Classroom management

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
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

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

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

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Classroom management

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