1. 1
Classroom Management
Strategies for Effective
Instruction
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant
Upper Cumberland Special Education Co-operative
October 2002
2. 2
Today’s Agenda
Welcome and Opening Activities
The Characteristics of an Effective Teacher
Effective Behavior Management Strategies
Organizing and Managing the Learning
Environment
Designing Lessons to Enhance Student
Learning
Closing Activities
Lunch is on your own
Breaks will be taken as needed
3. 4
Goals and Objectives…
1. To identify the characteristics of effective
teachers
2. To understand why children misbehave and
identify effective strategies for dealing with
student misbehavior
3. To identify techniques for organizing and
managing effective learning environments
4. To identify characteristics of effective lesson
planning
5. To identify resources and materials dealing
with positive and effective classroom
management
4. 5
Presentation Techniques
(Utilizing the Principles of Adult Learning Theory)
Discussion
Small and large group activities
Cooperative learning strategies (i.e., jigsaw,
think-pair-share)
Self-Reflection
Question and answer sessions
Active Learning Strategies (i.e., role play,
scenarios, simulations)
others
5. 6
Classroom management is…
…all of the things that a teacher does to
organize students, space, time and
materials so that instruction in content and
student learning can take place.
Two major goals…
1. To foster student involvement and
cooperation in all classroom activities
2. To establish a productive working
environment.
-First Days of School, Wong
7. 8
Characteristics of a Well-
Managed Classroom…
Students are deeply involved with their work
Students know what is expected of them and
are generally successful
There is relatively little wasted time,
confusion, or disruption
The climate of the classroom is work-
oriented, but relaxed and pleasant.
10. 11
A Dangerous Educator…
Believes that this job is not about
relationships
Believes that this is just a job, and when the
school day is over, the work’s all done.
Believes that he/she can handle any situation,
alone.
Believes that, “It was good enough for me, by
golly, it oughta’ be good enough for them.”
Believes that all these kids need is “a good
whippin’.”
11. 12
A Dangerous Educator…
Believes that what he/she does outside of
here has no bearing
Believes that anger shouldn't be part of the
curriculum
Never makes time to just sit and listen
Believes that this kids have no right to be
mad
Believes that he/she can’t make a difference
Believes that punishment is more effective
than discipline
12. 13
A Dangerous Educator…
Thinks you shouldn’t smile until Thanksgiving.
Believes that morality and values should only
be taught at home
Sees the act, not the young person behind it.
Believes that strict adherence to the rules is
the most important goal of any child’s day.
Forgets he/she is modeling.
Is a “structure monster”.
-Malcolm Smith
13. 14
The Effective Teacher…
Establishes good control of the
classroom
Does things right, consistently
Affects and touches lives
Exhibits positive expectations for ALL
students
Establishes good classroom
management techniques
14. 15
The Effective Teacher…
Designs lessons for student mastery
Works cooperatively and learns from
colleagues
Seeks out a mentor who serves as a
role model
Goes to professional meetings to learn
Has a goal of striving foe excellence
15. 16
The Effective Teacher…
Can explain the district’s, school’s, and
department or grade level’s curriculum
Realizes that teaching is not a private
practice
Is flexible and adaptable
Listens, listens, listens
Understands the research process
16. 17
The Effective Teacher…
Teaches with proven research-based
practices
Knows the difference between an
effective teacher and an ineffective one
17. 18
In summary…
An effective teacher…
Has positive expectations for student success
Is an extremely good classroom manager
Knows how to design lessons for student
mastery
19. 20
This is not an easy time to work
with children and youth…
One in six youths (age 10-17) has seen or
knows someone who has been shot
(Children’s Defense Fund)
At least 160,000 students skip class each day
because they fear physical harm (NEA)
In the last 10 years, the likelihood that a child
under 18 will be killed by guns rose almost
250% (FBI Uniform Crime Reports)*
20. 21
Every U.S. school day, 6,250 teachers are
threatened with bodily injury (NEA)
More than 150,000 school age children bring
a gun to school each school day (Children’s
Defense Fund)
More than 50% of children in the U.S. fear
violent crime against themselves or a family
member (Newsweek)*
21. 22
Every 10 seconds a crime occurs in a U.S.
school (Children’s Defense Fund)
70% of those arrested for hate crimes are
under age 19 (U.S. News)*
22. 23
We can trace out-of-control
behaviors to a variety of factors…
The physical and emotional climate of the
child's home and neighborhood
The amount of stability and consistency in the
child’s family
The parenting styles of the child’s parents
The power and influence of peers in a child’s
life*
23. 24
the positive and negative role models
available to the child
The child’s exposure to violent media
The child’s emotional and physical health
The child’s own attitude toward his/her
anger*
24. 25
The Changing Family
In the last two decades, there has been a
200% growth in single parent households
(U.S. Bureau of the Census)
The number of moms leaving home for work
each morning has risen 65% in the past 20
years (U.S. Bureau of Labor Statistics)
Nearly 1 in 4 children in the U.S. are living
below the poverty level (Children's Defense
Fund)*
25. 26
More than half of all American children will
witness their parent’s divorce (U.S. Bureau of
the Census)
In the last 10 years, the estimated number of
child abuse victims has risen by nearly 50%
(National Committee for the Prevention of
Child Abuse)
The average child has watched 8,000
televised murders and 100,000 acts of
violence before finishing elementary school
(American Psychological Association)*
26. 27
Why Kids Misbehave
Basic has several “Functions”:
Attention from peers or adults
Attain power/control
Revenge or Retaliation
Feels Good/Play
Fear of Failure
Getting something (Sensory Input)
Imitation
27. 28
Proactive Intervention Strategies
Classroom Rules
Classroom Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Student Work
Classroom Management Plan
adapted from the Tough Kid series, and CHAMPs
29. 30
The Rules for Rules:
Keep the number to a minimum
(approx. 5).
Keep the wording simple.
Have rules represent you basic
expectations
Keep the wording positive, if possible.
Make your rules specific.
Make your rules describe behavior that
is observable.
30. 31
Classroom Rules, cont.
Make your rules describe behavior that
is measurable.
Assign consequences to breaking the
rules.
Always include a “compliance rule”.
Keep the rules posted.
Consider having rules recited daily for
first two weeks then periodically..
31. 32
Examples…
Inappropriate Rules:
Be responsible
Pay attention
Do your best
Be kind to others
Respect authority
Be polite
Preferred Rules:
Keep hands, feet,
and objects to
yourself.
Raise your hand and
wait for permission
to speak.
Sit in your seat
unless you have
permission to leave
it.
Walk, don’t run, at
all times in the
classroom.
32. 33
Consequences
The best consequences are reasonable and
logical
A reasonable consequence is one that follows
logically from the behavior rather than one
that is arbitrarily imposed
The best logical consequences teach the
students to choose between acceptable and
unacceptable actions.
33. 34
Activity….
For the following types of student behavior,
develop both an example of a logical
consequence AND an illogical consequence…
Chews gum
Turns in sloppy paper
Walks in the classroom noisily
Passes paper in incorrectly
Arrives late
Does not bring textbook
Does not bring pencil or pen
34. 35
Possible Corrective Consequences
Proximity management
Verbal reprimand/Warning
Time owed after class
In-class time-out
Parental contact
Restitution
Principal Notification Form
Disciplinary Referral
It should be noted that prior to enacting corrective
consequences, positive reinforcement strategies
should be utilized.
36. 37
Classroom Schedules
Avoid “Down Time”
Approximately 70% of the school day is
geared for academic engagement. (5.2 hrs.)
Begin each activity on-time.
“The best behavior plans are excellent academic
lesson plans.” – source unknown
37. 38
Classroom Schedules
Budget your academic time
Example: 1 hr. allotment
5 min. Teacher-directed review
10 min. Introduction of new concepts
10 min. Guided practice, working on
assignment
25 min. Independent/Cooperative work
10 min. Teacher-directed corrections
39. 40
Physical Space
Arrange desks to optimize the most
common types of instructional tasks you
will have students engaged in.
Desks in Rows, Front to Back
Desks in Row, Side to Side
Desks in Clusters
Desks in U-Shape
40. 41
Physical Space, cont.
Make sure you have access to all parts of the
room.
Feel free to assign seats, and change at will.
Minimize the disruptions caused by high
traffic areas in the class.
Arrange to devote some of your bulletin
board/display space to student work.
41. 42
Physical Space, cont.
If needed, arrange for a “Time-Out”
space in your classroom that is as
unobtrusive as possible.
Desks do not have to be in traditional
rows, but all chairs should face forward
so that all eyes are focused on the
teacher
42. 43
Students Who Cause Behavioral
Problems:
Aggressive (the hyperactive, agitated,
unruly student)
Resistant (the student who won’t work)
Distractible (the student who can’t
concentrate)
Dependent (the student who wants help
all the time)
43. 44
Location for Students who
cause behavioral problems:
Separate—disruptive students;
maybe aggressive and resistant
students
Nearby—disruptive students;
maybe distractible, dependent, and
resistant
44. 45
Prepare the Work Area…
Arrange work areas and seats so that you can
easily see and monitor all the students and
areas no matter where you are in the room
Be sure that students will be able to see you
as well as frequently used areas of the
classroom
Keep traffic areas clear
Keep access to storage areas, bookcases,
cabinets, and doors clear
Learn the emergency procedures
Make sure you have enough chairs for the
work areas
45. 46
Prepare the Work Area…
Be sure to have all necessary materials in
easily accessible areas
Test any equipment to make sure that it
works BEFORE you use it
Use materials such as tote bags, boxes,
coffee cans, dishpans, etc. to store materials
that students will need.
Arrange work areas where students can go
for reading and math groups, science, lab
areas, project work, learning centers, and
independent study. (Remember, you may not
need these areas on the first days of school.
46. 47
Prepare the Student Area…
Plan areas for student belongings
Coats
Binders
Backpacks
Books
Lunchboxes
Lost and found items
others
47. 48
Prepare the Wall Space…
Cover one or more bulletin boards with
colored paper and trim, and leave it bare for
the purpose of displaying student work and
artifacts.
Display your discipline plan in a prominent
place.
Post procedures, assigned duties, calendar,
clock, emergency information, schedules,
menus, charts, maps, decorations, birthdays,
and student work.
Have a consistent place for listing the day’s or
week’s assignments
48. 49
Prepare the Wall Space…
Post a large example of the proper
heading or style for papers to be done
in class
Post examples of tests students will
take, assignments they will turn in, and
papers they will write
Display the feature topic, theme,
chapter, or skill for the day or the
current unit
49. 50
Prepare the bookcases…
Do not place the bookcases or display wall
where they obstruct any lines of visions
Rotate materials on the shelves, and leave
out only those items that you are willing to
allow students to handle
Do not place books or other loose materials
near an exit where they can easily disappear
or where they may hide emergency
information
50. 51
Prepare the Teaching Materials…
Let students know what materials you want them to
bring from home. Have a place and a procedure
ready for the storage of these materials.
Have a seating plan prepared.
Have basic materials ready
Find and organize containers for materials.
Store seldom used materials out of the way
Place electronic media where there are electrical
outlets and where the students will not trip over the
wires; have extension cords, adapter plugs, and
batteries
Obtain a supply of the forms that are used for daily
school routines
Organize, file, inventory
51. 52
Prepare Yourself and Your Area…
Do not create a barrier between
yourself and the students.
Place your desk away from the door so
that no one can take things from your
desk and quickly walk out.
Communicate to your students that
everything in and on you desk is to be
treated as personal property and off
limits to them
52. 53
Prepare Yourself and Your Area…
Keep your personal belongings in a safe
location
Have emergency materials handy
Personal items
Extra lunch money
Obtain the materials that you need
before you need them
55. 56
Attention Signal
Decide upon a signal you can use to get
students’ attention.
Teach students to respond to the signal
by focusing on you and maintaining
complete silence.
56. 57
Example: The “Hand Raise”
Say: “Class, your attention please.”
At the same time, swing right arm in a
circular motion from the 9:00 position to the
12:00 position.
This prompts all students to stop, look at you
and raise hand.
57. 58
Advantages to Hand Raise
It can be given from any location in the
room.
It can be used outside the classroom.
It has both a visual and auditory
component.
It has the “ripple effect”.
60. 61
Punishment
Why Do We Punish?
Because it works
Punishment is effective for approximately 95%
of our students
It’s quick
Punishment produces a rapid (but often
temporary) suppression of behavior
It requires lower level thinking skills.
61. 62
Discipline vs. Punishment
D: strives to replace an unwanted behavior
with a desirable behavior
P: takes away a behavior by force, but
replaces it with nothing*
63. 64
Discipline vs. Punishment
D: Positive behavioral change is
expected
P: The worst is expected, and the
worst is often received*
64. 65
Discipline vs. Punishment
D: May may the youth angry at fist,
but calls for self-evaluation and change
rather than self-degradation
P: Agitates and often causes anger and
resentment on the part of the child
(which may have caused the behavior
in the first place)*
65. 66
Discipline vs. Punishment
D: Takes time and energy but
consequences are logical and
encourage restitution
P: Is immediate and high-impact but is
hardly ever logical*
67. 68
Discipline vs. Punishment
D: Disciplinarian is in control of his/her
own emotions
P: Allows anger to be released
physically by punisher, allowing for
dangerous loss of control on adult’s
part*
71. 72
Important Aspects of a Well-
Disciplined Classroom…
Discipline
Procedures
Routines
Effective teachers introduce rules,
procedures, and routines on the very
first day of school and continue to teach
and reinforce them throughout the
school year.
72. 73
The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.
73. 74
Discipline vs. Procedures…
Discipline: Concerns how students BEHAVE
Procedures: Concerns how things are DONE
Discipline: HAS penalties and rewards
Procedures: Have NO penalties or rewards
A procedure is simply a method or process
for how things are to be done in a
classroom.
74. 75
Students must know from the very
beginning how they are expected to
behave and work in a classroom
environment.
DISCIPLINE dictates how students are
to behave
PROCEDURES and ROUTINES dictate
how students are to work
75. 76
Procedures…
Are statements of student expectations necessary to
participate successfully in classroom activities, to learn,
and to function effectively in the school environment
Allow many different activities to take place efficiently
during the school day, often several at the same time,
with a minimum of wasted time and confusion
Increase on-task time and greatly reduce classroom
disruptions
Tell a student how things operate in the classroom, thus
reducing discipline problems
76. 77
A PROCEDURE is
how you want
something done
It is the
responsibility of the
the teacher to
communicate
effectively
A ROUTINE is what
the student does
automatically
without prompting
or supervision
Becomes a habit,
practice, or custom
for the student
77. 78
A smooth-running class is
the responsibility of the
teacher, and it is the result
of the teacher’s ability to
teach procedures.
78. 79
Procedures answer questions
such as…
What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency
alert signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the
restroom
How to enter the classroom
Where to put completed work
79. 80
Activity…
Choose one of the items from handout
#____
Develop a set of procedures for the
item of your choice
Display
Gallery Walk
80. 81
Three Steps to Teach Procedures…
1. EXPLAIN. State, explain, model, and
demonstrate the procedure.
2. REHEARSE. Practice the procedure under
your supervision.
3. REINFORCE. Reteach, rehearse, practice,
and reinforce the classroom procedure until
it becomes a student habit or routine.
81. 82
Discipline with the Body…not
the Mouth…
1. EXCUSE yourself from what you are doing
2. RELAX. Take a slow relaxing breath and CALMLY
approach the student with a meaningful look.
3. FACE the student directly and CALMLY wait for a
response.
4. If there is no response, WHISPER the student’s first
name and follow with what you want the student to
do, ending with “please”. RELAX and WAIT.
5. If the student does not get to work, RELAX and
WAIT. Repeat Step 4 if necessary.
82. 83
6. If backtalk occurs, relax, wait and KEEP QUIET. If
the student wants to talk back, keep the first
principle of dealing with backtalk in mind:
IT TAKES ONE FOOL TO TALK BACK.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
7. When the student responds with the appropriate
behavior say, “Thank you,” and leave with an
affirmative SMILE. If a student goes so far as to
earn an office referral, you can deliver it just as
well RELAXED. After all, ruining your
composure and peace of mind does not
enhance classroom management.
-Adapted from Fred Jones, Positive Classroom
Discipline and Positive Classroom Instruction
83. 84
Beginning and Ending
Routines…
Entering Class
Goal: Students will feel welcome and will
immediately go to their seats and start on
a productive task.
Greet the students at the door.
Have a task prepared for students to work on
as they sit down.
Do your “housekeeping”.
Keep tasks short (3-5 min.)
When you’ve finished, address the task.
84. 85
Beginning and Ending
Routine, cont.
Ending Routine
Goal: Your procedures for ending the
day/class will:
Ensure that students will not leave the
classroom before they have organized their
own materials and completed any necessary
clean-up tasks.
Ensure the you have enough time to give
students both positive and corrective feedback,
and to set a positive tone for ending the class.
85. 86
Beginning and Ending
Routines, cont.
Dismissal
Goal: Students will not leave the classroom until
they are dismissed by you (not the bell).
Explain that the bell is a signal for you.
Excuse the class when things are reasonably quiet and
all “wrap up” activities are completed.
General Rule:
Dismiss primary students by rows
Dismiss older students by class
86. 87
Student Work
Design efficient procedures for assigning,
monitoring, and collecting student work.
5 Major Areas of Managing Student Work:
Assigning Class Work and Homework
Managing Independent Work Periods
Collecting Completed Work
Keeping Records and Providing Feedback
Dealing with Late/Missing Assignments
87. 88
Ponder This…
You don’t build your football team on
the day of the game.
You don’t drill a well when you get
thirsty.
And you don’t discuss procedures once
an emergency has begun.
89. 90
Classroom Management Plan…
8 Components:
1) Level of Classroom Structure – based on
risk factors of your students.
2) Guidelines for Success – attitudes, traits,
or behaviors to help achieve success.
3) Rules – specific, observable, and
measurable behavioral objectives
4) Teaching Expectations – What, how, and
when expectations will be taught
90. 91
Classroom Management Plan…
5) Monitoring – How you will monitor the
progress of the expectations.
6) Encouragement Procedures – How you
will encourage students to demonstrate
motivated and responsible behavior.
7) Correction Procedures – How you will
respond to irresponsible behavior.
8) Managing Student Work – What
procedures and systems you will use to
manage student work.
92. 93
For Every Activity…
Make sure students know your
behavioral expectation.
Consider the CHAMPs level of structure:
93. 94
CHAMPs…
Conversation: Under what circumstances, if
at all, can the students talk to each other
during the activity.
Can students engage in conversations with each
other during this activity?
If yes, about what?
How many students can be involved in a single
conversation?
How long can the conversation last?
94. 95
CHAMPs, cont.
Help – How do students get their
questions answered during the activity?
How do they get your attention?
If students have to wait for help, what
should they go while they wait?
95. 96
CHAMPs, cont.
Activity – What is the activity?
What is your expected “end product”?
This will likely change daily, according to
your lesson plans.
96. 97
CHAMPs, cont.
Movement – Under what circumstance,
if at all, can students move about
during the activity?
If yes, for what?
Pencil Restroom
Drink Hand in/pick up materials
Other…
Do they need permission from you?
97. 98
CHAMPs, cont.
Participation – What does appropriate
student work behavior during the
activity look/sound like?
What behaviors show that students are
participating fully and responsibly?
What behaviors show that a student in not
participating?
100. 101
Angry Students
Goal: To help channel and direct the
student to constructive outcomes.
Assist the child in learning acceptable ways
of expressing this emotion.
Caution!!
Caution should be taken to avoid
repressing or destroying the feeling of
anger.
101. 102
Anger
Anger may be…
A defense to avoid painful feelings
Associated with failure
Associated with low self-esteem
Associated with feelings of isolation
Related to feelings of anxiety over where
the child has no control
102. 103
Anger vs. Sadness
Child – anger and sadness closely
related.
Expresses sadness as anger.
Adult – expresses sadness as sadness.
103. 104
Angry Child Interventions
1) Catch the child being good. Tell
what behaviors please you.
Respond to positive efforts and reinforce
good behavior.
“Thanks for sitting in your seat quietly.”
“You worked hard on that project, and I admire
you effort.”
104. 105
Angry Child Interventions
2) Deliberately ignore inappropriate
behavior that can be tolerated.
Tell child what you are doing.
If attention seeking, it will get worse
before better.
Be consistent
105. 106
Angry Child Interventions
3) Provide physical outlets and other
alternatives.
Pre-plan opportunities for child to release
stored energy
Consider meaningful work
106. 107
Angry Child Interventions
4) Manipulate the surroundings.
Look for triggers both inside/outside your
class.
Re-examine your rules.
Consider the child’s physical space.
107. 108
Angry Child Interventions
5) Use closeness and touching.
Move physically closer to the child
Consider gently placing your hand on the
child’s shoulder
Works best with younger children
108. 109
Angry Child Interventions
6) Express interest in the child’s
activities.
Develop the relationship
Teachers are often the best therapists
109. 110
Angry Child Interventions
7) Ease tension through humor.
Attempt to “joke” the child out of an
episode.
This will help “save face”.
Be careful to distinguish between humor
and teasing.
If sarcastic tone, child may become more
angry.
110. 111
Angry Child Interventions
8) Explain situations to the child.
Assist the child in understanding what
situations can contribute to their anger
Assist the child in learning appropriate
alternative responses.
Allow for practice/role play
111. 112
When An Explosion is
Pending…
The Crisis Cycle:
StimulusThoughtsFeelings
ActionConsequence
112. 113
The Curve of Explosion
Stimulus- initiates the process.
Period of Escalation- child calls on available
coping skills.
Anger will resolve or escalate
Begins to think less and feel more
Try to get child to talk
Use Active Listening skills
Monitor your Para-Verbal Communication
Assume a Calm Demeanor
113. 114
The Curve of Explosion, cont.
Do’s
DO use positive expectations.
DO use “I” statements.
DO reflect the emotion you hear.
DO use non-verbal affirmation.
DO try to direct the youth into a problem
solving mode.
114. 115
The Curve of Explosion, cont.
Don’ts
Don’t lead with the rules.
Don’t lead with the consequences.
Don’t begin statements with the word,
“You”.
Don’t ask “Why” questions.
115. 116
The Curve of Explosion, cont.
Out of Control- behavior is driven by
emotion.
Thought process is repressed.
Avoid threats of disciplinary sanctions.
All youth to “vent” safely.
Physical restraint may be required.
116. 117
The Curve of Explosion, cont.
Period of De-escalation.
Thought processes begin to stabilize.
Emotional control is re-established.
Student may be tired.
Student may request to be left alone.
118. 119
Pre-Corrections
“Thank you for not smoking.”
Serves as a gentle reminder of
expectations.
Gives students an opportunity to
mentally prepare before an activity.
Always respond to sincere efforts to
comply.
119. 120
Classroom Behavior Modification
using: “Pre-Correction for Classroom”
Seven steps:
“1) Identify the context and the likely problem
behavior.
2) Specify the expected behaviors.
3) Systematically modify the context.
4) Conduct behavioral rehearsals.
5) Provide strong reinforcement for expected
behaviors.
6) Prompt expected behaviors.
7) Monitor the plan.
120. 121
Pre-Correction Scenario
1) Context – students entering classroom
immediately after recess.
Predictable behavior – students shouting,
laughing, and pushing before complying
with teacher direction.
2) Expected Behavior – Entering the
room quietly, go to desks, begin task,
keep hands to self.
121. 122
Pre-Correction Scenario, cont.
3) Context modification – Teacher meets
students at door, has them wait and
then go to desk to begin entry tasks.
4) Behavior rehearsal – Teacher reminds
students just before recess of expected
behaviors. Asks “student” to tell what
are expected behaviors.
122. 123
Pre-Correction Scenario, cont.
5) Strong reinforcement – Students are
told that if they cooperate with teacher
requests, they will have additional
break and 5 extra minutes for recess.
6) Prompts – Teacher gives signals at the
door to be quiet and points to activity
on Chalkboard. Teacher says “ssshh”
to noisy students and praises students
who are beginning work.
123. 124
Pre-Correction Scenario, cont.
7) Monitoring plan – Teacher uses a
watch to measure how long it takes for
all students begin their tasks
immediately (within 10 seconds).
124. 125
5 Steps to Correction
1) List Previous Positive Behavior.
“Elizabeth, yesterday you did such a good job
staying in your seat and paying attention. I really
appreciate how you behaved.”
2) State Current Behavior.
“However, today Elizabeth, you’ve been out of
your seat, disrupting class several times.”
125. 126
5 Steps to Correction, cont.
3) State Expectations.
“Elizabeth, what I expect from you is, for you to
go to your seat, sit in your seat, pay attention,
and only talk to your neighbors when I give you
permission.”
4) Child Repeats.
“You want me to go to my seat, sit down, listen,
and keep my mouth shut.”
126. 127
5 Steps to Correction, cont.
5) Praise Any Efforts.
Acknowledge any compliance
Be positive
Be sincere
Be encouraging
You need a positive relationship with the
student to use this effectively.
127. 128
If you want it…teach it. If you
expect to maintain it,
encourage it, acknowledge it,
and reinforce it.
source unknown
128. 129
Post-Correction
Adapted from the “Life Space Interview”
model, Fritz Redl.
Allows the child an opportunity to process
and learn from the experience.
Should be done by the adult who witnessed
the incident.
Should be done within 24 hours. (As soon as
both parties are calm)
129. 130
5 Steps to Post-Correction
1) Youth’s Perception-
Adult should:
Listen
Refrain from judgments and corrections
Ask questions which help student with
description
Attempt to find out what student was trying to
achieve
130. 131
5 Steps to Post-Correction,
cont.
2)Adult’s Perception-
Discuss what parts of incident you see same and
differently
Provide reality base
3)Connection Incident to Pattern of behavior
Assist student in seeing a behavior pattern he/she
has developed
131. 132
5 Steps to Post-Correction,
cont.
4) Explore Alternative Behaviors-
Prompts may be used
Important to let student find options
5) Develop A Plan-
May use behavior contract
Assure student of adult commitment
Discuss consequences for next incident
132. 133
“Always say what you mean,
and mean what you say…but
don’t say it in a mean way.”
Nicholas Long
134. 135
“No improvement will occur in
instruction until the classroom
climate improves.”
“Classrooms have personalities
just like people.”
-63 Ways of Improving Classroom Instruction
(Gary Phillips and Maurice Gibbons)
136. 137
Polsky’s Diamond, cont.
The Social Interaction with-in diamond
is prompted by the need for 3 things….
1)Power – influence over one’s own life
2)Affiliation – belonging
3)Achievement – status
137. 138
….so their behaviors look like:
Social functions of Behavior:
Attention Seeking (adult/peer)
Power/control
Fear of failure/frustration
Imitation
Other functions of Behavior:
Getting something (sensory input)
Revenge or retaliation
Avoidance (person/activity, demands or requests)
Feels Good/Play
138. 139
Social Skills…
How do “Tough Kids” meet these needs?
Behavioral Excesses-
Aggression Arguing
Hitting Fighting
Shouting Teasing
Blaming Provoking
Behavioral Deficits-
Using self-control Cooperating
Problem Solving Helping
Sharing Making good decisions
139. 140
Need for Social Skills
In order to assist the child in meeting
the 3 needs, effective social skills
instruction should be employed.
Social Skills: Basic skills needed to
successfully interact with adults and
peers.
140. 141
6 Components of an
Effective Social Skills Program
1) Rationale
2) Modeling
3) Concept Teaching
4) Role Playing/Behavior Rehearsal and
Practice
5) Coaching
6) Contingent Reinforcement
141. 142
Social Skill Topics
Basic Social Skills:
Body Basics- (FEVER)
Face person
Eye contact
Voice volume/tone/rate
Expression should match
Relaxed posture
Starting, Joining, and Maintaining a Conversation
With Adults
With Peers
142. 143
Social Skills Topics, cont.
Basic Social Skills:
Recognizing and Expressing Feelings
Playing Cooperatively
Solving Problems
Using Self-Control
Solving Arguments
Dealing with Teasing
Dealing with Being Left Out
Accepting “NO”
Following Directions
143. 144
Social Skill Topics, cont.
Intermediate to Advanced Skills:
Accepting negative feedback
Learning how to say “NO”.
Assertiveness
Resisting peer pressure
Resisting teasing
Managing anger
etc.
144. 145
Social Skills Assessment
Social Skills Survey
Can be completed by student
May be determined by age/maturity
Can be completed by teacher
Can be completed by parent
Average and rank scores
Deliver necessary Social Skills Instruction
148. 152
The Correct Question…
DON’T ASK: “What am I going to cover
tomorrow?”
DO ASK: “What are my students going to
learn, achieve, and accomplish tomorrow?”
The role of the teacher is not to cover.
The role of the teacher is to UNCOVER.
149. 153
Learning has nothing to do with what
the teacher COVERS.
Learning ahs to do with what the
student ACCOMPLISHES.
150. 154
What is a lesson plan?
Teacher’s guide
Design for the learning of the student
Series of student centered learning
Focused on what the student needs to
know and be able to do
Covers one day or several days
Allows for the teachable moment
151. 155
Experienced Teacher Standards
1. Demonstrates Professional Leadership
2. Demonstrates Knowledge of Content
3. Designs/Plans Instruction
4. Creates and Maintains Learning Climate
5. Implements/Manages Instruction
6. Assesses and communicates Learning
Results
7. Collaborates with Colleagues/Parents/Others
8. Engages in Professional Development
152. 156
Performance Criteria
Standard 3
Focuses instruction on one or more of KY’s
learning goals and academic expectations
Develops instruction that requires students to
apply knowledge, skills, and thinking
processes
Integrates skills, thinking processes, and
content across disciplines
Creates/utilizes learning experiences that
challenge, motivate, and actively involve the
learner
Creates and uses learning experiences that
are developmentally appropriate for learners
153. 157
Performance Criteria
Standard 3
Develops and incorporates strategies that
address physical, social, and cultural diversity
and that show sensitivity to others
Arranges the physical classroom to support
the types of teaching and learning to occur
Includes creative and appropriate use of
technology to improve student learning
Develops and implements appropriate
assessment processes
154. 158
Performance Criteria
Standard 3
Secures/uses a variety of appropriate school
and community resources to support learning
Develops/incorporates learning experiences
that encourage students to be adaptable,
flexible, resourceful, and creative
Uses knowledge required from past teaching
experiences to anticipate instructional
challenges
156. 160
Two Types of Assignments…
Ineffective Assignments:
The teacher tells the class what is to be covered
Chapter 7; Moby Dick; long division; ecosystems
Effective Assignments:
The teacher tells the students what they are to
have accomplished or mastered at the end of the
lesson
Teach with the end in mind
157. 161
Creating Effective Assignments…
Think what you want the students to
accomplish
Write each step as a single sentence.
Write in simple language
Duplicate the list of steps and give it to the
students
158. 162
Effective Assignments…
Must have structure and be precise
Structure
The assignment must have a consistent and
familiar format that the students can recognize as
their assignment
The assignment must be posted daily in a
consistent location BEFORE students enter the
room
Preciseness
The assignment must state clearly and simply
what the students are to ACCOMPLISH
159. 163
To teach for learning, use words, especially
verbs, that show learning has taken place.
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
evaluation
161. 165
Piranha…..
Are usually the “trouble-makers”
Can be passive aggressive or overtly
aggressive
Have negative attitude
Have attendance problems
Are “at risk”
Etc., etc., etc……
162. 166
Catfish…..
Go with the flow
Are usually good-natured, but have
limited motivation
Are social beings
Tend to cooperate; follow MOST rules
Perform to the average or just enough
to stay out of trouble with mom/dad
Etc., etc., etc……
163. 167
Goldfish…..
Are in the top 10-15% of their class
Are “teacher pleasers”
Are highly motivated to perform well
Show enthusiasm for learning
May be “over achievers” and /or high
achievers
Etc., etc., etc…….
164. 168
Pre-Planning Strategies
1. Determine the learning styles of your
students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies
165. 169
Essential Questions
What do I want all students to know and be
able to do at the end of this lesson?
What will I do to cause this learning to
happen?
What will students do to facilitate this
learning?
How will I assess to find out if this learning
happened?
What will I do for those who show through
assessment that the learning did not take
place?
166. 170
Think-Pair-Share
“Best Practices” in Lesson Planning
Some Guiding Principles
Adapted From: 63 Ways of Teaching or Learning
Anything by Gary Phillips and Maurice Gibbons
170. 174
The Unmotivated Student…
Problems often emerge during late
elementary or middle school.
Often initiated by early academic problem.
Begins to see school as a place of “drudgery”.
Will most often become discipline problem.
At risk of becoming a “drop out”.
171. 175
Unmotivated Student, cont.
Factors That Influence Motivation:
Fear of Failure – “Better to look bad, than
stupid”. Safer not to try.
Lack of Meaning – May not see relevance
to assignments.
Emotional Distress – Anxiety/Depression
from influences at home.
Learning Disability – Give up in frustration.
172. 176
Unmotivated Student, cont.
Lack of Challenge
Desire for Attention – look helpless to
teacher
Peer Concern – not cool to like school
Low Expectation – no encouragement from
home
Expression of Anger – due to pressure
from parents
173. 177
Unmotivated Student
Interventions
Assess the origin,(records, teachers, etc)
Talk with the Student Privately – develop the
relationship.
Provide a Warm, Accepting Climate
Stay Close to the Student
Introduce the Lesson with Enthusiasm
Give Clear Direction and Feedback
Present Tasks in Manageable Doses
Orchestrate the Student’s Success
Highlight the Student’s Talents
174. 178
Unmotivated Student
Interventions, cont.
Vary Your Teaching Style
Relate Instruction to Student’s Interests
Make Instruction Relevant to Real World
Provide Hands-on Activities
Apply “Meaningful Work”…CHAMPs
Allow Student Some Control over What and How
He Learns
Praise Student’s Efforts and Accomplishments
If Student is Too Cool, consider incentives,
rewards, group recognition ( spark some
competition)
Challenge the Student
175. 179
HYPERACTIVITY…
Constant movement
Easily distracted
Lack of control
Verbal
Does not attend to cues
Provide structured high
activity tasks
Allow for control
movement
Reward on-task
behaviors
Use color codes for
recognitions of
behaviors
176. 180
INATTENTION…
Passive
Minimal problem-
solving skills
Dependent learner
Views ability versus
effort as a problem
Focus attention on key
elements of activity
Develop and mental
map with student
Facilitate routine
success
Help the student self-
monitor performance
177. 181
IMPULSIVITY…
Speaks before thinking
out answers
Cannot monitor
behavior
Impatient with
repetition
Avoids anxiety
Provide short and
specific directions
Reflective evaluation
Develop problem-
solving
Model expected
behaviors
Allow behavior outlets
178. 182
DISRUPTIVE BEHAVIOR…
Refuses to do work
Defy authority
Intimidates other
students
Distract teaching
through verbal or
physical means
Reinforce positive
behavior
Use high interest
personally relevant
material
Provide short successes
180. 184
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The classroom is organized in a manner that
encourages order, participation, independence, and
continuous learning
There is a small number of meaningful rules
Students understand and enforce rules
The teacher is constantly teaching independent
behavior management skills
The teacher spends an appropriate amount of time at
the beginning of the school year establishing the
culture and climate for positive acceptable behavior
Student’s demonstrating appropriate behaviors
constantly receive positive reinforcement
181. 185
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The teacher handles inappropriate behavior in a firm,
fair, consistent, and caring manner
The teacher’s interactions with students are positive
and reinforce the importance of student success
The teacher has several motivators that reinforce and
shape student positive behaviors
Classroom instruction is well organized, meaningful,
and allows for student differences (individual and
group)
Classroom management strategies are appropriate to
the environment and needs of the students
182. 186
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
There is an established communication between
home and school
Students receive constant positive reinforcement for
doing good work and encouragement to do better
Student work is displayed throughout the classroom
and behavior and learning reinforcers are visible
throughout the room
183. 187
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
The teacher has the ability to KNOW
and effectively RELATE to his/her
students
Establishes rapport and trust
Separates unacceptable behavior from
student as a person
Knows total student in and out of school
Knows student’s interests/likes/dislikes
184. 188
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
The teacher has practical and current
KNOWLEDGE of behavior management
strategies
Classroom design
Classroom management
Establishing baseline data
Developing a behavior plan
185. 189
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
The teacher APPLIES behavior
management strategies in a FLEXIBLE
and TIMELY manner
Ability to quickly analyze situation and
appropriately apply techniques
Has good timing-when and where to react
and respond
186. 190
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
The teacher is CONSISTNET, has good
FOLLOW-THROGUH, and FOLLOW-UP
WITH STUDENTS
Is clear and predictable from day 1
Communicates expectations often
Can re-establish respect after encounters
constantly reinforces expected behavior
187. 191
Teachers who are successful at behavior
instruction and reinforcement…
Have a keen AWARENESS of the classroom
ATTEND to more than one matter at a time
Train students to follow established classroom
PROCEDURES/ROUTINES without disturbing others
PACE their instruction without unnecessary delays
Use a variety of techniques to keep students
INTERESTED and INVOLVED
Use various techniques to check student INVOLOVEMNT,
LEARNING, and ATTENTION
Use EFFECTIVE TECHNIQUES with individual students
that guide other student’s behavior
188. 192
Word Wall Activity…
In your group, discuss the term(s) that you
have chosen.
Think about what we have discussed about
this item today.
Share:
Your thoughts and
A factual statement
