1. DISCIPLINE: A COMPONENT OF CLASSROOM MANAGEMENT
Jeffrey M. Robinson Former Principal Principals’ Network Director Johns Hopkins University

2. Purpose
To develop a better understanding of how teachers can manage the behavior of their students using effective discipline and classroom management strategies.

3. Expectations
What are the behaviors that you believe your students should be able to consistently demonstrate?

4. Our Typical Student…
Majority Don’t have a role model for educational success
Majority Don’t understand socio-economic implications of education
Majority Don’t have a productive educational behavior pattern
Majority Don’t have a model of socially appropriate behavior
Majority Do have daily stresses that would incapacitate an adult
Majority Do create and wear a façade as protection

5. TDHS National Conference
Who are we teaching?
Think about your students…
Heart: What does your student LOVE?
Head: What is on your student’s MIND?
Hands: What is your student HOLDING on to?
Feet: What does your student STAND up for?
Mouth: What does your student have to SAY?
Baltimore, MD July 2004

6. What is the difference between classroom management and discipline?

7. What is the difference between discipline and classroom management?
deals with how people behave. It has to do with impulse management and self-control and is the responsibility of the student.
deals with how things are done. It has to do with procedures, routines, classroom structure and is the teacher’s responsibility. When procedures are learned, routines are established.

8. What is Discipline? Noun Verb
Training expected to produce a specific character or pattern of behavior
Controlled behavior resulting form disciplinary training; self-control
Punishment intended to correct or train
A system of rules of conduct
To train by instruction and practice, especially to teach self-control
To teach to obey rules or accept authority
To punish in order to gain control or enforce obedience
To improve or attempt to improve behavior by training or rules.

9. Necessary Tasks For Good Discipline
Establish foundations of classroom management, personal relationships, and sound instruction
Eliminate disruptions
Build a climate of high achievement
Deal with very resistant students swiftly
These four tasks are sequential

10. Questions

11. What impacts classroom management?

12. Layered Approach to Classroom Management
Individual teacher
Teacher teams
School resources
Counselors
School Psychologist
PBIS
School Police
Behavior Intervention Specialist
Non-instructional supports
Administrative Support
Expectations and procedures
Special school programs that support teacher teams

13. Leveraging the weight of disruptive students
PBIS is implemented at every layer
Teachers
Rules
Procedures
Expectations
Discipline plan
Management plan
Teacher Teams
Incentives
Programs
Family involvement
3 P’s of the School
Protocols

14. Whole school approach to building healthy relationships with our students
What are we doing to forge relationships with families?
Are we able to offer support to families who have hard to manage students here at our school?
What activities are we doing at every layer of support that will promote positive relationship building with our students?
What do you do to build trust with your students?

15. Causes of Disruptive or Inattentive Behavior
Poor General Management
Inappropriate Work
Boring Instruction
Confusing Instruction
Unclear Standards, Expectations, and Consequences
Student lack of understanding of How to Do the Expected Behaviors

16. What teachers can do to control disruptive students…
Have a discipline plan=Student responsibilities
Have a classroom management plan=Teacher responsibilities
Provide ongoing activities that help establish positive relationship with students
Involve student families as much as possible
Develop behavior tracking programs and incentives (data)
Follow school procedures and policies for handling difficult students

17. Wisdom of the Group Best Tactic in Your Toolkit!!!
What is your go-to action when a kid is misbehaving?
Best Strategy in Your Toolkit!!!
What is your best long-term culture building system?

18. What happens during a behavior crisis?
Classroom
Individual teacher
Teacher teams
Hallways
Support staff
Hall monitors
Lunch room
Monitors
Administrators
What is considered a crisis?
Fighting
Threatening behavior
Dangerous behavior
Riots
Excessive noise levels
Knowing what to do can help keep everyone safe!

19. Paradigm shifts we should expect to see when PBIS is working…
We will notice a gradual focus from..
Aggressive disrespect to an appreciation of manners, respect and excellence.
“Us against them” to shared, thoughtful collaborative relationships between students and staff.
Emphasis from teaching to an emphasis on learning.
“Do what I say” to “understand why it is important for you to do this.”
“It’s someone else’s fault” to assumption of responsibility.

20. Whole School Approach to Speaking to our Students
How are we greeting students each day?
What are we saying to them throughout the day?
What are we saying to redirect students who exhibit undesirable behavior?
What are we saying to them at the end of the day?

21. What schools can do control disruptive students…
Implement school wide programs that provide the following:
Immediate removal of a disruptive student
Immediate consequence for misbehavior
Re-entry criteria and procedures for students who have to be removed from a class due to disruptive behavior or disrespectful behavior.
Involve parents/guardians and families in the re-entry process.

22. Think about it…
What do you say to your students upon entry that promotes what you want back from them?
How do you redirect students when they aren’t exhibiting undesirable behavior?
What is your response to blatant disrespect and insubordination from your students?
What do you do to de-escalate the situation?
What do you do when all else has failed?

23. Questions

24. Organization Classroom (physical environment)
Classroom procedures/expectations
Instruction

25. Trust Building Being organized Being consistent
Showing evidence of caring

26. Consistency Monitoring of procedures Maintaining classroom areas
Planning units and creating a detailed plan for each lesson

27. Three Key Elements Organization Trust Building Consistency Structures
Expectations
Routines
Evidence of Caring
Atmosphere/ Safety

28. What is the difference between discipline and classroom management?
deals with how people behave. It has to do with impulse management and self-control and is the responsibility of the student.
deals with how things are done. It has to do with procedures, routines, classroom structure and is the teacher’s responsibility. When procedures are learned, routines are established.