2. Ed “My name is Inigo Montoya” Owens
I Only Argue Between 3:30 and 4:00 Managing Behavior and Defusing Defiance in the Classroom
Ed “My name is Inigo Montoya” Owens

4. Ed “Still the One” Owens
North Augusta High School
x 111
"In the beginning, the universe was created. This has made a lot of people very angry and been widely regarded as a bad move.“ - TRatEoU

5. Essential Question
How can I engage with and respond to students to minimize classroom disruption?
Do fish get thirsty?

6. Presenters Meeting Outcomes
At the end of this session, participants will have a better understanding of techniques that can be used to deal with defiant or belligerent students defusing "power struggles" that can often arise from students testing classroom limits and boundaries.
“How five crows managed to lift a twenty-pound baby boy into the air was beyond Prue, but that was certainly the least of her worries.” - Wildwood

7. Context Dilemma or Problem?
...a problem is a situation in which a gap is found between what is and what ought to be. ... How a problem is framed depends on who is doing the defining.
...Dilemmas are messy, complicated, and conflict-filled situations that require undesirable choices between highly prized values that cannot be simultaneosly or fully-solved.
"It can hardly be a coincidence that no language on earth has ever produced the expression ‘As pretty as an airport.‘” - TLDTTotS

8. Context Flaws in Our Thinking
If kids knew exactly what was expected of them and what kind of consequences they would face when rules are broken, they would not break the rules.
So why do students continue to break the rules?
If Jimmy cracks corn and no one cares, why is there a song about him?

9. Context Flaws in Our Thinking (cont.)
If kids continue to break the rules, it is because:
The consequences are not severe enough
Colleagues (administrators / teachers) must not be enforcing the consequences as prescribed in the discipline plan
Parents are being allowed to “rescue” kids from consequences
"'Where's Papa going with that axe?' said Fern to her mother as they were setting the table for breakfast.“ - CW

10. Context Truths about Chronically Disruptive Students
See school as a win/lose battle for control
Respect those who back up words with actions
Tend to interpret actions of others as hostile
Tend to act out when confronted with controlling adults
Only effectively motivated by positive relationship with significant adult
Why do the Alphabet song and Twinkle, Twinkle Little Star have the same tune?

11. Why did you try to sing both songs in your head just now?
Nine Skills
Note that these skills are like tools in a toolbox…while they are complementary, not every skill will work in every situation.
Why did you try to sing both songs in your head just now?

12. Skill 1 Develop Positive Relationships
Day 1: Prison Approach

13. Skill 1 Develop Positive Relationships
”I noticed…” statements.
“I noticed that you like to play soccer.” “I noticed that you held the door for a classmate.” ”I noticed that you helped the student next to you.”
***It’s NOT about praise, it’s about attention***
”Would you mind staying after…”
Keep students after class for positive reasons / communication as well—removes stigma.

14. Skill 2 Neutralize Student Arguing
THE MOMENT YOU ENGAGE IN AN ARGUMENT WITH A STUDENT YOU HAVE LOST CONTROL . Either we give away control on our terms, or others take it on theirs.

15. Skill 2 Neutralize Student Arguing
Step 1 – Go brain dead Step 2 – Choose a “one-liner” Step 3 – Do not attempt to think (see step 1) Step 4 – If the child continues to argue… (see Recovery)

16. Skill 2 Neutralize Student Arguing
Sample 1: “This class is so boring.” “Bummer.” Sample 2: “This is stupid. Why do I have to do this?” “I’m sorry you feel that way.” Sample 3: “That’s not fair!” ”I never argue during class time.” ***Always in a soft voice, and NEVER sarcastically***

17. Skill 3 Delayed Consequences
Problems with Immediate Consequences:
1) Difficulty thinking of immediate consequence
2) We “own” the problem rather than the student
3) We are forced to react while we are still upset.
4) We don’t have time to anticipate student will reaction
5) We often end up making threats we can’t back up.
6) We generally fail to deliver empathy.

18. Skill 3 Delayed Consequences
Allows for individualization of consequences
Student has time to think / reflect
Everyone calms down
Helps to establish positive relationships

19. Skill 3 Delayed Consequences
“Too bad. I’m going to have to do something about this. I need to think about it, though, so I’ll get with you tomorrow—try not to worry about it.”
**Follow-Up**

20. Skill 4 Recovery When you must remove a student:
Phrasing is everything
“I notice you’re ______. Feel free to step into the hall if you need to…”
Recovery is NOT about punishing a student, but about student getting it together
Recovery is (and should be) strictly used to minimize a student’s ability to interfere with learning / teaching
Do NOT give student attention while in recovery

21. Skill 5 Empathy
Deliver consequences with empathy Keep it short, sweet, simple and repetitive Choose an empathetic statement you like and be genuine. Sarcasm will ruin the moment and the relationship. • ―This is so sad • ―This must be tough • ―Bummer Sad not Mad. Sad not Mad. Sad not Mad. Sad not Mad. Your non-verbal communication is huge! They will be able to tell if you’re not sincere.

22. Skill 6 Enforceable Limits
The effective application of limits requires that students have implied choices and be forced into thinking mode.
This means that we are not telling students what to do we are telling them what we will do.
This is limit setting.

23. Skill 6 Enforceable Limits
Wording:
“Sit down now!” “I’ll continue when everyone is seated and ready.”
“Stop yelling!” “I’ll be happy to talk to you when your voice is as calm as mine.”
“Open your books to page 34.” “We’ll be working on page 34.”
“You can’t go to the restroom until I finish.” “Feel free to go to the restroom when I’m not teaching.”

24. Skill 7 Use Choice Within Boundaries
Why choices?
- students are forced to think.
- students make mistakes and learn from the consequences
- avoid getting into control battles with students.
- students hear that we trust their thinking abilities
builds self-confidence
builds relationships between teachers and students

25. Skill 7 Use Choice Within Limits
Examples of choices:
“Would you rather have homework due Monday or Tuesday?”
“Will you be turning in your work on time, for full credit or later, for partial credit?”
”Feel free to do this in pen or in pencil.”
CAUTION! It is very easy to turn your choices into threats. (“Would you rather turn in your work or go to the principals office?”)

26. Rules for giving choices
Never give a choice that might cause an issue for you or someone else; only give choices you are comfortable allowing the student to make
Never give choices when danger is involved.
For each choice, give only two options (limits)
Delivery is important
“You’re welcome to ________ or ________.
“Would you rather ________ or ________.
“What would be best for you, ________ or ________.

27. Skill 8 Preventative Intervention
Quick and easy interventions help you be proactive in your classroom.
Can keep smaller, repetitive disruptions from escalating into larger issues.
Should be used whenever possible to help student self-correct

28. Use the “Signal” Approach
S=Specify one behavior to work on
I=Individually meet with the student
G=Give description of the desired behavior change
N=Note you’ll use a signal to avoid embarrassment
A=Always practice the signal first
L=Let the signal be your first strategy

29. Skill 9 (the big one) Give Students Ownership
Why give students ownership?
Teaches students to be responsible
Gives students opportunities to make good decisions.
Students dignity and self-respect remain when they can choose the best solution
Lets the consequences be the bad guy – teachers are viewed as helpers not judges – this improves teacher-student relationship
***DO NOT FIX / SOLVE FOR THE STUDENT***

30. Skill 9 Give Students Ownership
Step 1 – Empathy ”I’m sorry you’re in that position…”
Step 2 – Power Message “How do you think you can handle that?”
Step 3 – Offer choices “Would you like to know what some other students have done?”
Step 4 – Student takes ownership “How do you think that will work out?”
Step 5 – Give permission / Follow-up “Good luck. I hope that works out for you.” / “How’d that work out?”

31. Revisiting the Presenters Meeting Outcomes
At the end of this session, participants will have a better understanding of techniques that can be used to deal with defiant or belligerent students defusing "power struggles" that can often arise from students testing classroom limits and boundaries.

32. Revisiting the Presenters Essential Question
How can I engage with and respond to students to minimize classroom disruption?

33. Ed “2nd Verse Same as the First” Owens
North Augusta High School
x 111