Research-Based Cutting Edge Professional Development Communicate, Connect, Collaborate, Conceptualize, Create Research-Based Cutting Edge Professional Development For Results Oriented Learning Experiences Consistency Management & Proactive Behavioral Instruction and Intervention Support Faculty In-Service August 1, 2013 Eric D. Moore, Principal Lawrence Walker, Asst. Principal Tara L. Grace-Wilson Title I PLC Coach CollaborateConceptualize

Desired Outcomes As a result of todays meeting, my expectations for teachers is that they will be able to: – Identify specific behavioral expectations and link them to positive and proactive responses, incentives, and rewards. – Categorize different types of inappropriate student behavior along a continuum of severity and how to link them to specific, strategic staff responses that decrease or eliminate future inappropriate behavior. – Identify meaningful incentives and consequences from the perspective of students and how to organize them into a Behavioral Matrix and a calendar of classroom and school celebrations. – Introduce a research-based classroom management strategy coined Consistency Management and Cooperative Discipline to students at their current instructional level using appropriate developmental language.

ADVANCED ORGANIZER

To Sir With Love Watch the brief video clip and note the events that changed Sirs ability to effectively teach his students and better manage their behavior. Consider the following as you watch, think, connect, and record using the questions below: 1.What behaviors impeded his ability initially to teach effectively? 2.What specific event forced Sir to change his teaching practices and behavior management pedagogy? 3.What immediate mind shifts did Sir make that changed his relationship with his students?

SCHOOL-WIDE DISCIPLINE DATA

Expulsions 4 th 20 Day Period and YTD

Suspension 4 th, 20 Day Period and YTD

Insubordination By Grade Level

Highest Infractions (4 th Reporting Period)

Insubordination By Gender and Grade 4 th Reporting Period

Insubordination By Location 4 th Reporting Period

Suspensions 4 th, 20 Day Period and YTD

CONSISTENCY MANAGEMENT AND COOPERATIVE DISCIPLINE

Definition Consistency Management is a research-based classroom management and school reform model that builds on shared responsibility for learning and classroom organization between teachers and students.

Consistency Management Intent Consistency Management is intended to do the following: – Create a student-centered classroom (CLE 1-4). – Turn students into citizens instead of tourists. – Create an active classroom where cooperation, participation, and support are the cornerstones. – Help students transfer the intrinsic benefits and leadership skills that they learn throughout their secondary school years. – Create a sense of ownership and responsibility for learning.

Consistency Management Components Prevention – Classroom management is problem prevention rather than problem solving, thus, reducing the need for intervention. Caring – A caring environment is the foundation for school reform (students want to know how much you care, not how much you know). Cooperation – Moving from tourists to citizens leads to ownership, involvement and greater opportunities for student self-discipline. Organization – Classroom organization is a mutual responsibility that adds valuable teaching and learning time and builds student ownership and self- discipline. Community – A tapestry of parental and community involvement activities and events are necessary to link school with home and meets the needs of the modern family structure.

Heres How It Works Teacher views students and their families as partners in their learning. What is required for this to happen? Teacher involves students in all instructional functions and classroom operations; for example, the formulation of class expectations, etc. What is required for this to happen? Every student has a particular responsibility and role. Teacher provides students equal access and opportunity to participate in class functions and operations. What is required for this to happen? Teacher creates a supportive and caring environment Students are given leadership roles within the classroom. What is required for this to happen?

How Teachers Should Involve Their Students in Instruction and Classroom Operations Attendance Manager Equipment / Supply Manager Group / Team Leader Team Recording Manager Classroom Messenger Project Manager Time Manager Assignment / Work Liaison Positive Recognitions Manager Environment Manager Class Scribe or Writer Peer Tutor or Mentor Apprentice Teacher Class Anchor or Broadcaster Assignment Monitor

DEVELOPING BEHAVIORAL EXPECTATIONS

Engaging Students in Discussion Regarding Classroom Expectations On the first day, after you have introduced yourself, engage students in dialogue regarding effective behavior expectations using the following guiding questions: – In order to make sure everyone is successful in our class, in what ways can we have instruction that is uninterrupted by distractions and where everyone is positive and respects one another? – What are some things we can do as a class to make sure that everyone has an opportunity to learn and do well? – Should anyone of your peers commits an infraction or offense, what are some possible consequences for the infraction that takes away from your learning?

DEVELOPING YOUR BEHAVIOR AND CLASSROOM MANAGEMENT MATRIX

Your Behavior Management and Classroom Expectations Matrix Using the Districts Student Code of Conduct matrix and the handouts on Developing a School-Wide Behavior Management and Incentive Matrix you will: – Identify the inappropriate behaviors for each Intensity level that you deem as major obstacles to effective instruction. – Match those identified inappropriate behaviors and offenses to those listed in the Districts Student Code of Conduct to determine appropriate consequences. – Enter that information in the Behavior Management and Classroom Expectations Matrix. – After your dialogue with students, you may want to add to the matrix based on your class needs.

Identifying the Goals of Misbehavior Useful and Socially Acceptable BehaviorUseless and Unacceptable BehaviorGOALS Active ConstructivePassive ConstructiveActive DestructivePassive Destructive Success Cute remarks; excellence for poise and recognition; performing for attention; being especially good; being industrious; being reliable (ideal students goal is self-evaluation, not cooperation). Charm Excess pleasantness; model child; bright sayings; exaggerated conscientiousness; excess charm; often are teachers pet. Nuisance The show off; the clown walking question mark; acts tough makes minor mischief. Laziness Bashfulness; lack of ability; instability; speech impairment; untidiness; self indulgence; anxiety; eating difficulties; performance difficulties Goal 1 Attention Getting Seeks approval or status Rebel Argues; contradicts; continues forbidden acts; temper tantrums; bad habits; untruthfulness; dawdling. Stubborn Laziness; disobedience; forgetting Goal 2 Power In this instance, reprimanding a students behavior only intensifies misbehavior. Victims Stealing; violent and brutal; leader; member of gang Violent Passivity Sullen Defiant Goal 3 Revenge Does things to hurt others; makes self hated, often retaliates. Hopeless Stupidity; indolence; ineptitude; inferiority complex Goal 4 Display of Inadequacy Assumes real or imagined deficiency to safeguard prestige

Proactive and Corrective Responses to Goal 1 Behavior: Attention Getting Ignore misbehavior when possible. Give attention for positive behavior when student is not making a bid for your attention. NEVER GIVE ATTENTION WHEN STUDENT DEMANDS IT – Ignore – Do not show annoyance – Give attention at time of appropriate behavior

Proactive and Corrective Responses to Goal 2 Behavior: Power DONT FIGHT – DONT GIVE IN – Avoid power struggles – Respect the student – Stand firm on your positive convictions and values

Proactive and Corrective Responses to Goal 3 Behavior: Revenge Avoid feeling hurt. Avoid punishment (if possible) and retaliation. Build trusting relationship; convince student that she or he are cared about and cared for.

Proactive and Corrective Responses to Goal 4 Behavior: Display of Inadequacy Stop all criticism. Encourage any positive attempt, no matter how small; focus on students individual talents and current abilities. Above all, dont get hooked into pity, and dont give up.

SCHOOL-WIDE INCENTIVES AND REWARDS

Earned Pyramid of Privileges Viking Capital Card Awards, Recognitions Student Self – Determination, Ownership, Worth, Value Student Driven Engaging and Enjoyable Learning Opportunities Free Admission to Sporting Events, Denim Friday, Breakfast or Lunch with Administrators, Homework Pass, Free Concessions… Individual and School- wide celebrations, Incentive Days, Principals Scholars, Academic Honor Roll, Behavioral Honor Roll School-based Apprenticeships, Mentoring, Peer-to-Peer Mentoring, Family Day (monthly recognition of students and their families) Project-based activities facilitated by teacher, Reciprocal teaching of concepts and skills, Real- world simulations, Field trips, Convocation series… Created By Eric D. Moore