1. When Students Choose to Misbehave: Planning to Discipline
AFTERNOON
Wicomico County Code of Conduct
Progressive Discipline Model of Consequences
Why Students Choose to Misbehave
Responding to Misbehavior
Documentation of Misbehavior
Becoming a Classroom Leader

2. they are not synonymous terms.”
“The most misused term in education is classroom management.
Classroom management
is NOT discipline;
they are not synonymous terms.” ”
Harry Wong

3. Wicomico County Teaching Observation and Evaluation Rubric
Domain 2: The Classroom Environment
LEVEL OF PERFORMANCE
Component
Ineffective
Developing
Effective
Highly Effective
2a:
Creating an Environment of Respect and Rapport
Classroom interactions among the teacher and individual students are not respectful and do not reflect caring and sensitivity to students’ cultures and levels of development.
Classroom interactions among the teacher and individual students are generally respectful and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students.
Classroom interactions among the teacher and individual students are respectful and reflect caring and sensitivity to students’ cultures and levels of development. The teacher addresses and intervenes when conflicts or misunderstandings occur.
Classroom interactions among the teacher and individual students are respectful and reflect caring and sensitivity to students’ cultures and levels of development. The teacher addresses and intervenes when conflicts or misunderstandings occur. The teacher takes proactive measures to achieve civility among members of the class.
2b:
Establishing a Culture for Learning
The teacher does not convey enthusiasm for the content and is not working toward establishing high expectations for learning.
The teacher conveys enthusiasm for the content and is working toward establishing high expectations for learning.
The teacher conveys enthusiasm for the content and encourages students’ active participation in their learning. The teacher establishes and maintains high expectations for learning.
The teacher conveys enthusiasm for the content and encourages students’
active participation in their learning. The teacher and students work together to establish and maintain high expectations for learning.
2c:
Managing Classroom Procedures
The teacher does not manage classroom routines and procedures.
The teacher establishes inefficient classroom routines and procedures resulting in a loss of instructional time.
The teacher establishes and maintains classroom routines and procedures to minimize the loss of instructional time.
The teacher maximizes instructional time by establishing and maintaining classroom routines and procedures for seamless transitions, handling of supplies and performance of non-instructional duties.
2d:
Managing Student Behavior
The teacher does not establish student behavioral expectations. The teacher’s response to student behavior is inappropriate.
The teacher has made an effort to establish student behavioral expectations. The teacher tries, with inconsistent results, to monitor and respond to student behavior.
The teacher establishes clear student behavioral expectations aligned with county policy. The teacher’s management of student behavior is sensitive to individual student needs and respectful of the students’ dignity. The teacher’s response to student behavior is appropriate.
The teacher establishes clear student behavioral expectations aligned with county policy. The teacher’s management of student behavior is proactive, sensitive to individual student needs and respectful of the students’ dignity. The teacher’s response to student behavior is appropriate.
Note!

4. “It is much easier – and far more effective – to monitor and correct procedures than to institute tighter discipline.” ”
Harry Wong

5. Make Expectations Clear from the Start
Common first-DAY and first-WEEK
student behaviors:
Coming to class late
Entering class loudly
Talking while you’re giving directions
Wandering around the room
Not having materials and asking to leave class to get them
Sitting by friends
Moving furniture
Charging phones
Eating in class
Casual cussing
Outbursts of laughter
And more!

6. Please take time to review this!

7. X2 Progressive Discipline Model of Consequences for Misbehavior
What are teachers’ responsibilities in the progression of consequences?

8. Today we will identify reasons for student misbehavior and possible interventions you can put into place.
Afterwards, you will glean ideas from materials and colleagues to start to create your classroom behavior management plan.
Objective

9. Cooperative Discipline: A Proactive Approach
Adapted from the Work of Linda Albert 9

10. The Cooperative Discipline Approach
Give students what they need!
STEPS:
- Identify the goal of a misbehavior
- Utilize specific intervention techniques now
- Create positive interactions in the future
PHILOSOPHICALLY…
- Corrective
- Supportive
- Preventive

11. The Cooperative Discipline Approach
Three Theories:
Students choose their behavior.
The ultimate goal of student behavior is to satisfy a basic
need to belong (Capable, Connect, Contribute).
Students misbehave to achieve one of four immediate goals.

12. Students Choose their Behavior. Period.
“Don’t take anything personally. Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won’t be the victim of endless suffering.”
Miguel Ruiz
Author of The Four Agreements

13. How Will We Belong? Parents recently separated Past failure
Immature for age
No breakfast
Lost phone
Computer died
No school supplies
Ditched by best friend
Parent in jail
Sick family member
Did not make the basketball team
Bullied on the bus
Stayed in new place last night

14. The Four Goals of Misbehavior
1. Attention “Look at Me” (Connect, Capable, Contribute)
2. Power “Let’s Fight/You Can’t Make Me”(Connect on Steroids, Capable)
3. Revenge “I’ll Get Even” (Connect gone wrong)
4. Avoidance of Failure “Leave Me Alone” (Capable gone wrong)

15. Interventions for Attention-Seeking Behavior
Give “The Eye”
Use proximity
Give written notice
Use Grandma’s Law
Lower your voice
Name drop
Sit down on the job
Notice students doing the right thing
Ask a favor
Give choices 15

16. Preventing Attention-Seeking Behavior
Give lots of positive attention for positive behavior
Teach students how to get attention appropriately
Allow for “student spotlight”

17. Interventions for Power and Revenge Behavior
Make a Graceful Exit
Acknowledge student power
Remove the audience
Agree with the student
Dodge irrelevant issues
Deliver a closing statement
State both viewpoints
Call the student’s bluff
Table the matter 17

18. Preventing Power and Revenge Behavior
Grant legitimate power
Avoid and defuse confrontations
Control self
Build caring relationships
Teach strategies to deal with aggressive feelings and hostility

19. Interventions for Avoidance-of-Failure Behavior
Make mistakes okay
Model how to learn from mistakes
Break tasks in to component parts
Provide structured tasks with tight time frames, and check in often
Teach positive self-talk 19

20. Preventing Avoidance of Failure Behavior
Erase the rule of the red pen
Decrease competition
Keep expectations reasonable
Use Encouragement Strategies
(Capable, Connected, Contributing)

21. Guidelines for Intervention
Focus on the behavior, not the student
Take charge of your negative emotions
Avoid escalating the situation
Discuss misbehavior later
Allow students to save face
I Am the Boss of Me.

22. Influencing Student Choices
Positive teacher behavioral expectations
Clear behavior standards
Team-style of classroom management
Individualized responses to misbehavior
Encouragement for all
Collaborative conflict resolution
Involvement of students in discipline process
Involvement of parents as partners

23. We’re Always Modeling for Our Students…

26. Keep Accurate Records

27. Know and Enforce Consequences
Non-verbal warning
The Look
Proximity
Gesture
Verbal warning
- Target-Stop-Do 2.
Written warning

28. Know and Enforce Consequences
Student Conference: a time for respect and caring
- Here’s what I observed you doing…
- So, here’s what I did…
- Help me understand what’s going on…
LISTEN!
- Value the student’s response.
- Explain what he/she needs to do to be successful.
- Ask the student if he/she needs something more from you to be successful.
- Assure the student that you know he/she will make a
change and will get a fresh start.
- Explain progressive consequences to student.
- Document!

29. Hold Students Accountable

30. Professional Communications

32. Preparing for First Days of School
Setting up a positive classroom environment/room arrangement
Creating procedures
Creating welcoming materials (letter, informational packet)
First day script and opening week lesson planning
Planning for working with other colleagues
Creating a plan for student misbehavior (progressive discipline and documentation)
Learning about school-specific expectations of students

33. Day Three Preview – 8:30 Start!
MORNING
Introduction to Wicomico County technology and gradebook
Lunch On Your Own
AFTERNOON
Return to your homeschool to work in your classroom.
*Be sure to sign in at the front office. You may also
wish to visit IRC located at 910 S. Schumaker Dr., Salisbury
Becoming a Classroom Leader

34. Welcome Breakfast - Thursday, August 23
Start time – 8:00 A.M. at James M. Bennett High (Arrive early for parking)
Please mind your attire. 35