Classroom Management 1

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Logical Consequences in the class room - Robert McKenzie's Work

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Classroom Management 1

  1. 1. Classroom Management Establishing and maintaining standards for student behavior
  2. 2. Myths Reality <ul><li>Teaching rules is the parents’ job </li></ul><ul><li>Children should know what I expect </li></ul><ul><li>Explaining my rules to children should e enough </li></ul><ul><li>If I cover my rules in the beginning, I shouldn’t need to do it again </li></ul><ul><li>In the classroom, it’s the teacher’s job </li></ul><ul><li>Students need time to learn the rules and expectations </li></ul><ul><li>Rules need to be taught with words and actions . </li></ul><ul><li>Rules need to be taught practiced, reviewed, re taught and practiced some more. </li></ul>
  3. 3. Myth Reality <ul><li>Children won’t take me seriously unless I’m strict </li></ul><ul><li>If children hear my rules often enough, the message will begin to sink in. </li></ul><ul><li>Students resent firm rules and teachers who make them </li></ul><ul><li>When my students sense that I care they will cooperate. </li></ul><ul><li>Being strict without being respectful will not earn the willing cooperation of most students </li></ul><ul><li>Actions speak louder than words . </li></ul><ul><li>Students respect teachers who establish clear, firm classroom rules </li></ul><ul><li>Caring without firm limits will not earn you the respect you deserve. </li></ul>
  4. 4. 1.Seat Work: Ms. Atkins has a class rule that students enter the class quietly, take the materials out of their back pack that they need, and begin working on a daily ‘seat work’ assignment immediately. Matt enters the class, throws his back pack loudly on the desk, turns to his neighbor and starts talking. Ms Atkins notices the behavior and says “ We enter like this.” She models the behavior and Matt turns toward the front of the class. What do you predict will happen next? What are the next steps should Ms. Atkins take?
  5. 5. 2. Mr. Larson notices some of his students have been bringing Ipods and pictures to class and listening to music and passing pictures around and talking. The teacher says, “Mia, what did I say about your ipod and pictures?. Now put it away, please.” He lets it pass with just a warning. What do you predict will happen next? What next steps should Mr. Larson take?
  6. 6. Creating Accountability Friday Folders – Send home work each Friday Fun Friday – PAT for students who finish weekly work Makeup Sessions for Missed Work The Classroom Rental Center
  7. 7. Recess Academy – Teachers hold ‘recess academy’ for students in order for students to practice a behavioral rule that they have not mastered. So, a student who does not remember to raise his hand before speaking would be assigned to come to ‘recess academy’. During the academy time the student would practice raising his hand in a variety of situations. When the student masters the skill he is able to leave.
  8. 8. Why didn’t Nate cooperate? Nate disrupts Continues talking Continues talking Continues talking Disruption continues Continues to argue and debate Protests Teacher ignores misbehavior Gives unclear directions Warns; gives more unclear directions – appeals for cooperation Repeats and reminds; debates – lectures Threatens consequences – Begins to follow through Argues Gives in Issues warning Repeats threat
  9. 9. Why doesn’t Jane co operate? What are the next steps? Students disrupt Students deny responsibility; blames Jane Jane continues to disrupt Denies guilt Continues to disrupt Refuses to write sentences Challenges teacher More refusal Investigates Gives stern, disapproving look Intimidates; reprimands Shames (feels angry) Uses more intimidation Taunts; threatens Continues to shaming Sends Jane to hallway Makes Jane write sentences Threatens more consequences
  10. 10. Stopping Power Struggles Checking In – “What did you hear me ask me to do?” The Cut Off – “We are finished talking about it.” Cool Down - I think we need some time to cool down. Limited Choices – “You can sit quietly with your friend or you can sit quietly alone. What would you like to do?
  11. 11. Guidelines for Choices <ul><li>Restrict the number of choices you present </li></ul><ul><li>Remember the choices are your limits </li></ul><ul><li>Make the student responsible for the decision </li></ul><ul><li>When students state their intention to comply but fail to do so, follow through with the stated consequence </li></ul><ul><li>Use a Timer – </li></ul><ul><li>If the worksheet is not complete when the bell rings , I want you to move to the back table and work on it until you finish. </li></ul>
  12. 12. Guidelines for Choices <ul><li>Ignore Attitude – Not Behavior </li></ul><ul><li>“ Anthony, hand over the comic book, please.” </li></ul><ul><li>Anthony gives his teacher a look of disgust, rolls his eyes, mumbles something under his breath, and starts to complain. </li></ul><ul><li>Anthony’s teacher holds firm and waits </li></ul><ul><li>Anthony hands over the comic </li></ul>
  13. 13. Guidelines for Choices <ul><li>Hold Firm - Alexis stretches a five minute bathroom trip into a twenty five minute excursion. The teacher takes her aside and states: “ Alexis, You know the rule. Bathroom passes are five minutes. You need to make up the extra time you took at nutrition or lunch. If you don’t make up the time you lose your bathroom privilege for the rest of the quarter.” </li></ul>
  14. 14. Principles of Effective Consequences <ul><li>Immediacy </li></ul><ul><li>Consistency </li></ul><ul><li>Logically Related </li></ul><ul><li>Proportional </li></ul><ul><li>Respectful </li></ul><ul><li>Followed by a Clean Slate </li></ul>
  15. 15. When to Use Logical Consequences <ul><li>If students arrive unprepared – use the rental center to teach responsibility </li></ul><ul><li>If a student makes a mess – have them clean it up </li></ul><ul><li>If a student is destructive – have the student repair, replace, pay or perform community service (class assigned) </li></ul><ul><li>If a student misuses or abuses a privilege - remove or modify the privilege </li></ul><ul><li>If a student behaves aggressively - separate the aggressive student from others – have them rehearse appropriate behavior </li></ul><ul><li>If the students waste or misuse instructional time – have them make up instructional time, this can be done when other students have ‘preferred activity time’, are viewing a movie, or are engaged in some other non-academic activity. </li></ul><ul><li>If a student fails to master basic protocol - have them practice during nutrition, lunch, or after-school. </li></ul>

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