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Creating & Maintaining Effective Environments for Student Learning

Humanitas Webinar 3-15-07 (Part 2)

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Purpose of Presentation

To review key components of creating and maintaining effective learning environments.

To support Job Corps instructors in developing classroom management techniques that increase positive student behaviors and outcomes.

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Why?

Without effective learning environments, Behaviors are random and outcomes are

unpredictable; Students do not learn to take responsibility

for their own behaviors, choices, and learning;

Instructors burn out quick!

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3 Components - Review

Foundation

Prevention

Intervention

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Foundation – Review

1. Who We Are…2. Assumptions that we make3. Do we use “inner authority” or “inner

apology”?4. Are we modeling behaviors that we

want our students to emulate?5. How are we designing learning

opportunities that include every student?

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Prevention - Review

What are we doing proactively to prevent unwanted behaviors?

Do we understand the difference between rules and procedures and how they are used to shape behaviors?

Do we have consistent rules, and are all students “bought in”?

Do we have procedures that set students up for success and eliminate all that intervention time?

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Prevention - Review

What is the importance of building rapport?

Besides rules, procedures and rapport, what else contributes to prevention?

We call it “Withitness” “Withitness” in this sense, does not

really mean being a “cool” teacher…

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Focusing on Prevention Success

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Rapport

Be Available Show Enthusiasm

Be Non-judgmental

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“Withitness”

Are you constantly aware of what is going on in your classroom? Eye Contact Room Dividers Instructional Aids Unobstructed Passageways Student Traffic Student Space Student Access to Materials Seating Arrangements Other Distractions

(http://web.utk.edu/~mccay/apdm/classmgt/classmgt_b.htm)

http://serc.carleton.edu/images/cismi/broadaccess/australia_lab_group.jpg

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“Withitness”…You tell us:

Name some ways that “withitness” can help build a productive environment.

What are some other traits of “withitness” that you have witnessed that are effective?

What are some common errors that you see? How might “withitness” be different in varied

environments? Academics? Trades? WB-L?

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Prevention =

What we do proactively

Rules & Procedures Rapport Withitness

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Intervention =

What we do in response to behaviors and events.

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Intervention

What events or behaviors push your buttons? What do you do? How is that working for you? What is the difference between responding

and reacting? Do you believe that the way you

react/respond actually predicts the outcome?

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Intervention

Question: What is the purpose of intervention?

Answer: To help your student modify his/her behavior while maintaining the integrity of the class.

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Intervention

Question:

Why do students misbehave?

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Behavior is Communication

“Developing” social skills;

For avoidance of failure;

For power & revenge;

For attention-seeking

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Intervention Technique:

Event + Response = Outcome

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When using this technique, ask :

What is the desired OUTCOME for each event?

What would be appropriate RESPONSES to obtain these outcomes?

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Let’s try it…

Think of a misbehavior or event that requires your intervention…

Ask yourself, “What is the desired outcome?”

Plan your response.

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Intervention Techniques

Goals of Misbehavior For Avoidance-of-Failure Behavior

“Leave Me Alone” For Power & Revenge Behavior

“Let’s Fight/You Can’t Make Me/I’ll get even”

For Attention-Seeking Behavior “Look at Me”

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Intervention Techniques

Attention Power Revenge Avoidance of Failure

Target-Stop Do

Acknowledge their power

Graceful Exits Decrease Competition

Give the eye Table the matter

Consequences Chart

Modify Instructional

Methods

Acknowledge Appropriate

Behavior

Grant Legitimate

Power

Building Caring

Relationships

Make Mistakes

Okay

http://www.pbismaryland.org/SummerInstitute2006/Presentations/ShaunaKing~CooperativeDiscipline.ppt#272,21,Intervention and Prevention Strategies

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The 411 on the 911

Know your students (KYS) and cultures.

1st priority in altercation: Separate students;

2nd priority: Get help!

Know JC emergency numbers and procedures.

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The Heart of the Matter

I’ve come to the 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 de-escalated and a child humanized or dehumanized.

~Haim Ginott

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Next Webinar

Date: TBA Time: TBA Topic: Classroom Strategies

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Resources

Job Corps Learning Disabilities Websitehttp://jccdrc.jobcorps.gov/ld

Job Corps Disability Websitehttp://jcdisability.jobcorps.gov/index.htm

Diane Fairchild, National Director of Student Services, SIATechfairchilddi@siatech.org

Kim Jones, Disability Coordinator, Humanitaskim.jones@humanitas.com