Class #3 TCHR 6020 ECU February 1, 2010 Dr. Brian Housand

1. TCHR 6020MAT Classroom ManagementClass #3 Dr. Brian Housand East Carolina University Monday,February 1, 2010

2. Get a laptop. Log on to our website. Take Today’s Poll. Log on to Today’s Meet. Welcome Back

3. Today’s Agenda Week in Review Charles on Preventing Misbehavior Charles’s Synergy RTM: Literature Reviews GimmeFive TGS: Discipline Prevention CMP: Establishing Rules

4. My Week in Review Philadelphia iPad My PAD State of the Union Snow!!! Future Trips

6. Tales from the Field

7. Strategy 2: Preventing Misbehavior Taking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom

8. What is Misbehavior?

9. “An adult concept in which a specific action of the child is seen as producing an undesirable consequence for the adult.” Misbehavior is anything students do that teachers do not like.

10. Linda Albert Inappropriate acts associated with students’ pursuits of mistaken goals which are: Attention Seeking Power Seeking Revenge Seeking Withdrawal / Assumed Inadequacy Misbehavior appears when students fail to achieve their prime goal of acceptance in the classroom.

11. Barbara Coloroso Categorizes misbehavior as: Mistakes Accidental or uninformed Mischief Intentional but benign Mayhem Intentional and more serious

12. Spencer Kagan With Kyle and Scott Disruptions that can be categorized in four types: A – Aggression B – Breaking Rules C – Confrontations D – Disengagement Spring from 7 student positions: Attention seeking, avoiding failure, angry, control seeking, energetic, bored, or uninformed

13. William Glasser Unacceptable acts students perform in an attempt to meet one or more of the five prime needs: Safety, Love and Belonging, Fun, Freedom, and Power Misbehavior is minimized to the extent that students are able to satisfy those needs in the classroom.

14. C. M. Charles Any action that, through intent or thoughtlessness, Interferes with teaching or learning, Threatens or intimidates others Oversteps society’s standards of moral, ethical, or legal behavior

15. 13 Types of Misbehavior Inattention Apathy Needless talk Moving about the room Annoying others Disruption Lying Stealing Cheating Sexual Harassment Aggression and Fighting Malicious Mischief Defiance of Authority

16. Causes of Misbehavior and Where They Reside In Individual Students In Class Peers and Groups In Instructional Environments In Teachers and Other School Personnel

17. In Individual Students Unmet needs Thwarted desires Expediency Urge to transgress Temptation Inappropriate Habits Poor behavior choices Avoidance Egocentric personalities Neurological-based behavior

18. In Class Peers and Groups Provocation Contagious group behavior

19. In Instructional Environments Physical Discomfort Tedium Meaninglessness Lack of Stimulation

20. In Teachers and Other School Personnel Poor Habits Unfamiliarity with better techniques Presenting poor models of behavior Showing little interest in or appreciation of students Succumbing to personal frustration Succumbing to provocation Providing ineffective guidance and feedback Using ineffective personal communication Failure to plan proactively Using coercion, threat, and punishment

21. http://scils-synergetic.pbworks.com

22. Syn-er-gy|ˈsinərjē| noun a phenomenon in which two or more people (or other entities) interact in a manner that builds mutual energy.

23. Basic Student Needs Security Hope Dignity Belonging Power Enjoyment Competence

24. Elevating Class Spirit and Energy Emphasize Class Conditions and Activities Students are Known to Like Work to Develop Class Ethics and Trust Emphasize and Use Your Personal Charisma Improve the Quality of Communication Make use of “Co-opetition”

26. Preventing Problems

27. Physical Environment A well-ventilated room Glare free lighting Colorful and informative bulletin boards A clean and orderly room Private spaces for students Visibility from all areas of the room Compatible seatmates Match of layout with teaching style

28. Meeting Individual Differences Differentiated Assignments Grouping Choices and Decisions Realistic Expectations Capitalizing on Interests

29. Meaningful Activities Procedures Student Engagement “Sponge” Activities

30. Instruction Focus Attention Avoid Over-Dwelling and Fragmentation Practice Kounin’sWithitness Variety and Group Alerting Overlappingness Smooth Transitions Know When to Stop Check for Understanding

31. Emotional ObjectivityFocus on the behavior and the causes.Do Not Personalize.Do Not Blame. Remain Positive.

32. Questions?

33. Reflective Teaching Module

34. Identify a problem or issue Identify a problem or issue (related to teaching) from your senior I internship This may be something you wish to improve upon in your own practice This may be something that you observed in your CT’s practice and foresee as an issue for you Analyze the problem – break it down into its component parts

35. Learn more about how to “fix” it Investigate ways to fix/solve/address this problem or issue Search for research and practice articles that address the same or similar problems Some helpful databases: Proquest research library EBSCOhost PsycARTICLES JSTOR

36. Read carefully looking for: Interventions Approaches to the problem/issue Treatments Ways to measure behavior Ways to set up a study

37. What is a Literature Review? Summary and Synthesis of previous research These are NOT your ideas! Report on the ideas of others

39. Describe the study / strategy

40. Identify the population studied (if applicable)

42. Steps for Getting Started1. Identify Topic2. Choose KEYWORDS3. Search Databases4. READ5. Look at citations6. Narrow Search

43. Gimme Five! Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five Challenge Children’s Literature Curriculum Connection Content Resource Computer Tool

44. 8 8 6 2 9 The name of the game is 24 You task is to use all 4 numbers on the card only once. You can add, subtract, multiply or divide, but it has to be equal to 24. 4 2 1 8 2 2 6 9 2 2 8 3 3 8 8

45. http://www.paulfleischman.net

46. Tech Tool of the Day http://books.google.com

47. NCSCOS http://tinyurl.com/new-nc-math

48. http://illuminations.nctm.org

49. Classroom Management Plan

50. Creating Classroom Rules Are you going to create the rules? Or Will you create them with the class?

51. Creating Classroom Rules Should beabout 5 total rules. State them in the positive instead of the negative. NOT: Don’t get out of your seat. INSTEAD: Stay Seated State the behaviors you wish to observe. NOT: No hitting INSTEAD: Respect each other

52. Cute Class Rules Show your armpits 6 legs on the floor YARFYOS You Are Responsible For Your Own Self Measure Your Voice

53. Example #1 1. Raise your hand. 2. Keep your hands and feet to yourself. 3. Walk. 4. Treat people the way that you would like to be treated. 5. Follow directions.

54. Example #2 Follow directions the first time given Keep body parts, objects and unkind words to yourself Be in the proper place at the proper time Use materials and equipment properly Always walk in the building

55. Example #3 1. Follow directions the first time given 2. Raise your hand and wait for permission to talk 3. Do not leave seat while the teacher is teaching 4. Hands, feet, and objects to yourself 5. Respect yourself and others

56. Example #4 1. Bee a good listener 2. Bee responsible 3. Bee in control 4. Bee cooperative 5. Bee your best

57. Example #5 Red rule: Pay attention. Listen carefully. White rule: Raise your hand. Pink rule: Stay on task. Yellow rule: Keep hands and objects to yourself. Green rule: Clean up your area. Orange rule: Be kind and show respect.

58. Begin Your Planning Brainstorm answers to the following: What behaviors do you value? What do you expect from your students? What type of behavior is unacceptable? Begin Drafting Rules that encompass what you value and expect from your students.

60. February 15, 2010 Charles #3 TGS: Chapters 11-14 Literature Review List current and needed Protocols Next Time

61. I am a teacher.