ESTABLISHING ROUTINES AND PROCEDURES

THINK ABOUT YOUR CLASSROOM… What behaviors really got under your skin? What behaviors bothered you the most when students would display them in the classroom?

IF A CHILD….  “If a child doesn’t know how to read, we teach.”  “If a child doesn’t know how to swim, we teach.”  “If a child doesn’t know how to multiply, we teach.”  “If a child doesn’t know how to drive, we teach.”  “If a child doesn’t know how to behave, we… …TEACH or …PUNISH?”  “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

THE “HIDDEN CURRICULUM”  Classroom Management curriculum is not discussed at curriculum meetings  Social Behaviors are not addressed in daily lesson plans  Dealing with social behaviors require more time and energy than any other subject  Teachers cannot teach academics effectively until they can establish an effective learning environment.

If we understand that behavioral skills are learned, it is necessary to teach expected behaviors as we would academic skills.

CREATING ROUTINES AND PROCEDURES An effective teacher has specific expectations and routines that are taught from day one and re-taught as needed.  Classroom Expectations Chart  Routines: What is the routine for entering and exiting the classroom? What is the routine for group work time, turning in homework, early finishers, etc?

CREATING ROUTINES AND PROCEDURES  Routines and Procedures should be succinct and positively stated  Usually 3-5 steps  Should be posted near area of routine  Example: Beginning of Class should be near the door, Getting Absent Work should be near where students pick up absent work

EXAMPLES  During Group Time  Actively participate  Focus only on your task  Use “level one” voices  Listen to others’ ideas  Be courteous and respectful  Getting Absent Work  Upon entering the classroom, visit the Absent Work Station.  Collect absent work from the appropriate tray.  If there is no handout or if you have questions, ask three of your peers before the teacher.

NOW LET’S PRACTICE…  Remember those things that crawled under your skin?  Work with your table groups to create positively stated routines or procedures to address those behaviors.

DE-ESCALATE CONFLICT Ms. Angelia Rougeau

ESSENTIAL QUESTIONS  What are your fears with conflict in the classroom?  Physical Violence  Combative Student  Cultural or Racial issues  How does classroom management help de-escalate conflict?

OUR GOAL Maintain a Safe Learning Environment by averting physical aggression and de-escalating angry outbursts

DE-ESCALATING CONFLICT OVERVIEW  Safe Learning Environment  Awareness of crisis signals  Responding Verbally  Responding Nonverbally

SAFE LEARNING ENVIRONMENT  No disparaging remarks  Racial comments  Sexual orientation  “Stupid” or “Dumb”  Personal Space  “Joning”, “Checking”, “talking smack ”

DE-ESCALATING CONFLICT  Strategies  Enforce/Re-enforce Rules and Procedures  Be Consistent and Fair  Don’t Act on Anger  Do not take anything personally  Promote Active Listening  Build Trust

AWARENESS OF CRISIS SIGNALS  Body Language  Excessive talking or walking  Agitatation  Aggression

RESPONDING VERBALLY  Remain calm and in control  Listen intently and respond non-judgmentally  Set limits  Respond to the Student, not the behavior

RESPONDING NONVERBALLY  Respect personal space  Maintain an open stance  Eye contact and facial expression should be appropriate to situation