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Tchr 6020   Class 2   Spring 2010
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Tchr 6020 Class 2 Spring 2010


PPT from TCHR 6020 Class #2

PPT from TCHR 6020 Class #2

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  • Barbara Coloroso, who was once a Franciscan nun, is a parent, a teacher, a workshop leader, an author, and an affiliate instructor at the University of Northern Colorado.
  • At times, this will not be easy, but the best way for teachers to help is to allow students to make decisions and grow from the results of those decisions, whatever they may be (as long as they don’t lead to physical or moral harm).
  • This teacher is too flexible and allows students to walk all over them. There may be rules and expectations posted, but the students know that they can get around them. Students don’t have any responsibilities in the classroom, because they know the teacher will take care of them.
  • This teacher is too firm and doesn’t allow for anything to happen unless she has approved it. The students in these classrooms live by the rules, and nothing else. Their role is to do what the teacher tells them to do.
  • This teacher has found the happy medium between the jellyfish and the brick wall. This teacher can stand strong when she needs to, but knows her students and can bend when she feels it is necessary. The backbone teacher takes the time to teach her students how to think.


  • 1. TCHR 6020MAT Classroom Management
    Dr. Brian Housand
    East Carolina University
    Monday,January 25, 2010
  • 2. Get a laptop.
    Log on to our website.
    Take Today’s Poll.
    Log on to Today’s Meet.
    Welcome Back
  • 3. Today’s Agenda
    Tales from the Field
    Charles on Optimizing Student Success
    Coloroso’s Inner Discipline
    Classroom Management Plan Overview
    Gimme Five
    From Terrible to Ideal
    Reflective Teaching Module Overview
  • 4. Tales from the Field
  • 5. Strategy 1:
    Optimizing Student Success
    Developing and Implementing a Comprehensive, Optimizing Approach to Classroom Discipline
  • 6. Principle 1:Present yourself, conduct yourself, and interact with students and others in a professional manner
  • 7. Principle 2:Clarify how you want your students to behave now and in the future.
  • 8. Principle 3:Establish and maintain classroom conditions that help students enjoy and profit from their educational experience.
  • 9. Principle 4:Help students learn to conduct themselves responsibly.
  • 10. Principle 5:Intervene supportively and productively when common disruptions, neurological-based behavior, and/or serious actions occur in the classroom.
  • 11. Ongoing Attention to the 5 Principles
    Use discipline that is optimizing
    Look for ways to prevent misbehavior
    Clarify and communicate the goals of your approach to discipline.
    Align your discipline and instruction programs with student needs, traits and preferences
    Explain how you will intervene when misbehavior occurs.
  • 12. The EMPOWEMENT Team
  • 13. BARBARACOLOROSO:Inner Discipline
  • 14. What is Inner Discipline?
    Inner discipline is the ability to behave creatively, constructively, cooperatively, and responsibly without being directed by someone else.
    Colorosobelieves that teachers must truly believe in their students, and it is worth the effort to show the students that they can learn to be responsible for their own behavior, make their own decisions, and resolve their own problems.
  • 15. The Result…
    Students develop INNER DISCIPLINE
    They learn to manage their own problems
    They learn to think for themselves
    They believe they are capable of solving most problems they encounter!
  • 16. To Have Good Discipline…
    Teachers must do these 3 things:
    Treat students with respect and dignity
    Give students a sense of positive power over their own lives
    Give students the opportunities to make decisions, take responsibility for their actions, and learn from their successes and mistakes
  • 17. Tips from Coloroso...
    Tip # 1: Always treat students the way you yourself want to be treated!
  • 18. Tips from Coloroso...
    Tip # 2: Hold class discussions on the rules, their implications, and their consequences. Students need to hear and understand each rule, the reasons for the rule, and the consequences for violating the rule.
  • 19. Tips from Coloroso...
    Tip # 3: Empower students by teaching them how to make good decisions and accept responsibility for them.
  • 20. Ask Yourself…
    Do I want to empower my students to take care of themselves, or do I want to make them wait for teachers and other adults to tell them what to do and think?
    Teachers who think they must control students turn to bribes, rewards, threats, and punishment to restrict or coerce behavior.
  • 21. Tips from Coloroso...
    Tip # 4: Abandon punishment that can lead to the three F’s (fear, fighting back, or fleeing), and rely on “discipline” (a process that helps students see what they have done wrong and gives them ownership of the problem).
  • 22. When Students Take Ownership of the Problem…
    “You have a problem. What is your plan for dealing with it?
    Teachers are there to offer support, but not to provide solutions.
  • 23. Punishment vs Discipline
    Rather than telling a student, “You can’t go to the library during choice time until you finish your math assignment”—Punishment
    Say, “You can go to the library during choice time when you finish your math assignment.”—Discipline
    This makes students take responsibility for their own actions!
  • 24. Tips from Coloroso...
    Tip # 5: Remember that any discipline strategy you use must leave intact the dignity of both students and teacher.
  • 25. Tips from Coloroso...
    Tip # 6: Strive to use “proper discipline,” which does four things:
    Shows students what they have done wrong
    Gives them ownership of the problems created
    Provides them ways to solve the resultant problems
    Leaves their dignity intact
  • 26. Tips from Coloroso...
    Tip # 7: Use the three R’s of reconciliatory justice to help students take responsibility for their actions:
    correcting any harm that was done
    identifying and correcting whatever caused the misbehavior
    apologizing or otherwise healing the relationship with people who were hurt
  • 27. Tips from Coloroso...
    Tip # 8: Strive for win-win solutions and disputes. Rather than rescuing students or lecturing them, teachers can give students the opportunities to solve their problems in ways that everyone finds acceptable.
  • 28. Tips from Coloroso...
    Tip # 9: Recognize that there are three types of misbehavior:
    Mistakes – errors in behavior, made without intent to break rules. They provide opportunity to learn how to behave more acceptably.
    Mischief – goes beyond mistakes. It is intentional misbehavior, though not necessarily serious, and presents an opportunity for teaching students that all actions have consequences that are sometimes pleasant and sometimes not. It also provides opportunity for showing students ways to solve their problem with dignity.
    Mayhem – a more serious type of intentional misbehavior, is harmful to people and property. When it occurs, teachers should apply the three R’s.
  • 29. Tips from Coloroso...
    Tip # 10: Work together with your students to put an end to bullying. This is necessary if a climate of support is to be maintained to help students profit from school.
  • 30. Identify the reality and define the problem.
    List possible solutions for dealing with the problem.
    Evaluate the options
    Select the options that seem most promising.
    Make a plan and carry it out.
    In retrospect, reevaluate the problem and the solution.
  • 31. The Jellyfish Teacher
  • 32. The Brickwall Teacher
  • 33. The Backbone Teacher
  • 34. Questions?
  • 35. Classroom Management Plan
  • 36. Gimme Five!
    Five Fabulous Tricks, Tips, and Tools for Today’s Teacher
    Today’s Five
    Children’s Literature
    Content Resource
    Computer Tool
  • 37. http://www.fun-with-words.com/rebus_puzzles.html
  • 38.
  • 39. http://www.stevejenkinsbooks.com
  • 40. http://www.ncpublicschools.org/curriculum/
  • 41. Computer Tool of the Day
  • 42. From Terrible to Ideal
    Terrible Teacher
    Ideal Teacher
    Terrible Classroom
    Ideal Classroom
    Terrible Lesson
    Ideal Lesson
  • 43. Reflective Teaching Module
  • 44. February 1, 2010
    Charles #2
    TGS: Chapters 17 and 18
    Bring a list of Rules and Consequences
    Think about potential issue for RTM
    Next Time
  • 45. I am a teacher.