1

2 Discipline in the Secondary Classroom: A Positive Approach to Behavior Management (2nd Edition) Welcome!

3 Introduction The goal of classroom management is to develop a classroom of students who are: respectful, responsible, motivated, and highly engaged in meaningful tasks.

4 Understatement: Not all students come to us motivated and/or responsible. Some are responsible and highly motivated. Some are responsible, but only moderately motivated. Some are like Huck Finn.

5 We must accept students as they are, while helping them move to where they need to be. There are probably no "simple" solutions. Punitive consequences are not enough. Role-bound power is not enough. Wishing and hoping is not enough.

6 There are techniques and strategies that can improve student behavior, attitude, and motivation.

7 Mini-Activity What percentage of students achieved a high school diploma in: 2003 ? 1946 ? 1900 ?

8 Mini-Activity Answers According to the Manhattan Institute: 2003: 71% According to the USDE, NCES: 1946: 46% 1900: 6%

9 What do you want?

10 The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities.

11 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 for 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 deescalated and a child humanized or dehumanized. Haim Ginott

12 STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.”

13 STOIC represents five variables you can experiment with to try to guide students toward the goal of respectful, responsible, motivated behavior. SStructure TTeach expectations OObserve IInteract positively CCorrect fluently

14 1. Structure (organize) your classroom to prevent misbehavior. The way a setting is structured has a big impact on the behavior and attitude of people in that setting. An example—a setting that accomplishes an amazing feat

15 A few school-based examples: Organization of cafeteria, playgrounds, halls Teacher clarity Teacher enthusiasm Schedule of activities Quality of curriculum Classroom climate

16 2. Teach your expectations regarding how to be successful within the structure that you have created.

17 3. Observe whether students are meeting expectations (monitor!). In the short run, this means circulate and visually scan. In the long run, this means collect and analyze meaningful data on student progress.

18 4. Interact positively with students. Provide frequent non-contingent attention to build relationships. Provide frequent, age-appropriate positive feedback to acknowledge students’ effort to be successful.

19 5.Correct misbehavior fluently (briefly, calmly, consistently, immediately, and (as much as possible) privately). Brief corrections maintain instructional flow and reduce the degree of disruption the misbehavior causes. Calm corrections model responsible ways to deal with conflict, avoid escalating emotional intensity, and keep your blood pressure at reasonable levels.

20 Consistent corrections allow you to be on “automatic pilot” and demonstrate to students you are fair and equitable. Immediate corrections prevent minor misbehavior from becoming major misbehavior. Reasonably private corrections model respect and help maintain the student’s dignity—while still addressing the problem.

21 Classroom management is a journey we take with our students. The students who are motivated and responsible are like crew members; the students who are responsible, but not terribly motivated, are like passengers; and Huck Finn is our hostage.

22 Take 1 minute to draw both sides of a penny by YOURSELF on a blank piece of paper. Don’t sneak a look at a penny! Now, at your table, pool your knowledge and create a group drawing. You have 4 minutes.

23 Two messages from this activity: There is always more to learn! We know more collectively!

24 Four new “tails” sides to the penny in 2009 in honor of the 200th anniversary of Lincoln’s birth.

25 Level of Structure (High, Middle, or Low) of Your Management Plan Fill out Exhibit 1.2 on page 20 of Discipline in the Secondary Classroom and total your score.

26

27 “Survey says…” Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH MEDIUM: Students need MEDIUM or HIGH structure HIGH: Students need HIGH structure

28 The CHAMPS Material What the CHAMPS approach is NOT: A “canned” program A rigid set of procedures

29 What the CHAMPS approach IS: A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management A process of continuous improvement A common language among staff An acronym

30 The CHAMPS Acronym C—ConversationCan students talk to each other during this activity or transition? H—HelpHow do students get their questions answered? How do they get your attention? A—ActivityWhat is the task or objective? What is the expected end product? M—MovementCan students move about? (E.g., are they allowed to get up to sharpen a pencil?) P—ParticipationWhat does the expected student behavior look and sound like? How do students show they are fully participating?

31 S—Success!If students follow the CHAMPS expectations, they will be successful.

32 The ACHIEVE Acronym A—Activity C—Conversation H—Help I—Integrity E—Effort V—Value E—Efficiency

33 A — ActivityWhat is the activity that is being defined? C — ConversationUnder what circumstances, if at all, can students talk to each other during the activity? H — HelpHow do students get their questions answered? How do they get your attention? I — IntegrityWhat are your expectations regarding students doing their own work and avoiding copying work or plagiarizing sources? When is collaboration appropriate or inappropriate?

34 E — EffortWhat does appropriate student work behavior during the activity look or sound like? How do students demonstrate their full participation? V — ValueHow will participation in this activity be of value to students? E — EfficiencyWhat tips or suggestions can you give students for getting maximum benefit from this activity?

35 Basic Beliefs There is one absolute rule within the CHAMPS approach—students should be treated with dignity and respect. Belittling or ridicule has no place in the effective teacher’s repertoire of behavior support practices.

36 Teachers can influence (but not control) student behavior. 1.Classroom STRUCTURE has a huge impact on student behavior; therefore, teachers should carefully structure their classrooms in ways that prompt responsible student behavior. 2.Teacher should overtly TEACH students how to behave responsibly (i.e., be successful) in every classroom situation.

37 3.Teachers should OBSERVE and monitor student behavior. 4.Teachers should INTERACT positively with students. 5.Teachers should pre-plan how to CORRECT misbehavior so their responses are fluent—brief, calm, and consistent.

38 Overall organization of the book— see Table of Contents

39 Preparation for Class # 2 Read Chapter 1. Fill out the Self-Assessment Checklist. Be prepared to discuss the items from the Peer Study Worksheet.