1. Strategies for Great Classroom Management Create the classroom culture www.schoolofeducators.com

2. Teaching Optimism Optimism – belief that setbacks are normal and can be overcome by our own actions Pessimists are more prone to depression Children can recognize and dispute their negative thinking www.schoolofeducators.com

3. Attribution Theory Attribution Statements: 1."You seem to know your chemical equation assignments very well." 2."You really work hard in science." 3."You're trying more, keep at it!" Persuasion Statements: 1."You should be good at science." 2."You should be getting better grades in science." 3."You should be doing well in science." Reinforcement Statement: 1."I'm proud of your work." 2."I'm pleased with your progress." 3."Excellent progress." www.schoolofeducators.com

4. Four Basic Principles of Discipline with Love and Logic 1.The student’s self- concept is always a prime consideration. 3.An equal balance of consequences and empathy replaces punishment whenever possible. 2.The child is always left with a feeling that he/she has some control. 4.The student is required to do more thinking than the adult. 4 www.schoolofeducators.com

5. Implementing Love and Logic 1.Take care of yourself by setting limits. 2.Give choices when reasonable. 3.Let consequences with empathy do the teaching 5 www.schoolofeducators.com

6. Enforceable Statements Unenforceable Please sit down, I am going to start. Open your books to page 54. Please stop talking and listen. Raise your hand if you want to talk. Enforceable I’ll begin, as soon as you are seated. We’ll be working from page 54. I teach when there are no distractions. I listen to students with their hand raised. 6 www.schoolofeducators.com

7. Delayed or “Anticipatory” Consequence In the real world classrooms, immediate consequences typically create more problems than they solve. –Most of us have great difficulty thinking of one while we are teaching. –We are forced to react while we and the student are upset. –We often end up making threats we can’t back up. 7 www.schoolofeducators.com

8. Reasons to Delay Consequences Allows for individualization of consequences. Student does some thinking Gives time for everyone to return to a calm state Helps to establish positive relationships 8 www.schoolofeducators.com

9. Avoid Power Struggles NEVER reason with a student – reasoning turns into a power struggle. –Student, “That’s not fair” –Teacher, “Probably so” or “Nice try” without sarcasm Sarcastic teachers do not know when the student is going to get even with them – they just know that they will! 9 www.schoolofeducators.com

10. Ways to avoid power struggles Use thinking words not fighting words Never tell a student what to do, tell them what you are going to do Set limits without telling students what to do Share control 10 www.schoolofeducators.com

11. Share Control All human beings have a need for control. Share control by providing choices Force decision making Deliver content message (bad news) with a positive relationship message (smile) –use questions 11 www.schoolofeducators.com

12. Reasons Behind the Use of Choices Choices create situations in which students are forced to think. Choices provide opportunities for students to make mistakes and learn from the consequences. Choices help us avoid getting into control battles with students. Choices provide an opportunity for students to hear that we trust their thinking abilities –builds self-confidence –builds relationships between adults and children 12 www.schoolofeducators.com

13. Examples of Choices “Would you rather have homework due Monday or Tuesday?” “Would you like to edit your own paper or have a partner do it?” “Will you be turning in your work on time, for full credit or later, for partial credit?” “Would you rather listen without interrupting or move to another seat?” CAUTION! -- It is very easy to turn your choices into threats. (“Would you rather turn in your work or go to the principals office?”) 13 www.schoolofeducators.com

14. Rules for Giving Choices Always be sure to select choices that you like. Never give a choice that you do not like (that does not match your value system). Never give choices when danger is involved. Never give choices unless you are willing to decide for the student in 10 seconds. Delivery is important –“You’re welcome to ________ or ________. –“Would you rather ________ or ________. –“What would be best for you, ________ or ________. 14 www.schoolofeducators.com

15. Why Guide Students to Solve their Own Problems? 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 15 www.schoolofeducators.com

16. Steps that Guide Students to Solve their Own Problems 1.Empathy 2.Power Message 3.Choices 4.Student takes ownership 5.Give permission / follow-up 16 www.schoolofeducators.com

17. Steps One and Two (sometimes combined) Empathy –“How sad.” –“I bet that hurts.” Power Message –“What do you think you’re going to do?” –“Would you like to hear what other kids have tried?” 17 www.schoolofeducators.com

18. Step Three Offer Choices –“Would you like to hear what other kids have tried?” Offer a variety of choices that range from bad to good. It is usually best to start out with the poor choices. Each time a choice is offered, go on to step four. 18 www.schoolofeducators.com

19. Step Four Have the child state the consequences. –“And how will that work?” 19 www.schoolofeducators.com

20. Step Five Give permission for the child to either solve the problem or not solve the problem. –“Good luck. I hope it works out.” Have no fear. If the child is fortunate enough to make a poor choice, he/she may have a double learning lesson. 20 www.schoolofeducators.com

21. Classroom Interventions Useful when –consequences do not apply –dealing with a difficult student Two Types –One-Sentence Intervention –Disciplinary Interventions 21 www.schoolofeducators.com

22. One-Sentence Intervention For the damaged student with low self concept A way of building a positive relationship with a difficult student The goal is to get the student to feel good about you, the teacher The student will do something for you, but for nobody else including himself. TEST: when you can say “Would you try that just for me? Thank you” and the student performs the task. 22 www.schoolofeducators.com

23. Disciplinary Interventions Most appropriate when the teacher: wants an immediate change of behavior is instructing wants to restore order without making a situation a major issue is circulating the classroom wishes to enhance her relationship with the student 23 www.schoolofeducators.com

24. Disciplinary Interventions Do not need to perform in order. Do not go from one extreme to another or begin with the most severe Choose the most appropriate interventions 24 www.schoolofeducators.com

25. Most Common Mistakes Stating limits as demands Choosing unenforceable limits Forgetting to consider consequences in advance Neglecting to get support or approval from administration Remember to use an enforceable statement with a calm voice. “I will accept all papers prepared in the correct form.” 25 www.schoolofeducators.com

26. Thank You www.schoolofeducators.com