1. Classroom Management and the Disruptive Student A Pro-Active Approach July 20 th and 21 st 2009 Hunterdon Central Regional High School Adapted and Prepared by David M. Berger, MA, M.Ed.

2. Picture Time…. Now close your eyes and…. Picture the student with whom you have had the greatest difficulties in your classroom… Picture the student with whom you have had the greatest difficulties in your classroom… Picture the behaviors that student exhibited…. Picture the behaviors that student exhibited…. Picture how you reacted to those behaviors…. Picture how you reacted to those behaviors…. Please turn to the person next to you and describe that student in terms of behaviors Please turn to the person next to you and describe that student in terms of behaviors

3. Videos about Classroom Management Techniques YouTube - How To Maintain Classroom Discipline - Good And Bad Methods2.flv YouTube - How To Maintain Classroom Discipline - Good And Bad Methods2.flv YouTube - How To Maintain Classroom Discipline - Good And Bad Methods2.flv YouTube - How To Maintain Classroom Discipline - Good And Bad Methods2.flv Dangerous Minds _ There is no victims in this planet.flv Dangerous Minds _ There is no victims in this planet.flv Dangerous Minds _ There is no victims in this planet.flv Dangerous Minds _ There is no victims in this planet.flv Conscious Discipline® Composure.flv Conscious Discipline® Composure.flv Conscious Discipline® Composure.flv Conscious Discipline® Composure.flv The Substitute Movie (Tom Berenger).flv The Substitute Movie (Tom Berenger).flv The Substitute Movie (Tom Berenger).flv The Substitute Movie (Tom Berenger).flv

4. What is Classroom Management? It’s effective discipline It’s effective discipline It’s being prepared for class It’s being prepared for class It’s motivating your students It’s motivating your students It’s providing a safe, comfortable learning environment It’s providing a safe, comfortable learning environment It’s building your students’ self esteem It’s building your students’ self esteem It’s being creative and imaginative in daily lessons It’s being creative and imaginative in daily lessons And... And...

5. ... It’s different for EVERYONE!! WHY? Teaching Styles Teaching Styles Personality/Attitudes Personality/Attitudes Student population Student population Not all management strategies are effective for every teacher Not all management strategies are effective for every teacher Try different strategies to see if they work for you Try different strategies to see if they work for you

6. Why is Classroom Management Important? Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate Classroom management issues are of highest concern for beginning teachers Classroom management issues are of highest concern for beginning teachers

7. Principles for successful classroom management Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors Teach students to manage their own behavior Teach students to manage their own behavior Students learn to be on-task and engaged in the learning activities you have planned for them Students learn to be on-task and engaged in the learning activities you have planned for them It is more natural to be off-task than on It is more natural to be off-task than on

8. Techniques for Better Classroom Control Techniques for Better Classroom Control Focus attention on entire class Focus attention on entire class Don’t talk over student chatter Don’t talk over student chatter Silence can be effective Silence can be effective Use softer voice so students really have to listen to what you’re saying (Paradoxical Response) Use softer voice so students really have to listen to what you’re saying (Paradoxical Response) Direct your instruction so that students know what is going to happen Direct your instruction so that students know what is going to happen

9. Techniques for Better Classroom Control Monitor groups of students to check progress Monitor groups of students to check progress Move around the room so students have to pay attention more readily Move around the room so students have to pay attention more readily Give students non-verbal cues Give students non-verbal cues Engage in low profile intervention of disruptions Engage in low profile intervention of disruptions Make sure classroom is comfortable and safe Make sure classroom is comfortable and safe

10. Techniques for Better Classroom Control Over plan your lessons to ensure you fill the period with learning activities Over plan your lessons to ensure you fill the period with learning activities Come to class prepared Come to class prepared Show confidence in your teaching Show confidence in your teaching Learn student names as quickly as possible Learn student names as quickly as possible

11. Transition vs. Allocated Time Allocated time: the time periods you intend for your students to be engaged in learning activities Allocated time: the time periods you intend for your students to be engaged in learning activities Transition time: time periods that exist between times allocated for learning activities Transition time: time periods that exist between times allocated for learning activities Examples Examples Getting students assembled and attentive Getting students assembled and attentive Assigning reading and directing to begin Assigning reading and directing to begin Getting students’ attention away from reading and preparing for class discussion Getting students’ attention away from reading and preparing for class discussion

12. Transition vs. Allocated Time The Goal: The Goal: Increase the variety of learning activities but decrease transition time. Increase the variety of learning activities but decrease transition time. Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

13. Dr. Fred Jones’ study of off-task behaviors 99% of off-task behaviors take one of several forms 99% of off-task behaviors take one of several forms Talking out of turn Talking out of turn Clowning Clowning Daydreaming Daydreaming Moving about without permission Moving about without permission Antisocial, dangerous behaviors make up a fraction of the time students spend off- task Antisocial, dangerous behaviors make up a fraction of the time students spend off- task http://www.youtube.com/watch?v=YjSOmyFLKWA http://www.youtube.com/watch?v=YjSOmyFLKWA http://www.youtube.com/watch?v=YjSOmyFLKWA http://www.youtube.com/watch?v=Mcl1x4BrQ1g http://www.youtube.com/watch?v=Mcl1x4BrQ1g http://www.youtube.com/watch?v=Mcl1x4BrQ1g

14. Proximity and Body Language Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Be free to roam Be free to roam Avoid turning Avoid turning back to class

15. Cooperation through communication Verbalize descriptions of observable behaviors and never value judgments about individuals Verbalize descriptions of observable behaviors and never value judgments about individuals Verbalize feelings but remain in control – Use “I” statements. Verbalize feelings but remain in control – Use “I” statements. Speak only to people when they are ready to listen Speak only to people when they are ready to listen DO NOT USE SARCASM DO NOT USE SARCASM Do not place labels (good or bad) Do not place labels (good or bad) Do not get students hooked on praise Do not get students hooked on praise Praise the work and behavior – not the students themselves Praise the work and behavior – not the students themselves

16. Classroom Rules For Conduct Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited A few rules are easier to remember than many rules A few rules are easier to remember than many rules Each rule in a small set of rules is more important than each rule in a large set of rules Each rule in a small set of rules is more important than each rule in a large set of rules

17. Necessary classroom rules of conduct Maximizes on-task behaviors and minimize off- task (esp. disruptive) behaviors Maximizes on-task behaviors and minimize off- task (esp. disruptive) behaviors Secures the safety and comfort of the learning environment Secures the safety and comfort of the learning environment Prevents the activities of the class from disturbing other classes Prevents the activities of the class from disturbing other classes Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

18. Establishing a “Businesslike” Atmosphere... Or, “Don’t Smile until Christmas”

19. A Businesslike Atmosphere Take advantage of the first days of class Take advantage of the first days of class Establish an environment in which achieving specified learning goals takes priority over other concerns Establish an environment in which achieving specified learning goals takes priority over other concerns It is much easier to establish this environment from the beginning rather than later It is much easier to establish this environment from the beginning rather than later Set up a seating chart…. http://www.youtube.com/watch?v=bQf_3_zc5Ec Set up a seating chart…. http://www.youtube.com/watch?v=bQf_3_zc5Ec http://www.youtube.com/watch?v=bQf_3_zc5Ec

20. 5 steps 1. Take advantage of the new school year or term to set the stage for cooperation 2. Be particularly prepared and organized 3. Minimize transition time 4. Utilize a communication style that establishing non-threatening, comfortable environment 5. Clearly establish expectations for conduct

21. Disclosure Statement Used to clearly communicate expectations to students and parents Used to clearly communicate expectations to students and parents Refer back to the guidelines throughout the term Refer back to the guidelines throughout the term Not a legally binding document Not a legally binding document

22. Components of Disclosure Statement Basic Course Outline Basic Course Outline Grading Procedures Grading Procedures Include procedures for making up missed work, extra credit, homework expected, etc. Include procedures for making up missed work, extra credit, homework expected, etc. Attendance Policies (should be consistent with school policy) Attendance Policies (should be consistent with school policy) Other class rules, policies, procedures Other class rules, policies, procedures Safety considerations as necessary Safety considerations as necessary Accommodation for disabilities statement Accommodation for disabilities statement Signature of student and parent/guardian Signature of student and parent/guardian

23. Room/lab arrangement Make sure all students can see and hear clearly (and you can see them clearly) Make sure all students can see and hear clearly (and you can see them clearly) Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) Allow room and easy access for proximity control Allow room and easy access for proximity control Think through class procedures and learning activities and arrange the room in the best possible way Think through class procedures and learning activities and arrange the room in the best possible way

24. Withitness Withitness refers to a teacher’s awareness of what is going on in the classroom Withitness refers to a teacher’s awareness of what is going on in the classroom

25. Dealing with Difficult Students A proactive approach…

26. Functions of Behavior Every behavior has a function Every behavior has a function Four primary reasons for disruptive behavior in the classroom Four primary reasons for disruptive behavior in the classroom Power Power Revenge Revenge Attention Attention Want to be left alone (i.e., disinterest or feelings of inadequacy) Want to be left alone (i.e., disinterest or feelings of inadequacy)

27. Functions of Behavior Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher Do not tolerate undesirable behaviors no matter what the excuse Do not tolerate undesirable behaviors no matter what the excuse Understanding why a person exhibits a behavior is no reason to tolerate it Understanding why a person exhibits a behavior is no reason to tolerate it Understanding the function of a behavior will help in knowing how to deal with that behavior Understanding the function of a behavior will help in knowing how to deal with that behavior Discipline Help: You Can Handle Them All Discipline Help: You Can Handle Them All Discipline Help: You Can Handle Them All Discipline Help: You Can Handle Them All

28. A Proactive Approach 1. Stop! Don’t react to the behavior 2. Analyze – What is really going on here? 3. Identify the targeted behavior – must be observable 4. Develop a corrective plan of action 5. Implement the plan 6. Review the plan for effectiveness 7. Modify and remain constant!!!

29. Dealing with off-task behaviors Remain focused and calm; organize thoughts Remain focused and calm; organize thoughts Either respond decisively or ignore it all together Either respond decisively or ignore it all together Distinguish between off-task behaviors and off- task behavior patterns Distinguish between off-task behaviors and off- task behavior patterns Control the time and place for dealing with off- task behavior Control the time and place for dealing with off- task behavior Provide students with dignified ways to terminate off-task behaviors Provide students with dignified ways to terminate off-task behaviors

30. Dealing with off-task behaviors Avoid playing detective- Don’t Ask Why? Avoid playing detective- Don’t Ask Why? Utilize alternative lesson plans (Increase your bag of tricks.) Utilize alternative lesson plans (Increase your bag of tricks.) Utilize the help of colleagues – Second Set of Eyes… Utilize the help of colleagues – Second Set of Eyes… Utilize the help of guardians- Positive Contacts 1 st !!! Utilize the help of guardians- Positive Contacts 1 st !!! DO NOT USE CORPORAL PUNISHMENT DO NOT USE CORPORAL PUNISHMENT A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

31. Modifying off-task behavior patterns Use the principle of “Shaping” Use the principle of “Shaping” Reinforce behaviors that are similar to the behavior to be learned Reinforce behaviors that are similar to the behavior to be learned Subsequent actions that are more like the behavior to be learned than previous actions are reinforced Subsequent actions that are more like the behavior to be learned than previous actions are reinforced Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

32. Attention Seeking Behavior Attention-seeking students prefer being punished, admonished, or criticized to being ignored Attention-seeking students prefer being punished, admonished, or criticized to being ignored Give attention to this student when he or she is on-task and cooperating Give attention to this student when he or she is on-task and cooperating “Catch them being good!” – and let them know you caught them “Catch them being good!” – and let them know you caught them

33. Power Seeking Behavior Power-seeking students attempt to provoke teachers into a struggle of wills Power-seeking students attempt to provoke teachers into a struggle of wills Diffuse interactions - In most cases, the teacher should direct attention to other members of the class away from the provocateur Diffuse interactions - In most cases, the teacher should direct attention to other members of the class away from the provocateur

34. Behavior: Rambling -- wandering around and off the subject. Using far- fetched examples or analogies. POSSIBLE RESPONSES: o Refocus attention by restating relevant point. o Direct questions to group that is back on the subject o Ask how topic relates to current topic being discussed. o Use visual aids, begin to write on board, turn on overhead projector. o Say: "Would you summarize your main point please?" or "Are you asking...?"

35. Behavior: Shyness or Silence -- lack of participation POSSIBLE RESPONSES: o Change teaching strategies from group discussion to individual written exercises or a videotape o Give strong positive reinforcement for any contribution. o Involve by directly asking him/her a question. o Make eye contact. (Culturally Appropriate) o Appoint to be small group leader.

36. Behavior: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES: o Acknowledge comments made. o Give limited time to express viewpoint or feelings, and then move on. o Make eye contact with another participant and move toward that person. o Give the person individual attention during breaks. o Say: "That's an interesting point. Now let's see what other other people think."

37. Behavior: Sharpshooting -- trying to shoot you down or trip you up. POSSIBLE RESPONSES: o Admit that you do not know the answer and redirect the question the group or the individual who asked it. o Acknowledge that this is a joint learning experience. o Ignore the behavior.

38. Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks. POSSIBLE RESPONSES: Redirect question to group or supportive individuals. o Recognize participant's feelings and move one. o Acknowledge positive points. o Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

39. Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES: o Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or o "Can you restate that as a question?" or o "We'd like to hear more about that if there is time after the presentation."

40. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES: o Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. o Respond to fear, not hostility. o Remain calm and polite. Keep your temper in check. o Don't disagree, but build on or around what has been said. o Move closer to the hostile person, maintain eye contact. (Use your discretion!!!) o Always allow him or her a way to gracefully retreat from the confrontation – both emotionally and physically. (Caged Tiger Syndrome.)

41. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued) POSSIBLE RESPONSES: o Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure. o Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..." o Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. o Ignore behavior – unless threat to self or others!!! Then Dial “ 0 ”… o Talk to him or her privately during a break. o As a last resort, privately ask the individual to leave class for the good of the group.

42. Behavior: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES: o Point out that we can't change policy here. o Validate his/her point. o Indicate you'll discuss the problem with the participant privately. o Indicate time pressure.

43. Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you. POSSIBLE RESPONSES: o Don't embarrass talkers. o Ask their opinion on topic being discussed. Draw them into the lesson. o Ask talkers if they would like to share their ideas. o Casually move toward those talking. o Make eye contact with them. o Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers. As a last resort, stop and wait.

44. What do you do? Scenarios A – F will be presented Scenarios A – F will be presented While working with a group of 4 or 5 discuss how you would deal with the student. While working with a group of 4 or 5 discuss how you would deal with the student. Have one person in each group prepare to report out to the class as to your plan of action. Have one person in each group prepare to report out to the class as to your plan of action. Please use modalities presented from this in- service. Please use modalities presented from this in- service.

45. Scenario A Every day one student in class keeps moving around the room socializing with other students. Once redirected – the behavior corrects until the next transitional activity. Negative consequences have not seemed to work.

46. Scenario B Every day a student comes to class right as the bell is ringing –racing through the door- noisily taking his/her seat. After rummaging through his/her bag, and getting situated (which usually takes 5 minutes) the student is ready to learn – until you ask for the homework to be turned in – and then the procedure starts all over again…

47. Scenario C Several students are sub-grouping in class while they are suppose to be working on a cooperative project. They are socializing with other groups and claim that they are always on task when you ask them to get to work…

48. Scenario D Its Monday morning and a student enters your class extremely agitated. S/he is aggressively posturing with other students around him. The students around her/him are feeling threatened but one student keeps coming to the aggressors aide telling everyone to “lay off”. The behavior seems to be decreasing but the tension in the room is a distraction from the lesson.

49. Scenario E Every time you have the students do in-class seat work, one student becomes exasperated and states that he/she doesn’t need to do it. “What’s the point of all this anyway? We don’t need this stuff in the real world…” When you redirect the student’s attention the situation escalates and becomes hostile. The student’s grandstanding has placed a rift in the class as to who is in charge?

50. Scenario F A student received a failing grade. Feeling this was unjust, he/she attempted to get even with the teacher by sabotaging the lessons. S/He would refuse to answer questions or do any work. Instead s/he would lean back in the chair, with daggers in his/her eyes, and sneer at you. Other students are feeling the tension in the class.

51. References Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman. Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman. Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CA Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CA Charles, C.M. (1989) Building Classroom Discipline: From Models to Practice. New York: Longman Charles, C.M. (1989) Building Classroom Discipline: From Models to Practice. New York: Longman Johnson, David, & Roger Johnson, Learning Together and Alone, (1975) Englewood Cliffs, NJ : Prentice- Hall Johnson, David, & Roger Johnson, Learning Together and Alone, (1975) Englewood Cliffs, NJ : Prentice- Hall Jones, Fred, “Classroom Management” <http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroom_mana gement.ppt#257,2,What is Classroom Management?) 28 January 2007. Jones, Fred, “Classroom Management” <http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroom_mana gement.ppt#257,2,What is Classroom Management?) 28 January 2007.