1 Creating & Maintaining Effective Environments for Student Learning Humanitas Webinar (Part 2)

2 Purpose of Presentation To review key components of creating and maintaining effective learning environments. To support Job Corps instructors in developing classroom management techniques that increase positive student behaviors and outcomes.

3 Why? Without effective learning environments, Behaviors are random and outcomes are unpredictable; Students do not learn to take responsibility for their own behaviors, choices, and learning; Instructors burn out quick!

4 3 Components - Review Foundation Prevention Intervention

5 Foundation – Review 1. Who We Are… 2. Assumptions that we make 3. Do we use “inner authority” or “inner apology”? 4. Are we modeling behaviors that we want our students to emulate? 5. How are we designing learning opportunities that include every student?

6 Prevention - Review What are we doing proactively to prevent unwanted behaviors? Do we understand the difference between rules and procedures and how they are used to shape behaviors? Do we have consistent rules, and are all students “bought in”? Do we have procedures that set students up for success and eliminate all that intervention time?

7 Prevention - Review What is the importance of building rapport? Besides rules, procedures and rapport, what else contributes to prevention? We call it “Withitness” “Withitness” in this sense, does not really mean being a “cool” teacher…

8 Focusing on Prevention  Success

9 Rapport Be Available Show Enthusiasm Be Non-judgmental

10 “Withitness” Are you constantly aware of what is going on in your classroom? Eye Contact Room Dividers Instructional Aids Unobstructed Passageways Student Traffic Student Space Student Access to Materials Seating Arrangements Other Distractions (

11 “Withitness”…You tell us: Name some ways that “withitness” can help build a productive environment. What are some other traits of “withitness” that you have witnessed that are effective? What are some common errors that you see? How might “withitness” be different in varied environments? Academics? Trades? WB-L?

12 Prevention = What we do proactively Rules & Procedures Rapport Withitness

13 Intervention = What we do in response to behaviors and events.

14 Intervention What events or behaviors push your buttons? What do you do? How is that working for you? What is the difference between responding and reacting? Do you believe that the way you react/respond actually predicts the outcome?

15 Intervention Question: What is the purpose of intervention? Answer: To help your student modify his/her behavior while maintaining the integrity of the class.

16 Intervention Question: Why do students misbehave?

17 Behavior is Communication “Developing” social skills; For avoidance of failure; For power & revenge; For attention-seeking

18 Intervention Technique: Event + Response = Outcome

19 When using this technique, ask : What is the desired OUTCOME for each event? What would be appropriate RESPONSES to obtain these outcomes?

20 Let’s try it… Think of a misbehavior or event that requires your intervention… Ask yourself, “What is the desired outcome?” Plan your response.

21 Intervention Techniques Goals of Misbehavior For Avoidance-of-Failure Behavior “Leave Me Alone” For Power & Revenge Behavior “Let’s Fight/You Can’t Make Me/I’ll get even” For Attention-Seeking Behavior “Look at Me”

22 Intervention Techniques AttentionPowerRevengeAvoidance of Failure Target-Stop DoAcknowledge their power Graceful ExitsDecrease Competition Give the eyeTable the matterConsequences Chart Modify Instructional Methods Acknowledge Appropriate Behavior Grant Legitimate Power Building Caring Relationships Make Mistakes Okay and Prevention Strategies

23 The 411 on the 911 Know your students (KYS) and cultures. 1 st priority in altercation: Separate students; 2nd priority: Get help! Know JC emergency numbers and procedures.

24 The Heart of the Matter I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. ~Haim Ginott

25 Next Webinar Date: TBA Time: TBA Topic: Classroom Strategies

26 Resources Job Corps Learning Disabilities Website Job Corps Disability Website Diane Fairchild, National Director of Student Services, SIATech Kim Jones, Disability Coordinator, Humanitas