from the University of California, Los Angeles in Clinical Psychology – where he received honors at both schools  Received his Juris Doctorate UCLA 1973  In both schools he received honors distinctions  He is fluent in English, Spanish, and German.

Early Life  He has worked as a clinical psychologist and as a full professor of psychology and education at the University of California.  He has authored books relating to cooperative learning, multiple intelligences, classroom discipline and classroom energizers.

Accomplishments  He has authored over 100 books, magazines, and scientific journal articles.  His (200) strategies are used in training programs and workshops in over twenty countries.  Win-Win Discipline History - This program sprang up from Kagan's work on cooperative learning.  In cooperative learning the needs of students are met through movement in the classroom, peer attention and social interaction.  Developed a large number of structures (organized steps) to help students and teachers achieve success.  Established his on website to provide workshops, activities, etc, 

Strategies  Analyses the needs of students and the types of disruptions they engage in,  Preventive procedures and strategies for the moment-of-disruption that can be created and implemented.  Meets the students needs, and ideally teach students to meet their own needs responsibly.  Uses structures to help students make good decisions that will lead to responsible behavior.

Strategies 1.Preventive Procedures: What to do before disruptions occur to prevent them. 2.Structures that provide for the Moment-of- Disruption: What to do in the moment-of-disruption to end the disruption and to make future disruptions less likely. 3Follow-Ups: What to do following disruptions to convert them into learning opportunities for students.

Discipline  Most effective when teachers work on the same side with students to establish mutual agreements.  Continuous process that teachers utilize work collaboratively with students by using structures to help them make good decisions.

Discipline is not something you do to a student; it is something you help a student acquire.  Irresponsible behaviors Disruptive student behavior Aggression Breaking rules Confrontations Disengagement Called the ABCD’s of disruptive behavior  Student Positions Physical and emotional state students are experiencing at the time they misbehave

“Coming from” Behaviors- Where is this coming from? 7 positions students come from Attention seeking Avoiding Angry Control seeking Energetic Bored Ununiformed

Specific plan that teachers use; Should serve two purposes: 1.To teach the curriculum 2.Address misbehavior

WIN-WIN  We never accept disruptive behaviors, but we always accept and validate positions. In attempts to meet the needs of their positions, students sometimes engage in disruptive behaviors.  Our job as Win-Win teachers is to teach students responsible alternatives to disruptive behaviors, how to meet their needs in responsible ways, so they win and we win.  The ultimate goal of a discipline program is not ending disruptions, but teaching autonomous responsibility.

WIN-WIN cont’d  Three Pillars 1.Same Side Students and teachers work on the same side (together) 2.Collaborative solutions Students and teachers cooperate together to form a workable solution to discipline problems 3.Learned responsibility Students acquire the desire to behave correctly as they practice self-management and getting along with others

Class Rules  Win-Win Discipline – make use of class rules – which are agreements that are worked out cooperatively by the teacher and the students.  Should have the class discuss what they believe to be responsible behavior – calling this concept “The Way We Want Our Class to Be”  The rules should be worded simply.  Limited to about 5 in number – posted in the classroom for easy reference.

The BIG 3 very important for win-win  Establish an interesting and challenging curriculum.  Provide cooperative activities that allow students to work together eloquently.  Be an interesting, stimulating teacher – who can relate the class lessons to the students interests

Kagan’s Recommended Rules  Ready Rule – come to class ready to learn  Respect Rule – respect others and their property  Request Rule – ask for help when needed  Offer Rule – offer to help others  Responsibility Rule – strive to always act responsibly

Structures Structures have various aims, such as: building team spirit and positive relationships among students; information sharing; critical thinking; communication skills; and mastery.

Structures  Dr. Kagan has developed roughly 200 classroom "structures”  These structures stress positive interpersonal peer relationships, equality, self-esteem, and achievement.  Students can work together by following the steps to the structure, using material or content selected by the students themselves or by the teacher.

Timed Pair Share  Students pair off, then number off, 1-2. The teacher chooses a number, 1 or 2, to speak first. That student speaks about a specified topic for a specified length of time. The other student listens quietly.  After both partners have had equal opportunity to speak, the teacher randomly chooses a number of students, and asks them to summarize what their partners have said.  This structure encourages self-expression and idea exchange between peers

Folded Value Line  Where the teacher elicits which students are strongly supportive of, or against, the issue or idea via a show of hands.  Students who feel strongly for or against the issue stand at either end the Value Line, where one end of the line represents strong support for an issue/concept, and the other represents its opposite.  The rest of the class physically position themselves along the line at the point reflecting their own opinion. Thus, those who feel squarely in the middle of an issue stand at the middle

Corners  Corners can be used to have students express, and listen to, various opinions on a topic, honing listening, critical thinking, and self-expression skills. The teacher can make each corner of the classroom represent a stipulated view.  For example, three possible corners could constitute For, Against, and Undecided relative to a topic. Students move to the corner that represents their viewpoint. Next, students discuss their opinions, or respond to a comment, within their corners

Draw a Gambit A "gambit" is a sentence or expression that can be used orally during a face-to-face interaction. "Draw a gambit" can be used to help students learn and practice social skills (in a native or foreign language). In a foreign or second language course, expressions socially acceptable in the target culture could be the focus of instruction. Students, or the teacher, can create expressions to be used in interactions focusing on a specific skill, such as showing interest in what is being said, disagreeing politely, or praising the speaker.

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Interventions Actions that teachers take to deal with disruptions  Use physical proximity (hand or facial signals) to stop the disruption.  Follow up by meeting with them and discussing positive alternatives.  Cool down to handle anger and allow time to think in a less angry manner.  Using calming strategies to channel energy productivity.  Be engaging to the students to discourage boredom and use classroom interaction.

Awards 2010 Achievement Award: Outstanding Contributions Through the Creation of Cooperative Instructional Materials. International Association for the Study of Cooperation in Education (IASCE). Brisbane, Australia: November 26, 2010.

References Charles, C.M.. "Chapter 10." Building Childhood Discipline. New Jersey: Pearson, Print. "Kagan Online." N.p., n.d. Web. 9 Mar "Kagan Spencer Interview Part 1." YouTube. YouTube, 26 July Web. 10 Mar "Spencer Kagan's Cooperative Learning Structures - an article by Jane Joritz- Nakagawa." Spencer Kagan's Cooperative Learning Structures - an article by Jane Joritz-Nakagawa. N.p., n.d. Web. 10 Mar

SPENCER KAGAN Kagan Spencer attended high school at ________ _______ ______. Kagan’s concept is that teachers should work on the _____ _____ of students to establish mutual agreements. What are Kagan’s five recommended classroom rules? 1.R 2.R 3.R 4. Offer Rule 5.R In the _____ _____ Discipline, classroom misbehaviors are categorized into four types: Aggression Breaking Rules Confrontations Disengagement _________ are specific plans of action that teachers use for two purposes----to teach curriculum and to _______ misbehavior. According to Kagan: Students are said to be “_____ from” one or more positions, when they misbehave.