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

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

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.

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

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

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

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

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

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.

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

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.

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.

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.

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

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

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

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?

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

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.

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

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.

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

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.

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.

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

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

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

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

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