Classroom Management Treaty 4 Regina

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ClassroomManagementTreaty 4 Regina

• a caring and thinking approach

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Agenda

• Objective for the session
• Introduction to Classroom Management
• The factor compexity
• Toronto Stock Exchange Metaphor
• Safety and Responsibility/Active Participation
• Effective Ineffective Teachers
• Prevention Responding
• Ways students misbehave and why
• Bump One Comparing Effective and Less Effective
  Teachers

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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.

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What are the major factors we all have to
consider related to effective classroom
management?
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Knowledge of how students learn Knowledge of
how to assess Knowledge of the curriculum
Knowledge of instruction School Culture Our
Personality
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What additional factors impact how students
behave in our classrooms?
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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
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Toronto Stock Exchange -- a key metaphor
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Why is safety and accountability so critical?
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How does how we frame questions affect safety and
accountability -- how does this relate to
classroom management?
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Two Dimensions

• What effective teachers do to encourage
  appropriate behaviour,
• and
• What effective teachers do to respond to
  inappropriate student behaviour when it occurs

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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

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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

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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.

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The result if these needs are not met

• Four Goals of misbehaviour (Adler)
• Attention
• Power
• Revenge
• Assumed Disability
• Note just because students misbehave does not
  mean they have an inappropriate goal of
  misbehaviour

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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

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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.

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The less effective teacher

• Why you did not respect that teacher

• How they responded to students when they
  misbehaved

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The less effective teacher

• How they responded to students when they
  misbehaved
• Didnt respond, yelled, made you write lines,
  threw things, slammed things, always sent us to
  the office, put us down in front of our peers

• Why you did not respect that teacher
• No sense of humour, did not like being in class,
  rude, boring, unfair, class favourites, not
  prepared, disorganized, no feedback on
  assignments

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The more effective teacher

• Why you did respect that teacher

• How they responded to students when they
  misbehaved

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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

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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.

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Two Dimensions

• Responding
• Low key responses
• Squaring off
• Choices
• Implied Choice
• Power struggles
• Informal chat
• Formal chat
• In-school suspensions
• Out of school suspensions
• Expulsion

• Prevention
• Personality
• Instructional wisdom
• Assessment wisdom
• Curriculum wisdom
• School Culture
• School Discipline procedures

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The first escalation

• BUMP ONE Low Key Responses
• You use them all.

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The Look
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Its Genetic
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Bump One Low Key Responses

• The look
• Proximity
• Students 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?

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Bump One Low Key Responses -- common attributes

• Minimal verbal
• Not a distraction to most the class
• Dont stop the flow of the lesson
• Dont invite an escalation

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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.

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The next escalation

• Bump Two Squaring Off

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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?

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What is Bump 2 in your classroom?

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

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

• Frequency of the misbehaviour
• Time between misbehaviours
• Severity of the misbehaviour
• Importance of lesson
• Your relationship with the students

• Students life at home
• Past behaviour of the student
• School discipline policy
• Support of the office

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The third escalation Choices and the Implied
Choice (Bump 4 the follow through)
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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.

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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.

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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 Ill take it
  away.

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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.

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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.

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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, dont tie your shoe laces but you may
  regret it.
• Choose to stop rocking in your chair or you are
  making the decision to stand.

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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

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The next escalation

• Bump 4 Following through on the choice

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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.

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For example

• Im sorry but youve made the decision to work
  over here . Thank you.

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The next escalation

• Bump Six The Informal Chat

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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.

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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 dont 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
  voice if possible (remember, no consequences)
• 5. Be sure they understand/revise if needed
• 6. Thank them for coming.