© 2011 University of Phoenix | All rights reserved Classroom Management Re-boot 2.0 Dr. Joseph Saxton | January 22nd, 2014

© 2011 University of Phoenix | All rights reserved Agenda for Day 1.Introduction/Overview 2.Classroom Rules 3.Routines/Procedure 4.Relationships 5.Wrap-up

3 Page© 2011 University of Phoenix | All rights reserved | The Power of a Teacher My Impact as a Teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess 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 de-humanized. ~ Dr. Haim G. Ginott

Page4© 2011 University of Phoenix | All rights reserved OBSERVATIONS First Priority: the teaching and learning of the intended academic curriculum for all students, including the misbehaving student. Goal of discipline: change student behavior. Sound instruction mitigates poor behavior. KEY: Maintain your composure “RRR”: Rules without Relationships lead to Rebellion

5 Page© 2011 University of Phoenix | All rights reserved | Desired Classroom Management is a Process Teaching Modeling Appropriate Strategies All Encompassing

6 Page© 2011 University of Phoenix | All rights reserved | Discipline is not: Comprised of vague or unenforceable rules. Ignoring problem behaviors. Ambiguous or inconsistent responses to unacceptable behaviors. Punishment which is excessive or which is delivered without support or encouragement for improving behavior. Associated with learner outcomes indicated by “grades.” A list of “quick fix formulas

7 Page© 2011 University of Phoenix | All rights reserved | Teacher Responsibility: Being Prepared: Routines, Procedures, Rules Having a plan

8 Page© 2011 University of Phoenix | All rights reserved | FOCUS ACTIVITY # 1 Folder: Activity #1 Worksheet Directions: Take ten minutes. List and explain three areas in managing the classroom that your struggle with, or would like to know more about.

9 Page© 2011 University of Phoenix | All rights reserved | FOCUS AREAS FOR TODAY 1.Classroom Rules 2.Routines & Procedures 3.Relationships and Deliberate Actions

10 Page© 2011 University of Phoenix | All rights reserved | Goal: To Avoid Days Like This

11 Page© 2011 University of Phoenix | All rights reserved | Classroom Rules 1.Communicate your values through your rules 2.Keep your list of rules short. 3. Phrase your rules positively 4.Focus on observable behaviors 5.Identify key words

12 Page© 2011 University of Phoenix | All rights reserved | 1. Communicate your values through your rules Reflect on the behaviors you believe support your students' success as learners Create your rules based on what you consider to be the most important learning behaviors.

13 Page© 2011 University of Phoenix | All rights reserved | 2. Keep your list of rules short. Choose no more than five rules. More than five are too many to remember. One way to limit your list of rules is to keep them broad in scope. For example, "Support others in learning" may mean helping someone with an assignment, participating fully in a group activity, or working quietly so as not to disturb others

14 Page© 2011 University of Phoenix | All rights reserved | 3. Phrase your rules positively State what students should do rather than what they should not do. For example, state your rule as "Support others in learning" rather than "Don't bother others."

15 Page© 2011 University of Phoenix | All rights reserved | 4. Focus on observable behaviors Make sure your rules can be described as physical behaviors that students can see. Explaining what a rule "looks like, sounds like, and feels like" is an effective way to help you focus on observable behaviors. Focus on observable behaviors

16 Page© 2011 University of Phoenix | All rights reserved | 5. Identify key words Be clear and specific about what your rules mean by identifying key words - words that indicate successful learning behaviors. When presenting rules to your students, you can emphasize the key words by writing them in a different color or underlining them.

17 Page© 2011 University of Phoenix | All rights reserved | ACTIVITY # 2 Time: Ten Minutes # RULE CLASSROOM RULES

18 Page© 2011 University of Phoenix | All rights reserved | ROUTINES AND PROCEDURES “The number one problem in the classroom is not discipline, it is the lack of procedures and routines.” - Harry K. Wong and Rosemary T. Wong

19 Page© 2011 University of Phoenix | All rights reserved | The Difference Between… Discipline vs. Procedures A Rule is a “Dare” to be broken. A Procedure is a “Do” - a step to be learned. Discipline: Concerns how students behave. Procedures: Concerns how things are done. Routine: What students do automatically.

20 Page© 2011 University of Phoenix | All rights reserved | Who is Responsible…? A smooth running class is the responsibility of the teacher. It is the result of the teacher's ability to teach procedures

21 Page© 2011 University of Phoenix | All rights reserved | The first few days of school, teach only procedures necessary for the smooth opening of class. Delay the other procedures until the appropriate activity arises.

22 Page© 2011 University of Phoenix | All rights reserved | Classroom Procedures that Must Become Student Routines: Beginning of period Quieting a class Students seeking help Movement of students and papers End of period

23 Page© 2011 University of Phoenix | All rights reserved | Practice, Practice, Practice No matter what grade level you teach, all procedures must be rehearsed!

24 Page© 2011 University of Phoenix | All rights reserved | Techniques for Teaching Procedures 1.Explain 2.Rehearse 3.Reinforce -Remind -Experience

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26 Page© 2011 University of Phoenix | All rights reserved | FOCUS ACTIVITY #3 ESTABLISHING ROUTINES AND PROCEDURES ACTIVITY Beginning of period Quieting a class Students seeking help Movement of students and papers End of period

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28 Page© 2011 University of Phoenix | All rights reserved | MENTAL SET “With-it-ness” Stay in touch with what is going on in the classroom Emotional Objectivity: Manage your own emotions

29 Page© 2011 University of Phoenix | All rights reserved | Inappropriate Strategies Yelling Insisting on the last word Sarcasm Back student into corner Nagging Attacking student’s character Mimicking the student Making Unsubstantiated accusations Begging, bribing

30 Page© 2011 University of Phoenix | All rights reserved | Useful Strategies The Look Proximity Use student name in sentence Ask student a question Tap student desk UNobtrusive Behaviors - clear message

31 Page© 2011 University of Phoenix | All rights reserved | Relationships Key to Classroom Management Complex and Essential Student Teacher Relationships Have Two Focuses: 1.) Appropriate Levels of Dominance 2.) Exhibiting Appropriate Levels of Cooperation NOTHING TO DO WITH TEACHER’S PERSONALITY OR WHETHER STUDENTS VIEW TEACHER AS FRIEND

32 Page© 2011 University of Phoenix | All rights reserved | DEFINITION OF DOMINANCE NOT: Forceful control or command over others Teacher’s ability to provide clear purpose (why?) And STRONG guidance Both Academics and Student Behavior (Wubbels. Brekelmans, & Admiral, 1999)

33 Page© 2011 University of Phoenix | All rights reserved | TEACHER DOES THIS IN TWO WAYS Appropriate dominance demonstrated Establishing clear behavior expectations and learning goals Exhibiting Assertive Behaviors

34 Page© 2011 University of Phoenix | All rights reserved | Levels of Misbehaviors Not having appropriate equipment, supplies correct, and/or materials Sleeping in class; daydreaming Being off task, but not disrupting others Failing to turn in homework/failing to complete assignments Doing another assignment Failing to follow a reasonable request of the teacher Talking at inappropriate times Blurting out Horseplay Disturbing another student in any way Being out of seat without permission Improper use of equipment Not following directions

35 Page© 2011 University of Phoenix | All rights reserved | What dominance is NOT Yelling Insisting on the last word Sarcasm Back student into corner Nagging Attacking student’s character Mimicking the student Making Unsubstantiated accusations Begging, bribing

36 Page© 2011 University of Phoenix | All rights reserved | Dominance = Establish Clear Expectations & Consequences Two Ways: Clear Rules and Procedures Providing Consequences for Student Behavior

37 Page© 2011 University of Phoenix | All rights reserved | Hierarchy of Consequences Step 1: Reminder Not a reprimand. Whole class at once. Directed to one or two students. D not need to approach the student We remind the children because they ARE children. Step 2: Warning This is a reprimand. The student is approached. The warning may be either verbal or written. Step 3: Infraction Slip is an extension of your classroom discipline system, not a replacement for it. Step 4: Work Increasing List of Consequences Step 5: Emergency – Send to Office

38 Page© 2011 University of Phoenix | All rights reserved | Positive Consequences (tangible recognition!) Recognition Phone call to Parent Smile Pat on back Standing ovation Round of applause Encouraging words Privileges Library pass Free time (5 min at end of class) Choice of where to sit No weekend homework Tangible Rewards

39 Page© 2011 University of Phoenix | All rights reserved | Non Verbal Curs Looking in the vicinity of the misbehavior (The Look) Walking toward the area of the misbehavior (Proximity) Stop & Wait Informal talk Verbal reprimand Changing a student’s seat Teacher Detention Parent Contact Isolation Referral to School Counselor Teacher-parent conference Behavior contract *Referral to Vice-Principal

40 Page© 2011 University of Phoenix | All rights reserved | Referral to VP YOU HAVE EXHAUSTED YOUR RESOURCES TO HANDLE THE SITUATION. WHEN THAT OCCURS YOU ALSO RELINQUISH YOUR RIGHT FOR INPUT.

41 Page© 2011 University of Phoenix | All rights reserved | Clear Learning Goals Establish and Communciate Learning Goals at Beginning of Unit of Instruction Provide feedback on those goals Continually and systematically revisit those goals Provide summative feedback on those goals

42 Page© 2011 University of Phoenix | All rights reserved | Exhibit Assertive Behavior Use assertive body language by maintaining Use an appropriate tone of voice Persist until students respond with the appropriate behavior. Do not ignore inappropriate behavior Do get caught up by arguing.

43 Page© 2011 University of Phoenix | All rights reserved | Appropriate levels of cooperation Provide flexible learning goals Take a personal interest in students talk informally with students before during after class greet students outside of class single out a few students in lunch room and talk with them be aware of and comment on events in students lives that are important to them meet students at door as they come, greet each one by name

44 Page© 2011 University of Phoenix | All rights reserved | Equitable and Positive Classroom Behavior Make eye contact with each student ) walk about the room) Deliberatel move toward and stand close to each student during the class. Set up seats so you can move easily Allow and encourage all studnets to participate in class discussions Provide appropriate wait time to all students to respond to questions.

45 Page© 2011 University of Phoenix | All rights reserved | FOCUS ACTIVITY #4: ACTION PLAN