EDU 163, CCC, Chapter 2, 2015sp, Tools for Teaching, Classroom Management, Prevention

1. FOCUSING ON PREVENTION
CHAPTER 2. TOOLS FOR TEACHING. JONES, FRED. 2007

2. OBJECTIVES
• TO UTILIZE PREVENTION STRATEGIES IN CLASSROOM MANAGEMENT
• TO ASSESS STUDENT BEHAVIORS FOR LEARNED HELPLESSNESS BEHAVIORS
• TO PROMOTE INDEPENDENT LEARNING
• TO ESTABLISH CLASSROOM ROUTINES AND PROCEDURES THAT SUPPORT
CLASSROOM MANAGEMENT
• TO SET LIMITS IN A SUPPORTIVE ENVIRONMENT

3. THE DEVIL IS IN THE DETAILS
• HOW DO WE GET KIDS TO DO WHAT WE WANT THEM TO DO WHEN WE WANT
THEM TO DO IT?

4. SKILL BUILDING AND CONSISTENCY
• “BEING A GOOD PARENT IS A REWARDING BUT DIFFICULT JOB” - CAN WE ALL
AGREE WITH THAT STATEMENT?
• ONE OF YOUR ACTIVITIES THIS WEEK WILL BE TO TAKE A PARENTING STYLES
QUIZ
• HOW DOES THIS RELATE TO TEACHING? REMEMBER THE QUOTE FROM CHAPTER
1?
“TEACHERS WORK TWICE AS HARD AS THE GENERAL
PUBLIC WILL EVER IMAGINE”

5. MEANING BUSINESS!
• WHO HAS MADE THE ROOKIE MISTAKE OF THREATENING BUT FAILING TO
FOLLOW THROUGH?
• WHAT ABOUT ASKING A CHILD TO DO SOMETHING BUT FAILING TO MAKE SURE
IT HAPPENED IN THE MANNER IN WHICH YOU EXPECTED IT TO BE DONE?
• WHO HAS CHANGED THEIR EXPECTATIONS TO THE POINT THAT EVERYONE IS
CONFUSED BY THE TIME EVERYTHING IS SORTED OUT?
• JUST AS WITH PARENTING, ONE OF THE MOST DIFFICULT THINGS FOR TEACHERS
TO DO IS TO BE CONSISTENT. CONSISTENCY PREVENTS SO MANY FUTURE
PROBLEMS! KNOW WHAT YOU EXPECT AND WHY YOU EXPECT IT!

6. IMPLICIT, EXPLICIT, AND NULL CURRICULUM
• EXPLICIT CURRICULUM – THE CURRICULUM WE ARE EXPECTED TO TEACHER (MATH,
SCIENCE, READING, ETC.)
• IMPLICIT CURRICULUM – RESPONSIBILITY, MANNERS, RESPECT,
SOCIAL RESPONSIBILITY, PERSEVERANCE, AND OTHER “SOFT
SKILLS”, VALUES AND CULTURED BASED INSTRUCTION.
VERY IMPORTANT ASPECT OF CLASSROOM MANAGEMENT
• NULL CURRICULUM – THE CURRICULUM THAT IS INTENTIONALLY LEFT OUT OR MAY
NOT BE TAUGHT BECAUSE CHOICES MUST BE MADE (EVOLUTION/CREATIONISM, SEX
EDUCATION, THE HISTORY OF A DIFFERENT STATE THAN THE ONE IN WHICH YOU
LIVE, ETC.)

7. TRICKS OF THE TRADE
INSTRUCTION
• INSTRUCTION – MAXIMIZING LEARNING WHILE IMPROVING INDEPENDENT
LEARNING
• WORKING THE CROWD – WALK AROUND THE ROOM TO IMPROVE ACCESS TO
STUDENTS WHO
• MAY BE TEMPTED TO “GOOF OFF”
• NEED HELP
• HELPLESS HANDRAISERS – HELP MAKE INDEPENDENT LEARNERS OF STUDENTS WHO
HAVE LEARNED HELPLESSNESS
• LEARN TO “PRAISE, PROMPT, AND LEAVE”
• PROVIDE GRAPHICS THAT MODEL STEPS OF A PROCESS AND REDUCE NEED FOR WORDS
FROM THE TEACHER
• PROVIDE STUDENT-CENTERED, ACTIVE LEARNING RATHER THAN TRADITIONAL TEACHER-
CENTERED INSTRUCTION

8. TRICKS OF THE TRADE
DISCIPLINE
• DISCIPLINE – GETTING STUDENTS TO DO WHAT THEY ARE SUPPOSED TO BE
DOING
• CONSIDER THE COST OF CONSEQUENCES IN THE TRADITIONAL SENSE OF
PUNISHMENT THAT DOES NOT CHANGE A BEHAVIOR
• CHEAP CONSEQUENCES COME FROM TEACHERS WHO “MEAN BUSINESS”
• THE RESULT OF CONSISTENCY – “NO” MEANS “NO”!
• THE “LOOK” AND OTHER BODY LANGUAGE
• RESPONSIBILITY TRAINING – GETTING STUDENTS TO DO WHAT IS ASKED THE
FIRST TIME
• OMISSION TRAINING – HELPS THE DIFFICULT STUDENT WORK WITH THE GROUP
RATHER THAN AT ODDS WITH THE GROUP. VERY USEFUL FOR INCLUSION
• “THE BACKUP SYSTEM” – IS NECESSARY FOR DANGEROUS OR AGGRESSIVE
STUDENTS, BUT SHOULD BE AVOIDED FOR FRUSTRATED TEACHERS FOR SEVERAL
REASONS.
• SUCCESSFUL TECHNIQUES – THE “CRITERION FOR SUCCESS” IS THE PROBLEM

9. TRICKS OF THE TRADE
MOTIVATION
• MOTIVATION – WHAT REASON DO WE PROVIDE FOR A STUDENT TO ACT IN A
CERTAIN WAY?
• WHAT IS THE DIFFERENCE BETWEEN EXTRINSIC AND INTRINSIC MOTIVATORS?
• REMEMBER! WHAT WORKS FOR ONE STUDENT MAY NOT BE AN INCENTIVE FOR
ANOTHER!
• HOW CAN WE HELP BUILD A STUDENT’S WORK ETHIC? HOW DO “PREFERRED
ACTIVITIES” PROMOTE LEARNING AND ENHANCE MOTIVATION?
• HOW DOES PROVIDING IMMEDIATE FEEDBACK AND INSISTENCE ON MASTERY
PROMOTE LEARNING AND ENHANCE MOTIVATION?
• THERE ARE LITERALLY SPECIFIC BEHAVIORS THAT TEACHERS CAN LEARN AND
PRACTICE THAT SUPPORT THESE OBJECTIVES

10. STEPS OF DISCIPLINE MANAGEMENT
1. CLASSROOM STRUCTURE (PREVENTION) – THIS PROVIDES THE MOST BANG FOR
YOUR BUCK AND REACHES MOST OF YOUR STUDENTS
2. LIMIT SETTING (MEANING BUSINESS) – THIS TAKES CARE OF STUDENTS WHO MAY
STEP OUT OF LINE, BUT ARE GENERALLY GOOD KIDS WHO NEED THAT REMINDER
3. RESPONSIBILITY TRAINING – THIS ENCOMPASSES THE KIDS WHO MAY NEED MORE
SPECIFIC SKILL TRAINING AND SOME EXTRA ATTENTION. THIS CAN BE DONE WITH
BOTH SPECIFIC TEACHING AND THROUGH TEACHABLE MOMENTS.
4. THE BACKUP SYSTEM – THIS IS FOR THE STUDENT WHO NEED SPECIFIC
INTERVENTION AND ADDITIONAL SUPPORT
• EACH OF THESE STEPS IS BUILT UPON THE OTHER STEPS

11. Disciplinemanagement
Classroom
structure
Limit setting
Responsibility
training
Backup system