The Active and Assertive Classroom Dr A J Davison

Cabaret and Uncle Buck Atmospheres are created by Humans within Human Environments

5 Rules 1. Follow directions quickly 2. Raise your hand for permission to speak 3. Raise your hand for permission to leave your seat 4. Make Smart decisions 5. Keep your dear teacher happy

Power teaching 1 ) Class - OK. 2) Teach - OK. 3.) The scoreboard 4) Micro Lecture. 5) Hands and eyes 6) Comprehension check

Learning Objectives by the end of the session you should be able to 1.Successfully complete the module assignment 2.Describe the concept of Assertive Discipline. 3.Explain the main elements of the Cantor and the Fred Jones models of classroom management. 4.Describe Power teaching and its main elements

Power Teaching 1) Class - OK. Teacher claps and says “Class”, students clap back and say “OK”. Gets their attention every time. 2) Teach - OK. The teacher teaches something, then claps, then says “Teach”. The students clap back, say “OK” and teach the item to their partner. Perfect way to learn by teaching. 3.) The scoreboard - keeping a score, but check the sounds he has them make, isn’t that so cool! 4) Micro Lecture. Teacher talking = sleepy students. Split the lesson into tiny, tiny little parts you introduce then do “Teach-OK” 5) Hands and eyes - how to get the kids’ attention for an important point. 6) Comprehension check - as the kids are doing “Teach - OK” wonder around the class to see if they really have understood it or not.

The Brain On Power Teaching! The Big Six 1. Class-Yes activates the pre-frontal cortex, the reasoning center of the brain. Think of this area as a “light switch” that must be turned on, repeatedly by Class-Yes, for the rest of the brain to process information information. 2. Five classroom rules because they engage seeing, hearing, saying, doing and the limbic system engage the pre-frontal cortex, Broca’s area, Wernicke’s area, the limbic system, hippocampus, visual cortex and motor cortex. 3. Teach-Okay is the most powerful of Power Teaching’s learning activities. Students have their pre-frontal cortex engaged, activate Broca’s area as they listen, Wernike’s area as they speak, the visual and the motor cortex as they see and make gestures. This whole brain activity powerfully stimulates the hippocampus to form long term memories. 4. The Scoreboard keys directly into the limbic system’s emotions and the amygdala which registers pleasure (Mighty Oh Yeah) and pain (Mighty Groan!) as students accumulate rewards and penalties. 5. Hands and Eyes focuses all mental activity on seeing and hearing the teacher’s lesson. 6. Switch helps students fully develop both their listening (Broca’s area) and their speaking (Wernicke’s area) abilities.

Power Teaching The Basics Video

The assignment Read Discuss Hold in back of your mind Carry On

ASSERTIVE DISCIPLINE MODEL Cantor and Cantor Assertive discipline is a whole school approach to behaviour management that combines clear expectations, insistence upon correct behaviour and consistent follow up. The model provides for staff to interact with students in a calm, assertive manner, and for students to understand and observe all rules and procedures.

A Teachers in the classroom has the following rights to establish a safe and effective learning environment, to determine and expect appropriate behaviour from their students, to receive help from administrators and parents when needed.

Students in the classroom have rights to have teachers who provide positive support for appropriate behaviour, to have teachers who help them modify their inappropriate behaviour, to understand consequences that will follow their choices, to work and interact in a safe, positive learning environment. This model identifies both supports acceptable behaviour, and outlines consequences for unacceptable behaviour. Allows students to make good choices and use learning time effectively.

The Process Assertive Discipline requires the establishment, display and continued revision of 5 classroom rules: 1. Follow instructions first time. 2. Raise your hand when you want to speak. 3. Respect other students right to work by working quietly. 4. Don’t touch other students or their property without permission. 5. Display good manners at all times.

Rules will be displayed in classrooms and the office area for referral by staff and students. Class discuss rules and consequences for each rule breaking 1 st time: 1 st cross/name on board. 2 nd time: 2 nd cross. Loss of privilege or break time 3 rd time: 3 rd cross: 30 minutes extra work set - phone and inform parents 4 th time: 4 th cross; written warning on file copy to student, manager and parents Subsequent rule breaking (or two written warnings on file) to leave class, meeting convened prior to next lesson – parent, tutor, teacher student, student services rep. Return to class under behavioural contract

Use of Reinforcement and Punishment in Shaping a Child's Beh

Positive Reinforcement motivating student to behave appropriately. list positive consequences to reward positive behaviour Use class wide reinforcement Use certificates/letters of recognition Send positive messages (focus on positive) Give behaviour awards for class, group and individual students. Clear expectations – appropriate responses; formal punishments correctly supervised Supply regular behavioural feedback to students, colleagues and parents

A few relevant areas to contemplate Time Out Suspension and Expulsion Confiscation Blame culture Personalisation Sending to office Sarcasm and scapegoating

classroom management procedures 1.must be positive 2. must affirm the student 3. Must establish clear limits 4. must build cooperation in the absence of coercion. 5. must be economical 6.must be practical, simple, and easy to use once mastered 7.must ultimately reduce the teacher’s work level

Setting Standards 1. Be orderly -- Set behaviour standards 2. Keep the students busy and motivated. 3. Keep a positive attitude. 4.Control your emotions. 5. Be an adult. 6. Exercise intervention/corrective measures. 7. Communicate 8. Put your best foot forward and TEACH!

Be Orderly  Have ready prepared lesson plans.  Maintain a proper physical environment.  Establish set procedures and classroom expectations.  Use seating arrangements/charts.

Set Behaviour Standards  Start with definite, imposed controls.  e reasonable, firm but fair.  Be consistent.  Insist on the general rule that students must be recognised before they speak.

Keep Them Busy and Motivated oStart class on time. olan for the entire class period. oBe definite about your lesson plans. oRelate assignments to students’ needs. oTry various teaching strategies.

In groups of four Together read the handout - “The Canter Model: Assertively Taking Charge and The Fred Jones Model: Body Language, Incentive Systems, and Providing Efficient Help.” Create a mind map for each identifying key elements