1. A Proactive and Positive Approach to Classroom Management Chapter 1: Vision

2. What teacher influenced you? Think of a teacher that influenced you Think of a teacher that influenced you Share with a partner the characteristics of that teacher Share with a partner the characteristics of that teacher Whole group share (brief) Whole group share (brief)

3. VISION You must know for which harbor you are headed if you are to catch the right wind to take you there. - Seneca

4. Chapter 1: Vision 1. Understand How to Shape Behavior 2. Understand Motivation 3. Identify Long-Range Classroom Goals 4. Develop Guidelines for Success 5. Maintain Positive Expectations 6. Implement Effective Instructional Practices 7. Initiate and Maintain Family Contacts Tasks:

5. Task 1: Understand How to Shape Behavior Structure your classroom to promote responsible student behavior Structure your classroom to promote responsible student behavior Acknowledge responsible student behavior Acknowledge responsible student behavior Respond to irresponsible student behavior calmly and consistently Respond to irresponsible student behavior calmly and consistently

6. Behavior Management Principles Behavior is learned and unlearned Antecedents:What happens before the misbehavior? Antecedents:What happens before the misbehavior? Behavior: What happens and is observable? Behavior: What happens and is observable? What do you want to change? Consequence:Positive reinforcement of behavior increases the behavior Consequence:Positive reinforcement of behavior increases the behavior (positive to student). Negative reinforcement decreases the behavior (negative to student).

7. All Misbehaviors Occur for a Reason How to Reduce Misbehaviors: Identify and modify any conditions that are reinforcing the behavior, Identify and modify any conditions that are reinforcing the behavior, Identify and eliminate any positive outcomes that are reinforcing the behavior, Identify and eliminate any positive outcomes that are reinforcing the behavior, Implement appropriate corrective consequences calmly and consistently. Implement appropriate corrective consequences calmly and consistently.

8. Task 2: Understand Motivation How to encourage your students to succeed.

12. To Motivate To provide an incentive To provide an incentive To move to action To move to action To drive forward To drive forward

13. What Motivates You? List things you are motivated to do on the left side of your paper. List things you are motivated to do on the left side of your paper. List things you are not motivated to do on the right side of your paper. List things you are not motivated to do on the right side of your paper. Keep your lists – we’ll come back to it in a few minutes! Keep your lists – we’ll come back to it in a few minutes!

14. Major Concepts of Motivation Concept 1: When a behavior is engaged in, it demonstrates a level of motivation. When a behavior is engaged in, it demonstrates a level of motivation. If behavior does not occur it demonstrates a of motivation. If behavior does not occur it demonstrates a of motivation. repeatedly lack

15. Major Concepts of Motivation Concept 2: Motivation involves and Motivation involves and factors. factors. Concept 3: There is an important relationship between one’s intrinsic motivation to engage in a task and one’s at the task. There is an important relationship between one’s intrinsic motivation to engage in a task and one’s at the task. (If you’re good at a task then you want to do it a lot!) intrinsic extrinsic proficiency

16. Expectancy X Value Theory Expectancy = degree you expect to be Expectancy = degree you expect to be at a task Value = degree you value the that accompany that success Value = degree you value the that accompany that success successful rewards

17. The Formula Expectancy Rate X Value Rate = Motivation Guess what? If either rate is zero, then motivation is also zero! “O” = NOT motivated or NO Value “10” = Highly motivated or Highly Valued

18. How the formula works… Example – page 200 in CHAMPs Example – page 200 in CHAMPs Grocery shopping:Expectancy = 8 Value = 5 8 X 5 = 40% motivation Playing with my dogs:Expectancy = 10 Value = 10 10 X 10 = 100% motivation

19. In Summary Student behavior will let you know what they are motivated & not motivated to do Student behavior will let you know what they are motivated & not motivated to do Use both intrinsic and extrinsic motivation Use both intrinsic and extrinsic motivation Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding…… Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……

20. What does this mean? If your students are unmotivated first find out if it’s a question of: If your students are unmotivated first find out if it’s a question of: Do they value the task and/or the reinforcement? Do they value the task and/or the reinforcement? Do they expect to succeed? Do they expect to succeed? Consider what they believe, NOT what you believe they can do. Consider what they believe, NOT what you believe they can do. Consider what reinforces THEM, not what reinforces you. Consider what reinforces THEM, not what reinforces you.

21. Your Turn Look over your list of motivated and not motivated activities Look over your list of motivated and not motivated activities Choose one item from each list Choose one item from each list Use the Expectancy X Value formula for each Use the Expectancy X Value formula for each Discuss results in table group Discuss results in table group Did we get it ? Did we get it ?

23. Task 3: Identify Long-Range Classroom Goals Write 3 goals (instructional and behavioral) Write 3 goals (instructional and behavioral) Share with table group Share with table group

24. Task 4: Develop Guidelines for Success Guidelines for Success are…. Guidelines for Success are…. attitudes, traits, guiding principles that are important to the success of my students in our school, in my classroom and in their lives. attitudes, traits, guiding principles that are important to the success of my students in our school, in my classroom and in their lives.

25. Sample - Guidelines for Success Be responsible Be responsible Always try Always try Do your best Do your best Cooperate with others Cooperate with others Treat everyone with respect (including yourself) Treat everyone with respect (including yourself)

26. The ABC’s Kaley’s Guidelines for Success AAlways use good manners AAlways use good manners BBe respectful to your self and others BBe respectful to your self and others CCome prepared CCome prepared DDo your best DDo your best EEveryone cooperate and be helpful EEveryone cooperate and be helpful

27. Rosemont Elementary S how your best S how your best O rganize and be prepared O rganize and be prepared A ttitudes are positive A ttitudes are positive R espect everyone all the time R espect everyone all the time

29. Ocoee High School Work to Become Successful Work to Become Successful Be the Change You Wish to See in the World Be the Change You Wish to See in the World Treat Everyone with Dignity and Respect Treat Everyone with Dignity and Respect Be Responsible for Your Own Behavior Be Responsible for Your Own Behavior

30. Guidelines for Success Rules

31. CHAMPs Pg.13 31 Guidelines vs. Rules GUIDELINES Reflect overall guiding principles for student attitudes and behavior Reflect overall guiding principles for student attitudes and behavior All specific RULES should connect to these guidelines All specific RULES should connect to these guidelines RULES Tell students specifically what to do Tell students specifically what to do Are measurable and observable Are measurable and observable Examples: Examples:  Be in class on time  Be in class on time  Come to class with paper, pencil and book  Come to class with paper, pencil and book  Work to complete quality assignments  Work to complete quality assignments

32. Reflection A. If your school has guidelines for success school wide: How were they developed? How were they developed? Are they being taught in the classroom? Are they being taught in the classroom? Are they a living and breathing part of the school culture? Are they a living and breathing part of the school culture? B. If your school does not have Guidelines for Success school wide, discuss: Do we want to develop them so that all staff emphasizes the same principles? Do we want to develop them so that all staff emphasizes the same principles? How would we begin developing them? How would we begin developing them?

33. Task 5: Maintain Positive Expectations 1. Take care of yourself 2. Maintain, a positive but realistic vision of students behaving successfully 3. Evaluate your behavior management plan 4. Don’t take it personally 5. Make an overt effort to interact positively with each student 6. Consult with colleagues

34. Task 5: Maintain Positive Expectations 6 mixed small groups 6 mixed small groups Develop 1 minute commercial Develop 1 minute commercial (p. 42-43)) (p. 42-43)) Group presentations Group presentations

35. Task 5: Maintain Positive Expectations 1. Take care of yourself 2. Maintain, a positive but realistic vision of students behaving successfully 3. Evaluate your behavior management plan 4. Don’t take it personally 5. Make an overt effort to interact positively with each student 6. Consult with colleagues

36. Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Tune Up your Teaching Style Actively Involve Students Actively Involve Students Have Clear Objectives Have Clear Objectives Ensure High Rates of Success Ensure High Rates of Success Provide Immediate Feedback Provide Immediate Feedback

37. Task 6: Implement Effective Instructional Practices Tune Up Your Teaching Style Be clear about what students are to learn and explain why the task of behavior will be useful to students Be clear about what students are to learn and explain why the task of behavior will be useful to students Relate new tasks to previously learned skills Relate new tasks to previously learned skills Give students a vision of what they will eventually be able to dol. Give students a vision of what they will eventually be able to dol. Rally the enthusiasm and enery of students, particularly when asking them to do something difficult or challenging. Rally the enthusiasm and enery of students, particularly when asking them to do something difficult or challenging.

38. Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Tune Up your Teaching Style Actively Involve Students Actively Involve Students Have Clear Objectives Have Clear Objectives Ensure High Rates of Success Ensure High Rates of Success Provide Immediate Feedback Provide Immediate Feedback

39. Task 7: Initiate and Maintain Family Contacts Share personal experiences Share personal experiences Video Clip Video Clip