Classroom Community Classroom Management through “Great” teaching Whittney Smith, Ed.D.

Hear What did you hear? Feel What did you feel? See What did you see?

Rewards – “Control through Seduction” A child promised a treat for learning or acting responsibly has been given every reason to stop doing so when there is no longer a reward to be gained. (Fabes et al., 1989; Grusec, 1991; Kohn 1990) “…people expecting to receive a reward for completing a task (or for doing it successfully) simply do not perform as well as those who expect nothing (Kohn, 1993).”

Alternatives to Rewards Teach students responsibility for their own behavior Teach internalization of positive values Students are capable of controlling their own behavior Focus grades on helping students experience success and failure (information), not reward and punishment We need to work with children to encourage their social and moral development which means utilizing their need to… ◦be able to make their own decisions ◦belong ◦learn and apply learning Demonstrate that you care!

“Someone who thinks that kids are always trying to get away with something is likely to believe that we adults must overcome these unsavory motives, force children to obey rules, and see to it that they are punished when they don’t.” (Kohn p. 8)

How Can We Create Community No Competition No Rewards Encouragement Respect Sense of Belonging Class Meetings

Why be “Great?” 1. Defining “Great” – measuring outputs, not inputs 2. Level 5 Leadership – ambition for the mission, not themselves; will do whatever it takes 3. First Who - Getting the People on the bus… in the right seats 4. The Hedgehog Concept – What are you (your organization) passionate about; Relentless pursuit of being the best at it 5. Turning the Flywheel - Building momentum by building the brand reputation Good to Great, Jim Collins, 2001

Mrs. Flexer