Classroom Management and Managing Aggressive Individuals

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Classroom Management and Managing Aggressive Individuals

  1. 1. Welcome to the Willard R-2 School District! Congratulations!
  2. 2. Classroom Management & Managing Aggressive Individuals Willard, Missouri August 5, 2008  2008 EDU-SAFE L.L.C.
  3. 3. Workshop Objectives <ul><li>Know how to design clear expectations for student behavior, classroom routines and the prevention of misbehavior </li></ul><ul><li>Recognize and know how to respond to the early warning signs of those susceptible to aggressive and/or violent behavior </li></ul> 2008 EDU-SAFE L.L.C.
  4. 4. Things We Do Not Control <ul><li>A parent’s attitude toward learning </li></ul><ul><li>‘ Yell and Hit’ method of parenting </li></ul><ul><li>Societal ills: drugs, violence, constant danger </li></ul><ul><li>Kids brought up on TV and Video games </li></ul> 2008 EDU-SAFE L.L.C.
  5. 5. Things We Do Control <ul><li>Student experiences of learning in the classroom </li></ul><ul><li>Academics – quality and quantity </li></ul><ul><li>Student Engagement </li></ul> 2008 EDU-SAFE L.L.C.
  6. 6. What do students want? <ul><li>Teachers to be nice and smile often </li></ul><ul><li>Teachers to care about them </li></ul><ul><li>Teachers to be understanding </li></ul><ul><li>Teachers to be patient </li></ul><ul><li>Teachers to be fair and consistent </li></ul><ul><li>Teachers who like teaching </li></ul> 2008 EDU-SAFE L.L.C.
  7. 7. What do students want? <ul><li>Teachers that are trustworthy </li></ul><ul><li>Teachers who get to know them </li></ul><ul><li>Teachers who believe in them </li></ul><ul><li>Teachers who make learning interesting </li></ul><ul><li>Teachers who don’t embarrass them </li></ul><ul><li>Teachers who challenge them </li></ul> 2008 EDU-SAFE L.L.C.
  8. 8. What do students want? <ul><li>Teachers who don’t scream </li></ul><ul><li>Teachers who don’t give up on them </li></ul><ul><li>Teachers that challenge them to be their best </li></ul><ul><li>Teachers who help them succeed </li></ul> 2008 EDU-SAFE L.L.C.
  9. 9. Master Teachers <ul><li>Know what they are doing every day </li></ul><ul><li>Know and teach classroom procedures throughout the school year – even in the spring </li></ul><ul><li>Know their professional responsibilities </li></ul><ul><li>Know that every day can be “the first day of school” </li></ul> 2008 EDU-SAFE L.L.C.
  10. 10. A Well Managed Classroom <ul><li>Characteristics </li></ul><ul><li>High level of student involvement with work </li></ul><ul><li>Relatively little wasted time, confusion, or disruption </li></ul><ul><li>Work oriented but relaxed and pleasant climate </li></ul> 2008 EDU-SAFE L.L.C.
  11. 11. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Constantly ask - Are they learning what I want them to learn? Can they demonstrate or explain what they have learned? </li></ul><ul><li>Ensure that students understand assignments are based upon objectives </li></ul> 2008 EDU-SAFE L.L.C.
  12. 12. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Have a discipline plan </li></ul><ul><li>Start class immediately </li></ul><ul><li>Have daily agenda, objectives, and assignments posted </li></ul><ul><li>Circulate and scan </li></ul> 2008 EDU-SAFE L.L.C.
  13. 13. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Dress professionally </li></ul><ul><li>Understand that they are role models </li></ul><ul><li>Are able to say “No” and mean it </li></ul> 2008 EDU-SAFE L.L.C.
  14. 14. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Invest time in practicing procedures until they are routine </li></ul><ul><li>Know how to bring class to attention </li></ul><ul><li>Know how to praise and encourage </li></ul> 2008 EDU-SAFE L.L.C.
  15. 15. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Meet and greet students at the door </li></ul><ul><li>Use a seating chart </li></ul><ul><li>Teach responsibility by making students responsible for daily tasks </li></ul> 2008 EDU-SAFE L.L.C.
  16. 16. A Well Managed Classroom <ul><li>Effective Teachers </li></ul><ul><li>Introduce rules, procedures, and routines from day one and continue to teach them throughout the school year </li></ul><ul><li>Make regular and routine calls to the student’s parents </li></ul><ul><li>Have a procedure for dismissing class </li></ul> 2008 EDU-SAFE L.L.C.
  17. 17. Consequences vs. Punishment <ul><li>There should not be punishment – only consequences </li></ul><ul><li>Consequences should be designed to get a student’s attention </li></ul><ul><li>Consequences should have a hierarchy </li></ul><ul><li>Consequences should teach that students have a “choice” </li></ul> 2008 EDU-SAFE L.L.C.
  18. 18. An Overall Climate of Civility is Critically Important <ul><li>When students see others being treated harshly by school personnel it scares them. Shy, well-behaved students may be apprehensive of adults at school. </li></ul><ul><li>This is true even if the abuse is occurring in another teacher’s classroom. </li></ul> 2008 EDU-SAFE L.L.C.
  19. 19. Reminders & Warnings <ul><li>Non Verbal Reminders </li></ul><ul><li>Pause in speaking </li></ul><ul><li>Look at student </li></ul><ul><li>Walk near the student </li></ul><ul><li>Place hand on student desk </li></ul><ul><li>Point to the work that student should be doing </li></ul> 2008 EDU-SAFE L.L.C.
  20. 20. Reminders & Warnings <ul><li>Verbal Reminders </li></ul><ul><li>Say student’s name </li></ul><ul><li>State rules aloud to classroom </li></ul><ul><li>Comment on those behaving appropriately </li></ul> 2008 EDU-SAFE L.L.C.
  21. 21. Outside the Classroom <ul><li>Removal from Classroom </li></ul><ul><li>Hallway </li></ul><ul><li>Another classroom </li></ul><ul><li>Designated bench </li></ul><ul><li>Office </li></ul> 2008 EDU-SAFE L.L.C.
  22. 22. Emphasize - <ul><li>Procedures rather than rules </li></ul><ul><li>Consequences rather than punishment </li></ul> 2008 EDU-SAFE L.L.C.
  23. 23. Students Need to Understand <ul><li>Appropriate signal for getting teacher’s attention </li></ul><ul><li>Appropriate way to enter and leave the classroom </li></ul><ul><li>How to maintain, obtain and use materials for learning </li></ul><ul><li>How to leave the class for a personal matter </li></ul><ul><li>How to react when there is an intercom announcement </li></ul> 2008 EDU-SAFE L.L.C.
  24. 24. Room Arrangement <ul><li>Arrange desks so that all students face the teacher and students can be easily monitored </li></ul><ul><li>Allow for room to move between aisles </li></ul><ul><li>Plan for student belongings </li></ul> 2008 EDU-SAFE L.L.C.
  25. 25. Room Arrangement <ul><li>Have a consistent place for listing the day’s and week’s assignments </li></ul><ul><li>Post a large example of heading for student work </li></ul> 2008 EDU-SAFE L.L.C.
  26. 26. Teacher Caused Student Misbehavior <ul><li>Capricious or inconsistent enforcement of rules </li></ul><ul><li>Extra assignments for poor behavior </li></ul><ul><li>Intentional embarrassment of students </li></ul> 2008 EDU-SAFE L.L.C.
  27. 27. Teacher Caused Student Misbehavior <ul><li>Group punishment </li></ul><ul><li>Loud talking </li></ul><ul><li>Nagging </li></ul><ul><li>Negative touch control </li></ul> 2008 EDU-SAFE L.L.C.
  28. 28. Teacher Caused Student Misbehavior <ul><li>Overreacting </li></ul><ul><li>Physical punishment </li></ul><ul><li>Premature judgment </li></ul><ul><li>Threats and ultimatums </li></ul><ul><li>Writing as a punishment </li></ul> 2008 EDU-SAFE L.L.C.
  29. 29. Poor Behavior is Contagious! <ul><li>Students act crazy, and they give those behaviors to us. </li></ul><ul><li>Talk to your friend about the meaning of this statement. </li></ul> 2008 EDU-SAFE L.L.C.
  30. 30. Attitudes and Beliefs <ul><li>Teaching student behavior really is a part of the job </li></ul><ul><li>Every disciplinary issue is a teaching opportunity </li></ul><ul><li>Most students don’t get the chance to “practice” good behavior -- In school, we usually remove them from the opportunity </li></ul> 2008 EDU-SAFE L.L.C.
  31. 31. Attitudes and Beliefs Reducing Harmful Aggression <ul><li>Everyone can become aggressive depending upon the circumstances </li></ul><ul><li>Rewards and punishment can work in the short term but values like caring, respect and remorse are what will change aggressive behavior for the long term </li></ul><ul><li>Optimism is crucial so take care of yourself and surround yourself with optimistic people </li></ul> 2008 EDU-SAFE L.L.C.
  32. 32. Why Do Students Misbehave? <ul><li>Saving Face </li></ul><ul><li>Poor academic ability </li></ul><ul><li>Having the last word </li></ul> 2008 EDU-SAFE L.L.C.
  33. 33. Why Do Students Misbehave? <ul><li>Seeking Attention </li></ul><ul><li>Soggy potato chips </li></ul><ul><li>Previous inappropriate modeling of adult behavior </li></ul> 2008 EDU-SAFE L.L.C.
  34. 34. Why Do Students Misbehave? <ul><li>Extraneous Substances </li></ul><ul><li>Internal imbalance </li></ul><ul><li>Chemical abuse </li></ul> 2008 EDU-SAFE L.L.C.
  35. 35. Building and Sustaining Relationships <ul><li>Sometimes little things matter the most </li></ul><ul><li>Greet and say good bye to students each day </li></ul><ul><li>Call students by name </li></ul><ul><li>Find the strengths and build on them </li></ul><ul><li>Tell personal stories – let them know you </li></ul><ul><li>Teach empathy by apologizing </li></ul><ul><li>Listen </li></ul> 2008 EDU-SAFE L.L.C.
  36. 36. Building and Sustaining Relationships <ul><li>Have fun </li></ul><ul><li>Use nonverbal cues </li></ul><ul><li>Say no respectfully </li></ul><ul><li>Stay personally connected without taking personally what they may say </li></ul><ul><li>Remember all staff serve as role models </li></ul><ul><li>Don’t ignore the issue of chemical abuse </li></ul> 2008 EDU-SAFE L.L.C.
  37. 37. Risk Factors for Aggressive Behavior Consistently refuses to follow directions of adults History of alcohol and/or drug abuse Recent attempts to commit suicide or other violent acts or a family member that has committed a violent act A lack of coping skills or ability to handle life crises Frequent school or discipline problems  2008 EDU-SAFE L.L.C.
  38. 38. Risk Factors for Aggressive Behavior No inhibition to showing anger Feelings of being picked on, bullied, or persecuted Expressions of violence in drawings or writings Serious threats of violence Unable to sympathize or empathize  2008 EDU-SAFE L.L.C.
  39. 39. Risk Factors for Aggressive Behavior Commonly resorts to name calling, cursing, and abusive language Has previously brought a weapon to school Prior suspensions, expulsions or excessive truancies Bedwetting, cruelty to animals and setting fires Significant mood swings  2008 EDU-SAFE L.L.C.
  40. 40. Power Struggles <ul><li>Time constraints </li></ul><ul><li>Fatigue </li></ul><ul><li>Innate desire to “win” </li></ul><ul><li>Behavioral patterns </li></ul><ul><li>Lack of student or staff training </li></ul> 2008 EDU-SAFE L.L.C.
  41. 41. Power Struggles <ul><li>Speak the second to the last word </li></ul><ul><li>Model the values you want to see </li></ul><ul><li>Do not use sarcasm </li></ul><ul><li>Listen, agree, acknowledge, defer </li></ul><ul><li>Use humor </li></ul> 2008 EDU-SAFE L.L.C.
  42. 42. Writing Referrals to the Office <ul><li>Insubordinate </li></ul><ul><li>Disrespectful </li></ul><ul><li>Rude </li></ul><ul><li>Inappropriate </li></ul> 2008 EDU-SAFE L.L.C.
  43. 43. Working with Angry Students <ul><li>Respond professionally </li></ul><ul><li>When consequences are necessary, be business-like with your demeanor </li></ul><ul><li>Make sure consequences make sense </li></ul><ul><li>Remember – they will eventually return to your classroom </li></ul> 2008 EDU-SAFE L.L.C.
  44. 44. Working with Angry Students <ul><li>When you aren’t sure what to say, say nothing </li></ul><ul><li>Remember your manners and say please and thank you </li></ul><ul><li>Now is not the time to place blame </li></ul> 2008 EDU-SAFE L.L.C.
  45. 45. Warning Signs Early Warning, Timely Response <ul><li>Social withdrawal </li></ul><ul><li>Excessive feelings of isolation and rejection </li></ul><ul><li>Victim of violence </li></ul><ul><li>Feelings of persecution </li></ul><ul><li>Lack of interest in school </li></ul><ul><li>Poor academic performance </li></ul><ul><li>Violence in drawings or writings </li></ul><ul><li>Anger that is difficult to control </li></ul> 2008 EDU-SAFE L.L.C.
  46. 46. Recognize Behaviors of Desperate Aggression <ul><li>Nothing to lose </li></ul><ul><li>Difficulty listening </li></ul><ul><li>Pessimistic </li></ul><ul><li>Very little concern for the feelings or safety of others </li></ul> 2008 EDU-SAFE L.L.C.
  47. 47. Recognize Behaviors of Desperate Aggression cont’d <ul><li>Unconcerned about consequences of behavior </li></ul><ul><li>Easily provoked into a more serious situation </li></ul> 2008 EDU-SAFE L.L.C.
  48. 48. Warning Signs Desperate Aggression <ul><li>Poor judgment </li></ul><ul><li>Paranoia </li></ul><ul><li>Confusion </li></ul><ul><li>Hurtful and threatening language </li></ul><ul><li>Nervousness </li></ul> 2008 EDU-SAFE L.L.C.
  49. 49. Calming Techniques Do not become angry. Accept the situation. Focus on the goal of calming the person. Resolving the problem that caused the person to be out of control is secondary. Look for any action that will calm the person. Do not focus on what the person is doing wrong. Do not take anything the person says personally.  2008 EDU-SAFE L.L.C.
  50. 50. De-Escalating Techniques Disarm the Attitude – Quickly agree with the person. This technique can take the steam out of his/her anger and help to calm the person. Reiteration – Simply repeat the person’s own words so that he/she knows that you are not going to fight and argue about the issue. Isolation – Simply say, “We can’t talk publicly about this. But let’s talk privately. I don’t want other people to think you have lost control of your emotions.”  2008 EDU-SAFE L.L.C.
  51. 51. Non-Verbal Responses Respect personal space Maintain an open stance – stand at an angle and keep hands in open view Maintain eye contact, but do not stare through the person Facial expression should be serious but not angry or fearful Convey concern and control  2008 EDU-SAFE L.L.C.
  52. 52. What Works? Gather pertinent information Defer action Refuse to be baited Compile a response list Learn to apologize Listen to body messages Develop a plan to get help Strategies teachers should know  2008 EDU-SAFE L.L.C.
  53. 53. What Works? Continued Remain calm and in control Respond empathetically – don’t interrupt Remain non-judgmental Be aware of their own paraverbals – tone, volume, and rate Use the individual’s name When possible, give choices that are clear, concise, and enforceable  2008 EDU-SAFE L.L.C.
  54. 54. What Works? Continued Get a grip The most important speaking you will do is with your ears Recognize enemies and dissenters Use credible witnesses Move on Remain detached  2008 EDU-SAFE L.L.C.
  55. 55. Haim Ginott <ul><li>“ I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized.” </li></ul> 2008 EDU-SAFE L.L.C.
  56. 56. Have a Safe, Productive and Educational School Year!  2008 EDU-SAFE L.L.C.

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