MGMT 3: Maintaining Control Through the Behavior Management Cycle “ True terror is to wake up one morning and discover that your high school class is running the country.” -Kurt Vonnegut

2 Video Clip: We Demand Students Behave Because We Care What does holding high expectations for behavior mean for our students?

3 Key Points: MGMT 1, 2, and 3 Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it. Their learning depends on it! YOU control how students behave in your classroom. All students CAN behave and WILL behave if you set high expectations for behavior, and teach them how to meet those expectations.

4 Strong Management: Piece-by-Piece MGMT 1 Developing a strong teacher voice MGMT 1 & 2 Crafting a strategic and detailed Management Plan Teaching your Management Plan to students MGMT 3 Reinforcing your Management Plan ongoing

5 MGMT 3: Session Objective & Introduction Corps members will: Successfully execute the 3 steps of the Behavior Management Cycle (BMC) in order to teach and reinforce responsible behavior with their students by: Giving explicit directions Narrating positive behaviors Taking corrective action Video Clip: Behavior Management Cycle Overview Handout 1 (pg. 185): Guided Notes on Behavior Management Cycle

6 Key Point: Behavior Management Cycle The Behavior Management Cycle is a systematic approach to teach students how to follow directions. Consistently following the steps of the cycle is how you will achieve a classroom in which 100% of your students follow 100% of your directions 100% of the time, which is an essential first step on the path to a Culture of Achievement.

7 MGMT 3: Session Agenda Area of Focus Opening: Review of MGMT 1-2 & Preview of MGMT 3 BMC Step One: Giving Explicit Directions BMC Step Two: Behavioral Narration BMC Step Three: Taking Corrective Action Closing: Summary & Pledge

8 Behavior Management Cycle: Step One 1 st & Most Important Rule Follow directions the first time they are given Video Clip: BMC Step 1: Effectively Giving Explicit Directions Handout 1 (pg. 186): Guided Notes on Behavior Management Cycle

9 Step One (Give Explicit Directions): Snappy Practice Give Explicit Directions Tell students WHAT to do and HOW to do it Include desired: Verbal behavior Movement Participation Make sure you: Have the attention of all students Check for understanding Cue students to start

10 MGMT 3: Session Agenda Area of Focus Opening: Review of MGMT 1-2 & Preview of MGMT 3 BMC Step One: Giving Explicit Directions BMC Step Two: Behavioral Narration BMC Step Three: Taking Corrective Action Closing: Summary & Pledge

11 Behavior Management Cycle: Step Two Behavioral Narration = the MOST powerful behavioral management strategy Video Clip: BMC Step 2: Behavioral Narration Handout 1: Guided Notes on Behavior Management Cycle

12 Step Two (Behavioral Narration): Snappy Practice Describe What Compliant Students Are Doing Within 2 seconds of completing directions Narrate behavior of 2-3 compliant students Use teacher voice – assertive (but not hostile), firm, confident, caring, leaves no question in students’ minds as to who is running the classroom Refrain from judgment or praise Do this every time you give directions Always narrate positive behavior before correcting off-task behavior Use narration to maintain on-task behavior (at least once every 60 seconds during instructional activities)

13 Step Two (Behavioral Narration): Points on the Board Class-wide reward system to accompany Behavioral Narration Points accompany some narrations Points are never taken away Provides extra motivation, visual reminders, positive peer pressure Effective to focus on students who pose management challenges Effective with students of all ages A “rigged system” – YOU make sure your students earn their class- wide reward on the specified day The timing of the reward will vary by age Works in conjunction with individual rewards Use of strategy can ebb and flow throughout year

14 MGMT 3: Session Agenda Area of Focus Opening: Review of MGMT 1-2 & Preview of MGMT 3 BMC Step One: Giving Explicit Directions BMC Step Two: Behavioral Narration BMC Step Three: Taking Corrective Action Closing: Summary & Pledge

15 Behavior Management Cycle: Step Three Taking Corrective Action The most difficult step for many teachers A necessary step to show students that we: Demand excellent behavior Will enforce that demand with consistent consequences Care about them and are committed to their learning Video Clip: BMC Step 3: Taking Corrective Action Handout 1: Guided Notes on Behavior Management Cycle

16 Step Three (Taking Corrective Action): Snappy Practice Re-state Directions & Deliver Appropriate Consequence Within10-20 seconds Re-state exactly how student should behave State consequence student has chosen Be calm and assertive Use teacher voice Make eye contact Use proximity strategically Do not engage Make 3x as many positive statements as negative

17 MGMT 3: Session Agenda Area of Focus Opening: Review of MGMT 1-2 & Preview of MGMT 3 BMC Step One: Giving Explicit Directions BMC Step Two: Behavioral Narration BMC Step Three: Taking Corrective Action Closing: Summary & Pledge

18 Closing: Summary Video Clip: Behavior Management Cycle Summary How is this teacher effectively taking all 3 steps of the Behavior Management Cycle? What else is she doing well (in terms of management)?

A promise to my students… 19

20 Closing: Pledge Dear Summer School Students at __________, I promise to you that I will do my very best to establish and maintain confident leadership of a positive, efficient, ‘in-control’ classroom environment in which every one of you can learn. To do this, I am going to have to work extra hard on __________ and __________, while making the most of my strengths in __________. I am committed to doing the work needed to hold you to high behavior expectations because __________. Faithfully, ___________