+ClassroomManagement

Treaty 4 Regina

… a caring and thinking approach

+Agenda

Objective for the sessionIntroduction to Classroom Management

The ‘factor’ compexity Toronto Stock Exchange Metaphor Safety and Responsibility/Active Participation

Effective Ineffective Teachers Prevention & Responding

Ways students misbehave … and whyBump One – Comparing Effective and Less Effective Teachers

+Learning objective

Understand and experience what effective teachers do to encourage appropriate behaviour and how they respond to students when students choose to respond.

Do this by reflecting on your experience and comparing it to that of others.

What are the major factors we all have to consider related to

effective classroom management?

• Knowledge of how students learn• Knowledge of how to assess• Knowledge of the curriculum• Knowledge of instruction• School Culture• Our Personality

What additional factors impact how students behave in our classrooms?

Did they have breakfastWorking at nightUp late playing video gamesParents divorcing/violence in the home Struggling with readingClassroom/school not safeNo friendsNo support at home

Toronto Stock Exchange -- a key metaphor

Why is safety and accountability so critical?

How does how we frame questions affect safety and accountability -- how does this relate to classroom management?

Two Dimensions

• What effective teachers do to encourage appropriate behaviour,

…and

• What effective teachers do to respond to inappropriate student behaviour when it occurs

+Just for a reality check …list all the misbehaviours you can think of that occur in your classroom and school.

Tapping pencil, pushing, kicking, hitting

Listening to Ipod, daydreaming, chewing gum carving on desk, running in hall

Passing notes, not working, refusing to work in a group, swearing, rude comment under breath

Chatting, cheating on test, coming late,

Rocking in chair, getting up and walking around

Racial slur, gender slur, cell phone ringing, self mutilation

+How would they look classified?

Pencil tapping, passing note, talking while you are talking -- are sort of annoying

Refusing to do work, not doing what is asked, ignoring a request make one angry -- one senses defiance

Pushing others, name calling, teasing, involve make you feel angry -- sort of ‘how would you like it if I did this to you” idea

Not coming prepared, never doing homework, sitting doing nothing make us feel disappointed -- we sort of think about giving up on them because they have given up

+Why do students misbehave?

Need to belong

Need to have power or control over ones life

Need to experience fun/enjoyment

Need to be free

My guess is that the above also applies to us.

+The result if these needs are not met…Four Goals of misbehaviour (Adler)

AttentionPowerRevengeAssumed Disability

Note: just because students misbehave does not mean they have an inappropriate goal of misbehaviour

+Two paradoxes

Paradox of power through weakness -- they appear powerless but have everyone dancing to their needs

Paradox of negative reward -- you think it is a punishment and they see it as a reward

+Obviously …

A system of classroom management has to deal with those misbehaviours. As a teacher, we have to deal with those misbehaviours over which we have some control.

Some misbehaviours require a team response -- other teachers, school administration, parents, social workers etc.

+The less effective teacher

Why you did not respect that teacher

How they responded to students when they misbehaved

+The less effective teacher

Why you did not respect that teacher

No sense of humour, No sense of humour, did not like being in did not like being in class, rude, boring, class, rude, boring, unfair, class unfair, class favourites, not favourites, not prepared, prepared, disorganized, no disorganized, no feedback on feedback on assignmentsassignments

How they responded to students when they misbehaved

Didn’t respond, yelled, Didn’t respond, yelled, made you write lines, made you write lines, threw things, threw things, slammed things, slammed things, always sent us to the always sent us to the office, put us down office, put us down in front of our peers in front of our peers

+The more effective teacher

Why you did respect that teacher

How they responded to students when they misbehaved

+The more effective teacher

Why did you respect that teacher?

Sense of humour

Enthusiastic

Cared about us outside the classroom

Polite, fair,

Let us in to their life

How did she or he respond to students when students misbehaved?

Appropriate intensity,

Did not embarrass us in class

Talked to us privately

+Two Teacher Beliefs

Less effective teachers tend to believe that all students should behave. The result is they acquire and apply a limited range of skills. They are easy to anger; get emotionally caught.

Effective teachers tend to believe that all students at some time will misbehave. The result is they have a more extensive range of skills they can apply. Not easy to anger; keep emotions in check.

+Two Dimensions

Prevention

Personality

Instructional wisdom

Assessment wisdom

Curriculum wisdom

School Culture

School Discipline procedures

Responding

Low key responses

Squaring off

Choices

Implied Choice

Power struggles

Informal chat

Formal chat

In-school suspensions

Out of school suspensions

Expulsion

+

The first escalation

BUMP ONE: Low Key Responses … You use them all.

TheLook

It’sGenetic

+Bump One: Low Key Responses

The look

Proximity

Student’s name

Pause

Cough

Deal with the problem

Signal

Politeness

Ignore

What do all the Low Key responses have in common?

How do less effective and effective teachers enact them?

+Bump One: Low Key Responses -- common attributes

Minimal verbal

Not a distraction to most the class

Don’t stop the flow of the lesson

Don’t invite an escalation

+

BUMP ONE: what misbehaviours can be addressed by employing the Bump 1 skills?

Earlier, you identified the inappropriate behaviours you might find in your school/classroom

In your groups, discuss the above question.

+

The next escalation:

Bump Two: Squaring Off

+

What is Bump 2 in your classroom?

You have tried a few Bump One skills, they are not working so given the students are escalating … you have to match that escalation.• What do you do?

+What is Bump 2 in your classroom?

• stop teaching, pause• turn to the student• provide an optional minimal verbal• end with a thank you

+How do you decide how when, and where to respond?

+How do you decide which Bump to select and how, where and when to do it?

Frequency of the Frequency of the misbehaviourmisbehaviour

Time between Time between misbehavioursmisbehaviours

Severity of the Severity of the misbehaviourmisbehaviour

Importance of lessonImportance of lesson

Your relationship with Your relationship with the studentsthe students

Students life at homeStudents life at home

Past behaviour of the Past behaviour of the studentstudent

School discipline School discipline policypolicy

Support of the officeSupport of the office

+The third escalation: Choices and the Implied Choice (Bump 4 – the follow through)

+Take a misbehaviour and design what you think is an effective choice.

Once you have done this -- think of the critical attributes of effective choices -- what do effective choices have in common that increase the chances they work.

+Below are a few choices; what do the ‘black’ choices have in common?

David, choose to work effectively with your group or you are choosing to work on your own.

John, choose to get your work done now, or you are choosing to do it after school.

+What do the ‘black’ choices have in common?

Jan, you can put the I-Pod in your desk or mine, please make a decision.

Cassie, either put the pen away or I’ll take it away.

+What do the ‘black’ choices have in common?

Mike, please put the pen down or you are choosing to give it to me.

Jennifer, either do your homework or you will not be going on the field trip next month.

+What do the ‘black’ choices have in common?

Sandra, complete your homework or you are choosing to have me call your parents.

Ainsley, dress properly for phys-ed class or you will run 20 laps of the gym.

+Testers …

Get your math homework done or you will write out 5 pages of the dictionary.

My way or the highway.

Make a decision please (pause) thank you.

Well, don’t tie your shoe laces but you may regret it.

Choose to stop rocking in your chair or you are making the decision to stand.

+Attributes of effective choices

Logical - the choice

is related to the misbehaviour

Given as immediately as possible

Choice is not an ultimatum

Choice is done in a positive or neutral tone

You can follow through on the choice

The choice is not seen as punishment

+The next escalation

Bump 4: Following through on the choice

+Bump four is where you find out whether or not you can follow through on the choice you created.

The follow through must be done in a positive or neutral tone.

+For example …

“I’m sorry but you’ve made the decision to work over here …. Thank you.”

+The next escalation

Bump Six: The Informal Chat

+A clarification …

What does the term ‘chat’ mean to you? Take about 15 seconds and consider the implication of a ‘chat’ -- when you have an idea … share with a partner … I will randomly call on a few of you to share.

What do you think would be the key steps to having a chat to resolve a classroom problem? Think Pair Share.

+Informal Chat: 5 Steps

1. Thank them for agreeing

2. Clarify why he/she is being asked to be here --- This can go one of two ways – if don’t know you can explain; if he/she doe … they explain.

3. Mention what you have observed and why it is not working-explain why resolving this is

important

4. Ask for a solution/devise a plan/use student voiceif possible (remember, no consequences)

5. Be sure they understand/revise if needed

6. Thank them for coming.