Presentation on Conscious Classroom Management - Bringing out best in students and teachers by Rick Smith

1. Conscious Classroom Management:
Bringing Out the Best
in Students and Teachers
Rick Smith
415-456-9190
ricksmith2001@yahoo.com
www.consciousteaching.com

2. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
1
Inner Inner
Apology Authority
• Experience
• Reflection
• Assume the Best
• Procedures
• Positive Connections
• Consistency
• Consequences
• When Consequences Don’t Work
The Continuum of Inner Authority
Prevention
Intervention
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Inner Inner
Apology Authority
The Continuum of Inner Authority
Reflection: What situations in the classroom
tend to move you toward inner apology?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Holding Our Ground
• Avoid the “land of reasons”
• Table explanations until later
• Respond rather than react
• An effective “No” is both firm and soft
• Caring does not equal explaining
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

3. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
2
Stuff You Can Use - Assumptions
! Teachers teach behavior
! Volume, tone, posture
! Go under the wave
! Invisible Contract: Students want safety and
structure
! They want us to pass the test
! Radios- Head and Heart
! “What can I do now to behave better?”
“I know you say you don’t care, but let’s work together
as if you do.”
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
RRR Technique Recognize
Reorient
Respond
Anger is a Feeling
Reactivity is a Choice
Anger is a Feeling, Reactivity is a Choice
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Teaching ProceduresTeaching Procedures
! Assumptions
! Approaches
! Strategies
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

4. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
3
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
• Vision of whole
• Break into parts
• Teach parts
• Connect to whole
• Check for understanding
Formula
for Teaching
(happens throughout)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Assumption 2
Procedures are the
railroad tracks
Content is the train
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

5. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
4
Effective Procedures: Assume the Best, High
Expectations, Clear Road Map, Practice
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
! Lining Up
! Readiness to Learn
! Dismissal Formation
! Student Volume
Rubrics and Visuals
-Assume the Best
-Break Things Into Parts
-Feed Students
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

6. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
5
Visuals'
• Classroom(Procedures(
• Starting'Class'
• Setting'up'Labs'
• Putting'supplies'away'
• Forming'groups'
• Lining'Up'
• Dismissal'
• Finished'Early'
• Seating'arrangement'
Classroom(Behavior(
'
• Disruptions'
• Tardies'
• Keeping'hands'to'oneself'
• Eating'
• Getting'out'of'seat'
• Hats'
• Cell'phones'
'
'
'
'
Schoolwide Procedures
-Dress code -Cafeteria tables -Clean bathrooms
-Riding the bus -Attending assemblies
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Check with administration about using photos of
students
Finished Early?
• Work on tonight’s homework
• Take out reading book and read in silence
• Write a journal entry
• Answer questions 14, 16a, and 17b
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

7. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
6
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

8. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
7
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Where can I build-in student choices?
• Alternatives to assignments
• Kids teaching each other
• Project-based learning
• Community service
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

9. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
8
Consistency – Hand Raising
-Procedure Precedes Content
-Hand Raising consistency will improve all
classroom consistency
Coherent Directions
1. 2.
3. 4.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
The Popcorn Effect
Get all students actively on-task
before having private conversations
~Minimize the
number
~Maximize the
opportunity
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

10. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
9
Consequence Assumptions I
• There are no punishments, just
consequences.
• Consequences teach behavior and
responsibility
• Students have the power of choice.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Consequence Assumptions II
• All Choices bear fruit
• Some fruit is sweet; Some fruit is
bitter
• Choices matter – they have impact
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Consequence Assumptions III
• Consequences provide a “pause” for
students.
• Start with the gentlest consequence
and move up the ladder.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

11. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
10
Consequence Ideas
• How: Go under the wave - Let your
consequences do the work
• When: Delay consequences until later
• What: Get comfortable with your
consequences or change them
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Consequences in Action
Assume the best
Soft eyes, soft voice
Make their choices clear
Respect the choice they make
Repeat until new choice is made
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Consequence Ideas II
! Private meeting with teacher
! Multiple consequences for each level
! Give students consequence choices
! Call parents (successes and challenges)
! Send students to other classrooms
! Tape referral or letter to desk
! Caught doing well
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

12. © 2016 Rick Smith ricksmith2001@yahoo.com www.consciousteaching.com twitter: @consciousTching
text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching
11
Breaking the Cycle
Students have to:
1. want to change
2. know how to change (modeling)
3. practice changing
4. be conscious of their choices
5. receive ongoing support
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
The Conversation: What was wrong, What is right,
Clean slate
Implementation
• List Changes in Priority
Order
• Make sure #1 is
“doable”
• Implement #1 Only
• Start With Your
Favorite Class
• Spread to all Students /
Classes
Allow at least 8 – 10 school days
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
www.consciousteaching.com
Books,
Trainings
& Online
Courses
Free$Stuff$for$
Administrators$
!
Free$Resources$
and$Cool$
Strategies$
______________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

13. © 2016 Rick Smith 415-456-9190 ricksmith2001@yahoo.com www.consciousteaching.com
facebook: www.facebook.com/consciousteaching twitter: @consciousTching
12
Management Checklist
This checklist provides “threads” that can be followed to help teachers get through the
maze of management problems. One key is consciousness - being aware of strategies and
approaches that work. Another key is consistency - implementing the strategies every day.
Procedures
! Am I honoring the “calling on raised hands” procedure, or am I acknowledging
student answers even when students call out?
! Am I ensuring that all students are fully on task before I address individual student
questions and needs, or am I addressing individual student concerns while the rest of
the class watches (the “popcorn effect”)?
! Am I teaching and re-teaching procedures, and checking for understanding?
! Am I teaching at least two procedures per class or lesson, and writing them into my
lesson plan?
! Am I making use of non-verbals – visuals, rubrics, sound signals, music for
transitions, and hand signals?
Rules and Consequences
! Are students clear about the rules and consequences in my class?
! Am I using consequences consistently?
! Do I have a structured hierarchy of consequences that I feel comfortable using? Or
is there too big a gap between consequences that I use, such that one is too mild, and
the next is too harsh, so that I hesitate to use it (the “picket-fence” syndrome)?
! Am I holding my ground efficiently and clearly with students, delaying explanations
until the dust settles and I can talk with them individually? Or am I over-explaining
my decisions to my students, so that we end up engaging in public debates?
! Am I treating student complaints and arguments as disruptions deserving of
consequences, or am I allowing students to “argue with the ref”?
! Am I consistently contacting parents?
! Am I welcoming the “charge” of being in charge, or am I in a state of self-apology?
! Am I being firm and soft in a way that invites student cooperation (Structured and
Safe), OR mean and confrontational (Unsafe), OR a loose pushover (unstructured)?

14. © 2016 Rick Smith 415-456-9190 ricksmith2001@yahoo.com www.consciousteaching.com 13
“Stuff You Can Use”
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________