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SXSW SlideShow
- 3. Do you believe… 1. Character Is Learned
- 4. Do you believe… 2. Character Is Behavior Based
- 5. Do you believe… 3. Behavior Can Change
- 6. Do you believe… 4. Discipline Influences Behavior
- 7. Do you believe… 5. Positive Relationships Build Character
- 9. ACEs Are High – Adverse Childhood Experiences
- 10. SELF-CONTROL Conflict is inevitable. Combat is optional.
- 11. TEACH TO EXPECTATIONS The most unchallenged assumption in education is that students come ready and able to learn. Behavior must be systematically taught like every other subject.
- 12. REFOCUS Discipline vs. Punishment If a child can’t read… we teach. If a child can’t compute… we teach. If a child can’t spell… we teach. If a child can’t behave… we punish. Dr. Bob Algozzine
- 13. REFOCUS The purpose of discipline is to teach responsibility rather than invoke obedience.
- 14. Reward Effort Not Behavior In his book Drive: The Surprising Truth About What Motivates Us, Daniel Pink identifies seven drawbacks to extrinsic rewards: cripple intrinsic motivation limit performance squash creativity stifle good conduct promote cheating can become habit-forming and spur a short-term mindset. Giving prizes for routine and mindless tasks can be moderately effective, Pink writes. But offering rewards for those tasks that are “inherently interesting, creative, or noble…is a very dangerous game.” When it comes to promoting good behavior, extrinsic rewards are “the worst ineffective character education
- 15. UNCONDITIONAL POSITIVE REGARD Rules without relationship = Rebellion Rules with relationship = Respect
- 16. Accountability Builds Rapport & They Like You More Why? They Respect It Appreciate It Liberated By It
- 17. TEACHERS ACTIONS in their classrooms have TWICE THE IMPACT ON STUDENT ACHIEVEMENT as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. Robert Marzano, 2003
Editor's Notes
- Kids don’t care how much you know until they know how much you care – Who said that first? Book gift. If your students think for a second you don’t care you’ve lost an opportunity to speak into their lives to inspire and to challenge Not trying to be warm and fuzzy, research is clear – when we create a culture based on healthy, appropriate relationships students work harder and challenge less
- One of the most unchallenged assumptions in schools today is that students come to class ready and able to learn We know that isn’t always the case – the kids who didn’t get bkfast or wearing grandma’s shoes Stay out of the if-only pit We can affect behavior – if not us, then who, if not now, then when? Good behavior must be taught as if it were as important as reading, writing and arithmetic
- Belief #4. Behavior can be changed I’m talking about you here, not the students. It’s going to be hard sometimes because I’m going to ask you to change the way you do business. And ultimately it’s up to you to decide if you want to or not. This is boring! Um, Liz, I stayed up until 3am working on this lesson plan last night – this is NOT boring. If you just do that 23 kids have just witnessed how to take the teaching train off track. You’ve just reinforced for that student and 22 others how to stop the teaching train. So we’re going to show you a better way how to take that one on. How you can remain in control and respond right every single time. Problem behavior is captivating, even for adults. Rubber necking on the freeway It’s the same in the classroom. You say, “Johnny stop talking” “I wasn’t talking” “Yes you were. I saw you with my own eyes.” “I just asked her for a pencil.” “So that means your were talking” “But I don’t have a pencil” “What happened to your pencil” “I broke it”… This is called the sucker dance – you got sucked in. The child is enjoying the attention. You are getting frustrated. And what are the other kids doing? Rubber necking. Educators are losing 5-9 hours a week on low level behaviors. It’s not the child throwing chairs over someone heads. It is the little things that are stealing your instructional time. With every exchange you are climbing the stairs until you reach an unbearable limit. And then what. It becomes a lose-lose situation for both the student and the teacher. Teaching energy is too valuable to drain on one student. The reality is that the rest of your class wants that lesson that you worked hard on. It’s frustrating for everybody. The strategies you learn will stop that back-and-forth verbal dance.
- Finally – Good discipline is always a matter of good timing. You all have what it takes to be successful teachers, you already are successful teachers. Even professional athletes know they need practice that they have more to learn – there’s always another level for you to reach. No gimmicks today No marbles in a jar, pulling colored cards – green, yellow, red, paper clips on a string, moving over a rainbow or up the tree. No counting strategies (1, 2, 2.5) No multiple warnings/repeated requests We’ve worked with teachers who use these kinds of a strategies and the feedback is that the program ends up running the classroom They tell us that this isn’t working for them. We worked with one teacher who was using 1, 2, 3, Magic, and had a lot of frustration - lots of multiple warnings and repeated requests. So we tell them, the next time you get to class I want you to walk up to your students at the first sign of misbehavior and do this – that’s 3. Changing behavior is most effective when we start at 5 years old, not 15 years old. We encouraged dialogue with concerned parents – Before she was managing a bunch of little fires all the time and what it looks like now. Successful transition No programs that offer multiple warnings and repeated requests. We want to get away from that. We want to set expectations and hold students to them. I’m also not going to talk about putting students names on the board with checks after it. There are a lot of neat things in that program but the minute you put a students name on the board and say after 3 checks you lose recess – what have you just said? Go for it, you have 2 free shots and after the 3rd time I’m going to come down on you like a ton of bricks. Any child, and they are all bright, they’re going to hear this and know yeah – this is great, I have two free warnings! Difficult to learn classroom management until you have your own classroom and it’s just you and the students – a little like drinking from a fire hose. We’re going to give you some strategies that work – not create more work.
- Conflict is inevitable We have job responsibilities – students jobs are to challenge authority Next time they challenge you they are asking if you care enough to teach them Good friends hold us accountable Students may still be figuring out boundaries Brain development: Rental cars at 25, I’m going to tell her off – exec fxn says you better not, she’s your principal! Amygdala hijack – act, then think You and I are ready, aim, fire! They operate Ready, Fire!, aim – we don’t always understand them, and they don’t either, what were you thinking? Kids do first then wait for feedback to learn what is right Conflict will happen – it’s part of growing up; question is how will you handle it?
- Foundation of everything we do The most unchallenged assumption in schools today is that students are coming ready and able to learn Today’s generation is the most connected and yet unsocialized generation ever They have been taught by non-existent parents Affluent who aren’t home Single working 3 jobs They are doing everything they can and someday the students will look back with a teach in their eye and say I can’t believe what they did for me but the reality is that they spend a lot of time alone. This is not meant negatively, this is a reality.
- A difficult thing to explain Definition of rapport is ability to gain trust in others We know what it looks like when we make the connection and walls come down Little things we can do – encouragement, good communication Before we move on, we should take a quick look at 3 different management styles – think about which best describes your style