• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
The Doorway to Successful Classroom Management
 

The Doorway to Successful Classroom Management

on

  • 852 views

The presentation focuses on greeting students at the doorway to the classroom as the first step in creating a positive classroom climate. During the presentation, statistics and examples that describe ...

The presentation focuses on greeting students at the doorway to the classroom as the first step in creating a positive classroom climate. During the presentation, statistics and examples that describe familial, cultural, societal, etc., problems, create a sobering awareness of this generation’s youth. This understanding and subtle techniques as students enter the classroom empower the teacher to “rinse away” the outside world. Examples include the concept behind the Statue of Liberty's symbolism and the reasons it has been a successful technique at America's largest retailer, Walmart.

Statistics

Views

Total Views
852
Views on SlideShare
826
Embed Views
26

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 26

http://ncmsa.wikispaces.com 24
https://ncmsa.wikispaces.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    The Doorway to Successful Classroom Management The Doorway to Successful Classroom Management Presentation Transcript

    • The Doorway
      to Success
      Dr. Gerald Wade Neal, Pfeiffer University
      NC Middle School Association Conference, March 13-15, 2011
    • Inside Out: The ART & SCIENCE of Student-centered School & Classroom Climatology
      Addressing Student Needs: The Foundation for Learning and Development
      The Doorway to Success
      Classroom Arrangement and Atmosphere
      The First 10 Minutes
      Minimizing Disciplinary Action
      Personalizing the Instructional Presentation: Introduction and Extension
      The Missing Link: Establishing a Sense of Belonging and Building Self-Esteem
      Student-Centered Approaches to High-Anxiety Assessment: End of Course/Grade Test Anxiety Busters
      Cooperation: Overcoming the Unseen yet Toxic Effects of “Healthy” Competition
    • Every day in America*
      4 children are killed by abuse or neglect
      5 children, or teens, commit suicide
      8 children are killed by firearms
      181 children are arrested for violent crimes
      383 children are arrested for drug abuse
      2,383 children are reported abused or neglected
      1,153 babies are born to teen mothers
      2,411 babies are born into poverty
      2,261 children drop out of high school
      4,356 children are arrested
      9,200,000 children are without health insurance
      12,423,000 children live in poverty
      Children's Defense Fund 2008.
    • BAGGAGE
      All the children included in these statistics (and more categories not listed) come to school carrying their burdens and issues with them. By default our schools have become the focus of efforts to address multiple issues. Schools readily admit they are both inadequately informed and inadequately prepared for this immense task.
    • ENVIRONMENTAL FACTORS THAT INFLUENCE PSYCHOLOGICAL DEVELOPMENT
      Those directly related to “CLASSROOM” are “FAMILY” & “PEER GROUP”
      http://www.c4eo.org.uk/themes/earlyyears/eresource/information-professionals/effective-practice/what-does-the-evidence-tell-us/
    • THE
      FAMILY:
      EXAMPLES
      OF THE BAGGAGE
      THATADVERSLEY
      IMPACTS
      LEARNING
    • Children from Single-Parent Homes
      About 1 in 4 white children, 1 in 3 Hispanic children, & 2 of 3 black children
      • Children in single-parent families score lower on standardized tests and to receive lower grades in school.
      • Children in single-parent families are nearly twice as likely to drop out of school.
      • Children living in single-parent homes or in step-families report lower educational expectations, and less social supervision.
      • At least one-third of children experiencing a parental separation "demonstrated a significant decline in academic performance" persisting at least three years.
      http://www.photius.com/feminocracy/facts_on_fatherless_kids.html
      http://www.jointcenter.org/DB/factsheet/sigpatn.htm
    • Children from Fatherless
      Homes Account for:
      63% of youth suicides.  (Source: US Dept. of Health & Human Services, Bureau of the Census)
      71% of pregnant teenagers.(Source: US Dept. of Health &  Human Services)
      90% of all homeless and runaway children(Source: US Dept. of Health &  Human Services)
      70% of  juveniles in state-operated institutions (Source:  U.S. Dept. of Justice, Special Report, Sept 1988)
      85% of all children that exhibit behavioral disorders (Source: Center for Disease Control).
      80%  of rapists. (Source: Criminal Justice &  Behavior, Vol. 14, p. 403-26, 1978).
      71% of all high school dropouts.  (Source: National Principals Association Report on the State of High  Schools).
      75% of all adolescent patients in chemical abuse centers. (Source: Rainbows for all God's Children).
      Matthew Robinson, "What Causes School Violence?" Investor's Business Daily, November 12, 1997.
    • “The home is
      the most violent
      place in America.”
      In 1995 The FBI reported 27% of all violent crimes involves family on family violence…These statistics grossly underestimates the violence in the home because it is likely that fewer than 5% of domestic violence is ever reported.
      A three year old child’s drawing of his angry father.
      --Dr. Bruce Perry
    • THE REALITY OF ABUSE
      It is estimated that between 5%and 10% of all child abuse is reported.
      In NC, CPS investigates about half of all reported cases (52% in 2002). Scotland County investigated 7% in 2002.
      In all cases, teachersreport about 15%.
      The victims report 0.6 %
      (The parent of the child in the X-Ray told caseworkers that he fell out of bed. The arm is broken in two places.)
      • http://preilly.files.wordpress.com/2006/12/who-reports-child-abuse.jpg
      Gerald Neal Quiet Desperation
    • SEXUAL
      ABUSE
      27% of females and 16% of males claim to have been sexually abused.
      Half of the females who reported rapes were under the age of 18, 16% (1 in 6) were under 12.
      www.a-team.org/child_abuse_statistics.html
    • POVERTY
      “One in six children in America lives
      in poverty.”
      -Save the Children
      “The strongest predictor of student achievement is parents' income.”
      http://granby01033.blogspot.com/2007/11/its-poverty-stupid-education-academic.html
    • POVERTY and CHILD ABUSE
      Compared to children whose families earned $30,000 or more, children in families with annual incomes below $15,000 were:
      • More than 25 times more likely to experience maltreatment
      • More than 44 times more likely to be neglected
      • Over 22 times more likely to be seriously injured
      • 60 times more likely to die from maltreatment
      -Gerald Neal. Quiet Desperation
    • Bullies
      • 8% of students miss 1 day of class per month for fear of being BULLIED.
      • 43% fear harassment in the bathroom at school.
      • 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24.
      • 70% of middle school students feel that there is a bullying problem in their schools. 25% of the teachers in those schools felt bullying was a problem.
      http://members.aol.com/kthynoll/schools.htm
    • Peer Pressure
      • SEX
      • DRUGS & ALCOHOL
      • GANGS
      • CRIME
      • BULLYING
      • DISHONESTY
    • How the BRAIN reacts to STRESS
    • GRAY MATTER ACTIVITY
    • Amygdala
    • THE HIPPOCAMPUS:
      MAKER
      OF MEMORIES
    • TheHippocampus: Memory and Learning
      amygdala
      Repeated stress appears to inhibit the developmentof neurons in one part of the hippocampus and cause atrophyin another. These changes are related to some of the observed functional problems with memoryandlearningthat accompany stress-related syndromes, including post-traumatic stress disorder.
      (PTSD: see Perry & Azad, 1999). (Sapolsky & Plotsky, 1990; Sapolsky et al., 1990).
    • THE CORPUS COLLOSUM
      The underdeveloped Corpus
      Collosummakes it difficult for
      one hemisphere of the brain to
      communicate with the other.
      This impedes or destroys:
      creativity
      problem solving
      regulating emotions
      cause and effect thinking
      social abilities
      communicating emotions
      Neal, Quite Desperation, 2008
    • Healthy Brain
      Traumatized
      Brain
      That can cause the brain to be up to 30% smaller than healthy brains.
      CORPUS COLLOSSUM
    • BLOOM’S
      TAXONOMY
      COGNITIVELEARNING BEGINS
      ???MISSING LINK ???
      HEALTH/SAFETY ENDS
    • WHAT DO TEACHERS NEED TO KNOW?
      The many causes of stress and the severity of its impact on student behavior and achievement
      What the teacher can and cannot do; what the teacher can and cannot be
      The importance of a simple greeting on behavior, academic performance, and meeting student needs
      That cognitive development is minimal until basic needs are met
      The significance of Belonging and Self-Esteem in psychological development
    • “Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these homeless, tempest-tost to me. I lift my lamp beside that golden door"
    • “I saw the Statue of Liberty. And I said to myself, ‘Lady, you're such a beautiful! You opened your arms and you get all the foreigners here. Give me a chance to prove that I am worth it, to do something, to be someone in America.’ And always that statue was on my mind.”
      (Moreno, 2000, p. 65.)
    • THE STATUE OF LIBERTY AS A SYMBOL
      OPPORTUNITY
      ACCEPTANCE
      PROMISE / HOPE
      SAFETY
      KNOWLEDGE
      JUSTICE
      FREEDOM
      HAPPINESS
    • The Torch symbolizes that light (or enlightenment) is the key to achieving freedom.  Without seeing that freedom exists, one cannot obtain it. 
      TEACHERS ARE ALSO LIGHT BEARERS.
    • The Crown
      The statue wears a crown with seven spikes. This represents the 7 seas and 7 continents of the world.
      A TEACHER ALSO WELCOMES A DIVERSE POPULATION
    • The Tablet or Book
      The Statue holds a tablet in her left hand, a book of law based on the founding principles of this nation-
      law.
      TEACHERS ARE AUTHORITY FIGURES WHO FOLLOW CODES AND RULES BY ENFORCING AN ETHICAL CONCEPT OF JUSTICE.
    • The tablet's shape is called a keystone.  In architecture, a keystone is the stone which keeps the others together.  Without it everything would fall apart. 
      THEREFORE, TEACHERS ARE KEYSTONES.
    • Body Language
      Even though the Statue stands on a pedestal, she is actually walking ahead moving forward.  This goddess is lighting the path for others to follow.
      A TEACHER’S BODY LANGUAGE SHOULD INVITE, ENCOURAGE, & LEAD STUDENTS.
    • Broken Chains
      Located at the Statue's feet symbolize the freedom that Lady Liberty has.  It demonstrates that the Statue is free from slavery and bondage.
      TEACHERS ALSO MUST ADVOCATE FOR THE NEEDY IN TODAY’S SCHOOLS.
    • How INVITING is YOUR Harbor?
      "Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse…the homeless, tempest-tost to me.”
      Does this
      describe
      your
      students?
    • “I lift my lamp beside the golden door!"
      WHAT DO YOU SYMBOLIZE
      TO YOUR STUDENTS?
    • Do you hold the torch of enlightenment for them?
      Does your crown embrace diversity?
      Do your arms protect the keystone?
      Do they celebrate the freedoms you provide?
      Do your students think “such a beautiful!” when they see you?
    • The POWER of a Greeting
      “Kind words can be short and easy to speak, but their echoes are truly endless.”
      -Mother Teresa
    • Wal-Mart has grown to become the nation’s largest retailer through customer service and proactive leadership. The first step in each of these two components of their business model is greeting the individual customer at the door.
    • GREETINGS BUILD BELONGING
      From the Wal-Mart Training Manual:
      Provide superior customerserviceto every customer who walks in the store
      Quickly evaluate a customer’s needs upon entering the store
      Buildrapport with new and long-time customers
      Acknowledge customer concerns
      Be proactive rather than reactive
      http://liblogs.albany.edu/library20/2006/11/wal-mart_greeters_in_the_library.html
    • Provide superior customer service to every customer who walks in the store
      CHARACTERISTICS OF CUSTOMER SERVICE:
      Listening
      Dealing with complaints/problems
      Helpfulness
      Concern for the customer/valuing the customer
      Taking the extra step
    • Quickly evaluate a customer’s needs upon entering
      Attitudes
      Supplies
      Questions
      Illness
      Directives
    • Buildrapportwith customers
      “Rapport seems to facilitate both student motivationforlearning and their enjoyment of the course, and enhances student receptivity to what is being taught.”
      http://www.socialpsychology.org/rapport.htm
    • RAPPORT at the
      DOOR!
    • Fast and Effective Rapport Building
      Refer to students by name
      Show interest in their interests and abilities
      Smile
      Use humor on occasion
      Interact with students
      Be available
      Be happy to see them
      Believe each student will succeed.
      Know that everyone want to be needed, want to belong.
    • Acknowledgecustomerconcerns
      "One friend, one person who is truly understanding, who takes the trouble to listen to us as we consider a problem, can change our whole outlook on the world."— Dr. E. H. Mayo
    • Be Proactive: “The windshield is bigger than the rearview mirror.”Tom Daschle
      • To be proactive, ask yourself what is likely to happen, and act before it happens.
      • It takes energy to rise above the difficulties of the moment, to see the big picture and to make the changes you need to make.
      http://www.proactivechange.com/how/proactive-reactive.htm
    • The Doorway to Success
      In South Carolina in 2007, a study was conducted to determine the impact of greeting middle school students as they enter the classroom.
      Students who had a history of off-task behavior were monitored to see how often they stayed on task during the first 10 minutes of class.
      http://seab.envmed.rochester.edu/jaba/articles/2007/jaba-40-02-0317.pdf
    • The Doorway to Success
      First, they were monitored without teacher greetings over an extended period of time.
      http://seab.envmed.rochester.edu/jaba/articles/2007/jaba-40-02-0317.pdf
    • The Doorway to Success
      Students who were NOT GREETED at the doorway were on-task during the first 10 minutes of class under 46% of the time.
    • Then the teacher started greeting the students in the study by name as they entered the classroom, complimenting or welcoming them very briefly.
    • AFTER A FEW MAGIC WORDS….
      These “problem” students who were on task less than 46% of the time during the first 10 minutes of class when the teacher did not greet the students, were on task 73% of the time during the first ten minutes of class followinga brief greeting at the door as they entered the classroom.
    • Teacher greetings increase college students' test scores
      Students in introductory psychology courses who received teachers' personal recognition before class begins ("Hello, I am glad you're in class today.") did significantly better on a class test than the same students who did not receive such pre-class attention.
      College Student Journal, June, 2009 , Lawrence Weinstein, Antonio Laverghetta, Ralph Alexander, Megan Stewart
      67%
      85%
    • WHAT DOES THIS MEAN?
      Students want to belong.
      Students appreciate being appreciated.
      Students thrive on positive energy.
      Students prosper in a productive climate.
      Students work harder for adults they like.
      Students will take interest in someone who takes interest in them.
      Students are humans who feed on positives.
    • Become the torchbearer with the power to meet each student’s needs. Greet the “tired,” “poor,” “wretched refuse,” and “huddled masses” at the gateway to the “land of opportunity” just beyond the threshold of your door. Instill a sense of belonging and create a climate of exploration and discovery.
    • Dr. Gerald W. Neal
      Associate Professor
      Pfeiffer University
      (704) 985-1681
      (704) 224-6317
      gerald.neal@fsmail.pfeiffer.edu
      drgwneal@gmail.com
      COVER: Quiet Desperation, Hamilton Books, 2008 >