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  • HI
    May i get this presentation ,my email is immy67@gmail.com
    thanks
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  • wonderful work...so applicable...
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  • it is great presentation.can we please get ppt.thanks alot
    nizamettin.yildiz@gmail.com
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  • Very clear, succinct presentation of the Bump Theory. Could I please have a copy of this slide show to share with my behaviour management committee? Lynne.Anderson@education.wa.edu.au
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Classroom management Classroom management Presentation Transcript

  • Classroom Management… A thinking and caring approach
  • Workshop outcomes… Understand and apply what effective teachers do to encourage appropriate behaviour and how they respond to students when they choose to misbehave
  • Two Dimensions
    • What effective teachers do to encourage appropriate behaviour, and
    • What effective teachers do to respond to misbehaviour when it occurs
  • Just for a reality check …list all the misbehaviours you can think of that occur in your classroom and school.
    • Tapping pencil, pushing, kicking, hitting
    • Listening to Ipod, daydreaming, chewing gum carving on desk, running in hall
    • Passing notes, not working, refusing to work in a group, swearing, rude comment under breath
    • Chatting, cheating on test, coming late,
    • Rocking in chair, getting up and walking around
    • Racial slur, gender slur, cell phone ringing, self mutilation
  • Obviously …
    • A system of classroom management has to deal with those misbehaviours. As a teacher, we have to deal with those misbehaviours over which we have some control. Some misbehaviours require a team response -- other teachers, school administration, parents, social workers etc.
  • The less effective teacher
    • Why you did not respect that teacher
    • How they responded to students when they misbehaved
  • The less effective teacher
    • Why you did not respect that teacher
    • No sense of humour, did not like being in class, rude, boring, unfair, class favourites, not prepared, disorganized, not feedback on assignments
    • How they responded to students when they misbehaved
    • Didn’t respond, yelled, made you write lines, threw things, slammed things, always sent us to the office
  • The more effective teacher
    • Why you did respect that teacher
    • How they responded to students when they misbehaved
  • The more effective teacher
    • Why you did respect that teacher?
    • Sense of humour
    • Enthusiastic
    • Cared about us outside the classroom
    • Polite, fair,
    • Let us in to their life
    • How did they respond to students when they misbehaved?
    • Appropriate intensity,
    • Proximity, our name, the look, gave us choices, talked to us privately
  • Two Teacher Beliefs
    • Less effective teachers tend to believe that all students should behave. The result is they apply a limited range of skills.
    • Effective teachers tend to believe that all students at some time will misbehave. The result is they have a more extensive range of skills
  • So lets watch a more effective teacher…
  • Two Teacher Beliefs…continued
    • The teachers who believe all students should behave will be continually ____.
    • The result is they live on the edge of anger, they take things personally, and they are more reactive.
    • The teachers who believe that no matter how well prepared they are etc., that all students will misbehave is less likely to get caught emotionally because they are less likely to take things personally
    • The result is they are more proactive.
  • As a result we have 2 givens
    • All kids at some time will misbehave … and
    • You are expected to deal with it
  • Cohesive Bonding
    • Every thing we do or say; or don’t do or say … causes students to bond with us or against us; if they bond with us, it is difficult for a student to collect allies; if they bond against us, the difficult student finds it easier to find allies.
  • Cohesive Bonding…continued
    • We all exist on a continuum between the best teacher ever and the worst teacher ever. If our mean classroom score is 75 or higher, what we attempt, usually works. If it slides down to say 32, then most things will not work.
  • Why do students misbehave?
    • Need to belong
    • Need to have power or control over ones life
    • Need to experience fun/enjoyment
    • Need to be free
    • My guess if that this also applies to us.
  • The result if these needs are not met…
    • Four Goals of misbehaviour
      • Attention
      • Power
      • Revenge
      • Assumed Disability
      • Note: just because students misbehave does not mean they have an inappropriate goal of misbehaviour
  • Two paradoxes
    • Paradox of power through weakness -- they appear powerless but have everyone dancing to their needs
    • Paradox of negative reward -- you think it is a punishment and they see it as a reward
  • Two Dimensions
    • Prevention
    • Personality
    • Instructional wisdom
    • Assessment wisdom
    • Curriculum wisdom
    • School Culture
    • School Discipline procedures
    • Responding
    • Low key responses
    • Squaring off
    • Choices
    • Implied Choice
    • Power struggles
    • Informal chat
    • Formal chat
    • In-school suspensions
    • Out of school suspensions
    • Expulsion
  • The first escalation BUMP ONE: Low Key Responses
  • Bump One: Low Key Responses
    • The look
    • Proximity
    • Student’s name
    • Pause
    • Cough
    • Deal with the problem
    • Signal
    • Politeness
    • Ignore
    • What do all the Low Key responses have in common?
  • Bump One: Low Key Responses -- common attributes
    • Minimal verbal
    • Not a distraction to most the class
    • Don’t stop the flow of the lesson
    • Don’t invite an escalation
  • BUMP ONE: what misbehaviours can be addressed by employing the Bump 1 skills?
    • You have identified what you consider are the inappropriate behaviours you might find in your school/classroom
    • In your groups, discuss the above question.
  • The next escalation: Bump Two: Squaring Off
  • What is Bump 2 in your classroom? … you have tried a few Bump One skills, they are not working so given the students are escalating … you have to match that escalation … what do you do?
  • What is Bump 2 in your classroom? • stop teaching, pause • turn to the student • provide an optional minimal verbal • end with a thank you
  • How do you decide which Bump to select and how and where and when to do it?
    • Frequency of the misbehaviour
    • Time between misbehaviours
    • Severity of the misbehaviour
    • Importance of lesson
    • Your relationship with the students
    • Students life at home
    • Past behaviour of the student
    • School discipline policy
    • Support of the office
  • The third escalation… Bump Three and Four: Choices and the Applied Choice
  • Take a misbehaviour and design what you think is an effective choice.
    • Once you have done this -- think of the critical attributes of effective choices -- what do effective choices have in common that increase the chances they work.
  • Attributes of effective choices
    • Logical - the choice
    • is related to the misbehaviour
    • Given as immediately as possible
    • Choice is not an ultimatum
    • Choice is done in a positive or neutral tone
    • You can follow through on the choice
    • The choice is not seen as punishment
  • The next escalation … Bump 4: Following through on the choice
  • Bump four is where you find out whether or not you can follow through on the choice you created. The follow through must be done in a positive or neutral tone.
  • For example … “ I’m sorry but you’ve made the decision to work over here …. Thank you.”
  • The next escalation Bump Six: The Chat
  • A simple mental set…
    • What does the term ‘chat’ mean to you? Take about 15 seconds and consider the implication of a ‘chat’ -- when you have an idea … share with a partner … I will randomly call on a few of you to share.
  • Sharing the objective …
    • Today we will play at the comprehension and application of Bloom’s Taxonomy -- to understand the essence of an effective chat; the see one ‘happen’ and then to practice doing one.
    • So, let’s use a constructivist approach and generate some INPUT.
  • Generating knowledge
    • Three-Step Interview on the essence of an effective Chat (Bump 5)
    • Groups of 3 -- letter off ABC
    • A=interviewer
    • B=interviewee
    • C=reporter
    • Get your ‘act’ together - 2 minutes
    • Interview: I will time; 90 second interviews
    • Round Robin
    • Collapse your interview data
  • Generating knowledge
    • Three-Step Interview on the essence of an effective Chat (Bump 5)
    • Groups of 3 -- letter off ABC
    • A=interviewer
    • B=interviewee
    • C=reporter
    • Get your ‘act’ together - 2 minutes
    • Interview: I will time; 90 second interviews
    • Round Robin
    • Collapse your interview data
  • Modelling: a role-play
    • See if you can see evidence of what you identified as critical to a teacher/student chat
    • Share what you observed
    • Compare with what is in the book
    • Read the one in the book
  • Practice: role-play
    • Put yourself into a new group of 3
    • Can’t have more than one male in each group -- no one from your Tribes group in your group -- no one from your current table in your new group
    • Situation: student keeps talking when you’ve asked the student to stop talking
    • Plan as a team -- then try it out -- I will let you know your role in the interview