1.  2009 by ICE 21 Prepared by Ardella Perry-Osler 1 When you think of the topic, What’s working? What’s not working? Using post-its, jot down answers to these 2 questions and put them on the appropriate posters. WELCOME TO DEVELOPING PROCEDURES FOR EFFECTIVE CLASSROOM MANAGEMENT

2.  2009 by ICE 21 Prepared by Ardella Perry-Osler 2 Poster Review Celebrate “What’s Working” What do the other responses tell us? Expectations for the workshop…

3.  2009 by ICE 21 Prepared by Ardella Perry-Osler 3 Agenda & Learning Activities Review Harry Wong’s Discipline vs. Management -- Create your own -Reflection -Small table discussions -Visuals, video -Planning -Whole group discussion -Sharing Out -Reframing

4.  2009 by ICE 21 Prepared by Ardella Perry-Osler 4 TO GET THE MOST OUT OF OUR BRIEF TIME TOGETHER: What are the norms we need to set?

5.  2009 by ICE 21 Prepared by Ardella Perry-Osler 5 “Toto, I have a feeling we’re not in Kansas anymore.” It always helps to know where you are! Complete the “Rate Your Classroom Disciplinary Practices” handout. (It won’t be graded!)

6.  2009 by ICE 21 Prepared by Ardella Perry-Osler 6 Small Talk: At your table, determine what the trends are for the answers checked: Which behaviors did most of you mark as “Usually”? Which behaviors did most of you mark as “Sometimes”? Which behaviors did most of you mark as “Never”?

7.  2009 by ICE 21 Prepared by Ardella Perry-Osler 7 Discipline vs. Procedures As you watch Harry Wong’s presentation of “Discipline and Procedures,” use the handout to jot down ideas that are important to you. We will use these as “Talking Points” later.

8.  2009 by ICE 21 Prepared by Ardella Perry-Osler 8 Whole Group Discussion Please share the talking points you recorded with the larger group.

9.  2009 by ICE 21 Prepared by Ardella Perry-Osler 9 Sample Procedure: Sample Procedure: How would you teach this procedure and model it? Procedures for Going to Art Class. 1. 1.Close your books and leave your paper and pencils on your desk. 2. 2.Stand up, push in your chair and place your hands on the back of the seat. 3. 3.When your name is called, get in line quietly and face forward. 4. 4.Follow the line leader down the hall using hallway manners. 5. 5.The last person out will close the door for us. Procedures for Going to Art Class. 1. 1.Close your books and leave your paper and pencils on your desk. 2. 2.Stand up, push in your chair and place your hands on the back of the seat. 3. 3.When your name is called, get in line quietly and face forward. 4. 4.Follow the line leader down the hall using hallway manners. 5. 5.The last person out will close the door for us.

10.  2009 by ICE 21 Prepared by Ardella Perry-Osler 10 Creating Procedures For a School Activity. What’s a school activity that usually causes discipline problems? Let’s write a set of procedures together for the activity. Wong had a few points to revisit….

11.  2009 by ICE 21 Prepared by Ardella Perry-Osler 11 Wongisms…. Procedure = what the teacher wants done. Routine= what the students do automatically. Ask yourself: Where are my students? What signal will I use? How many steps will I need?

12.  2009 by ICE 21 Prepared by Ardella Perry-Osler 12 “WHAT’S YOURS?”   You will be working with your mentor to create procedures for one or two specific classroom activities.   Several of you will get an opportunity to model how to teach the procedure. We will review it with you to see if any steps need to be included.

13.  2009 by ICE 21 Prepared by Ardella Perry-Osler 13 Is there anything else to consider when the procedures are in place and the discipline is still problematic?

14.  2009 by ICE 21 Prepared by Ardella Perry-Osler 14 INSTRUCTION INFLUENCES STUDENT DISCIPLINE. Teacher is glued to the desk Unenthusiastic voice Teacher gets sidetracked by irrelevant questions Teacher is tied to the textbook; ignores questions Repeat student answers too frequently WHAT ABOUT THE WAY WE TEACH?

15.  2009 by ICE 21 Prepared by Ardella Perry-Osler 15 Continued: Moving on before concepts are clear or understood. Poorly worded questions; clouded discussion. Only teacher is expected to answer questions. (“Anyone? Anyone?”) Content is not tied to prior knowledge. Focus is on teaching, not on learning. Teacher not prepared. (No plans were left!)

16.  2009 by ICE 21 Prepared by Ardella Perry-Osler 16 Are You Using The Language of Negotiation?   The Adult Voice – Non-judgmental, free of negative non-verbal, factual, often in question format, attitude of win-win.   The Child Voice – Defensive, victimized, emotional, whining, losing attitude, strongly negative....   The Parent Voice – Authoritative, directive, judgmental, evaluative, win-lose mentality, demanding, punitive, sometimes threatening. WHAT ABOUT LANGUAGE AND VOICE? Source = Ruby Payne- “a Framework for Understanding Poverty”

17.  2009 by ICE 21 Prepared by Ardella Perry-Osler 17 BUT WHAT ABOUT THESE KIDS? BUT WHAT ABOUT THESE KIDS? I THINK WE’RE IN A POWER STRUGGLE! I need more ammo!

18.  2009 by ICE 21 Prepared by Ardella Perry-Osler 18 WHAT MAKES THOSE KIDS ACT LIKE THAT? Every behavior has a motivator: RESPECT BELONGING POWER Source: Power Struggles by Mendler

19.  2009 by ICE 21 Prepared by Ardella Perry-Osler 19 RE – TOOLING (INTERVENTIONS) RE – TOOLING (INTERVENTIONS) Basic Defusing Techniques: P.E.P. – (Privacy, Eye Contact and Proximity) L.A.A.D.- (Listening, Acknowledging, Agreeing, Deferring) Use Defusing Statements

20.  2009 by ICE 21 Prepared by Ardella Perry-Osler 20 Procedures for when rules are broken: 1.State the rule and consequence using P.E.P. 2.Ignore the last hook. 3.Use Listening and Acknowledging. 4.Use Agreeing and Deferring. 5.Tell there’s a power struggle happening. 6.Give temporary control. 7.Decide if a consequence is necessary.

21.  2009 by ICE 21 Prepared by Ardella Perry-Osler 21 Look at this lady and think, “What can I do personally to improve student behavior in my classroom? Change your perception by Reframing.

22.  2009 by ICE 21 Prepared by Ardella Perry-Osler 22 Reframe – What do you see when you think of music?

23.  2009 by ICE 21 Prepared by Ardella Perry-Osler 23 Reframing may help you change your relationship with your students. STUBBORN BOSSY NOSY FUSSY RUDE DETERMINED LEADER INQUISITIVE DETERMINED FORTHRIGHT Try to see them in a new “frame:”

24.  2009 by ICE 21 Prepared by Ardella Perry-Osler 24 TAKE GOOD EMOTIONAL CARE OF YOURSELF

25.  2009 by ICE 21 Prepared by Ardella Perry-Osler 25 PROCEDURES FOR OUR CLOSING: Please: Complete the evaluation. Put it on the table. Pick up the CPDU form and the “I am The Best Child” handout. Return to your seat. Help put materials back into the table bags (if present). Read through the handout while others complete their work.Thanks!

26.  2009 by ICE 21 Prepared by Ardella Perry-Osler 26 REFLECTION: How I see children affects everything.