Taming the River

8/13/2019 Taming the River

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TAMING THE RIVERCreating Momentum and Flow in the Classroom


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HAVE YOU EVER

TRIED TO PUSH A

BOULDER?


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KIDS SPEND1,350 hours or

just 16% of a year in school


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B Y T H E T I M E T H E Y A R E 2 1 , T H E D I G I T A L

G E N E R A T I O N W I L L H A V E P L A Y E D M O R E

T H A N 1 0 , 0 0 0 H O U R S O F V I D E O G A M E S ; S E N T A N D R E C E I V E D 2 5 0 , 0 0 0 T E X T /

I N S T A N T M E S S A G E S ; S P E N T M O R E T H A N

1 0 , 0 0 0 H O U R S TA L K I N G O N P H O N E S ;

A N D W AT C H E D M O R E T H A N 2 0 , 0 0 0

H O U R S O F T E L E V I S I O N A N D O V E R

5 0 0 , 0 0 0 C O M M E R C I A L S


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COLLEGE COMPLETION

19 of every 100 8th graders

complete a post-secondarycredential

11 of every 100 African-American 8th graders complete a

post-secondary credential

11 of every 100 Hispanic 8thgraders complete a post-secondary credential


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CLASSROOM MANAGEMENTCAN BE LIKE PUSHING

A BOULDER


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YOU CANNOT CONTROL ANOTHER

PERSONS BEHAVIOR BUTYOU CAN INFLUENCE IT!The Significance of Behavior


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FACEBODYVOICE

ATTITUDE

Your Classroom Management Tool Kit


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YOU GOT ATTITUDE!

Enthusiasm

Curiosity

Humility


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GO SLOW TO GO FAST


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IF YOU WANT TO GETATTENTION, PROVIDE A

CONTRAST


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PURPOSE

Ensure the safety of our students

and staffCreate a strong learningenvironment


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OUTCOMES

Students to take responsibility of

their own learningStudents engaging in self-control oftheir behavior


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CREATIVE > REACTIVEEffective classroom management is about

being creative and not reactive.


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MOVING THE BOULDER

MomentumFlow


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MOMENTUM

The development of eventsin a learning situation that lendstrength and force to instruction. Measured by

Continuity Movement


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ATTRIBUTION THEORY

Assessing what works and what doesnt work

Helping students reflect on their own work

Learning from mistakes


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THINK OF MOMENTUM AS

THE ENERGY


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FLOW

The state of involvement in an activity that nothing else

seems to matter; the experience is so enjoyable that it isdone for the sheer sake of doing it.

Measured by Pleasure Enjoyment


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THINK OF FLOW AS

THE ZONE


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GETTING TO FLOW

"#$%&$ '($%)*#$

+#,$-.(/$-0,#1-2$-&

31#4 ,)56%(($-7,-7 /$&2%-%7$%8($

9-),-),5 :1&,0%&,1-

;4,(( )$&

$%#-,-7 ,)


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DOMINANCE+ COOPERATION

COMMUNITY


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CONNECT

TrustRapport


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"#$%&'#()*+(,-,$,./

0*112+,./

3*+4,+5

"6%#./

"278,86$

COMMUNITYHierarchy of Student Needs


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DOMINANCE AND COOPERATION

Dominance Cooperation

Assertive Personal Interest in Students

Clear Learning Goals Flexible Learning Goals

Equitable Classroom Behaviors

Positive Classroom Behaviors


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CONGRUENCEVisual Vocal Verbal


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TRANSITIONS

Use signals Practice how to manage transitions Create a standing spot Give no more than three directions at a time

Keep your voice low Be prepared


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INVOLVE PARENTS

Connect Communicate Collaborate

Control


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THE PARENT CONFERENCE

Send them away happy Express appreciation Address a strong point Brainstorm solutions Identify the problem Begin with a PositiveWelcome the parent


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DEALING WITH DIFFICULT BEHAVIOR

Chronic avoidance of

work

Fighting Aggressive behavior Defiance and/or hostility Rudeness


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QuietlyCalmlyPrivately


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SensationEscapeAttentionTangible


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Antecedent Behavior Consequence Reinforcements

Student-Driven Teacher-Driven


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USE IMESSAGES

Three elements Description of behavior Effect of that behavior on the

teacher The feeling it creates for the teacher

I need for you to. . . I want you to. . .


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CREATING INTRINSIC MOTIVATION

Choice Relevance Engagement

Content*TimingWork PartnersProjects*Process*EnvironmentResources

PersonalFamilyNeighborhoodCityCultureLifestyleLife Stage

EmotionalEnergeticPhysicalLearner-Imposed DeadlinesPeer Pressure

*Differentiated Instruction


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BLOOMS TAXONOMY


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STARTSTRONG, END

STRONGPrimacy Prime TimePractice Down Time

Pre aration Prime Time 2


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MAXIMIZING THE BRAIN

Take a break from learning- the brain needs to rest

ImprintJournaling Think, Share, Pair Drawing Small Group Discussions


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REMEMBER

If a rule isnt working, change it Seek out a mentor and be a mentor Recognize positive behavior

You are the MAYORof your classroom community


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REMEMBER

You influence the behavior of others by your actions andwords

Tangible reinforcers lose their potency Plan, Plan, Plan Keep administration in the loop


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ONLINE RESOURCES

NEA Academy http://www.neaacademy.org/ NEA Lesson Plans http://www.nea.org/tools/

LessonPlans.html NEA Education Community http://public-groups.nea.org/main/summary NEA Works4Me http://www.nea.org/tools/Works4Me.html


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TAMING THE RIVERLet the rivers run, let all the dreamers wake the nation.


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BRYAN WEATHERFORD, M. ED.

Teaching and Learning SpecialistCenter for Public Affairs

Texas State Teachers Association

[email protected]

512-476-5355 ext. 1235 | 1-800-324-8782 ext. 1235Twitter : @TeacherChat | Skype: weather tx1

Text: 512-550-2240

Taming the River

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