Chapter 1: Vision

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A Proactive and Positive Approach to Classroom
Management

• Chapter 1 Vision

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What teacher influenced you?

• Think of a teacher that influenced you
• Share with a partner the characteristics of that
  teacher
• Whole group share (brief)

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VISION

• You must know for which harbor you are headed if
  you are to catch the right wind to take you
  there.
• - Seneca

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Chapter 1 Vision
Tasks

1. Understand How to Shape Behavior
2. Understand Motivation
3. Identify Long-Range Classroom Goals
4. Develop Guidelines for Success
5. Maintain Positive Expectations
6. Implement Effective Instructional Practices
7. Initiate and Maintain Family Contacts

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Task 1 Understand How to Shape Behavior

• Structure your classroom to promote responsible
  student behavior
• Acknowledge responsible student behavior
• Respond to irresponsible student behavior calmly
  and consistently

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Behavior Management Principles

• Behavior is learned and unlearned
• Antecedents What happens before the
  misbehavior?
• Behavior What happens and is observable?
• What do you want to change?
• Consequence Positive reinforcement of
  behavior increases the behavior
• (positive to student).
• Negative reinforcement decreases the
  behavior
• (negative to student).

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All Misbehaviors Occur for a Reason

• How to Reduce Misbehaviors
• Identify and modify any conditions that are
  reinforcing the behavior,
• Identify and eliminate any positive outcomes that
  are reinforcing the behavior,
• Implement appropriate corrective consequences
  calmly and consistently.

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Task 2 Understand Motivation
How to encourage your students to succeed.
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To Motivate

• To provide an incentive
• To move to action
• To drive forward

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What Motivates You?

• List things you are motivated to do on the left
  side of your paper.
• List things you are not motivated to do on the
  right side of your paper.
• Keep your lists well come back to it in a few
  minutes!

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Major Concepts of Motivation

• Concept 1
• When a behavior is engaged in , it
  demonstrates a level of motivation.
• If behavior does not occur it demonstrates a
  of motivation.

repeatedly
lack
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Major Concepts of Motivation

• Concept 2
• Motivation involves and
• factors.
• Concept 3
• There is an important relationship between ones
  intrinsic motivation to engage in a task and
  ones at the task.
• (If youre good at a task then you want to do it
  a lot!)

intrinsic
extrinsic
proficiency
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Expectancy X Value Theory

• Expectancy degree you expect to be
• at a task
• Value degree you value the that accompany
  that success

successful
rewards
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The Formula

• Expectancy Rate X Value Rate Motivation
• Guess what? If either rate is zero,
• then motivation is also zero!
• O NOT motivated or NO Value
• 10 Highly motivated or Highly Valued

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How the formula works

• Example page 200 in CHAMPs
• Grocery shopping Expectancy 8
• Value 5
• 8 X 5 40 motivation
• Playing with my dogs Expectancy 10
• Value 10
• 10 X 10 100 motivation

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In Summary

• Student behavior will let you know what they are
  motivated not motivated to do
• Use both intrinsic and extrinsic motivation
• Remember students motivation is related to the
  degree they value the rewards and their
  expectation of succeeding

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What does this mean?

• If your students are unmotivated first find out
  if its a question of
• Do they value the task and/or the reinforcement?
• Do they expect to succeed?
• Consider what they believe, NOT what you believe
  they can do.
• Consider what reinforces THEM, not what
  reinforces you.

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Your Turn

• Look over your list of motivated and not
  motivated activities
• Choose one item from each list
• Use the Expectancy X Value formula for each
• Discuss results in table group
• Did we get it?

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Task 3Identify Long-Range Classroom Goals

• Write 3 goals (instructional and behavioral)
• Share with table group

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Task 4Develop Guidelines for Success

• Guidelines for Success are.
• attitudes, traits, guiding principles that are
  important to the success of my students in our
  school, in my classroom and in their lives.

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Sample - Guidelines for Success

• Be responsible
• Always try
• Do your best
• Cooperate with others
• Treat everyone with respect (including yourself)

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The ABCsKaleys Guidelines for Success

• A Always use good manners
• B Be respectful to your self and others
• C Come prepared
• D Do your best
• E Everyone cooperate and be helpful

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Rosemont Elementary

• Show your best
• Organize and be prepared
• Attitudes are positive
• Respect everyone all the time

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Ocoee High School

• Work to Become Successful
• Be the Change You Wish to See in the World
• Treat Everyone with Dignity and Respect
• Be Responsible for Your Own Behavior

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Guidelines for SuccessRules
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Guidelines vs. Rules

• GUIDELINES
• Reflect overall guiding principles for student
  attitudes and behavior
• All specific RULES should connect to these
  guidelines

• RULES
• Tell students specifically what to do
• Are measurable and observable
• Examples
• ? Be in class on time
• ? Come to class with paper, pencil and book
• ? Work to complete quality assignments

CHAMPs Pg.13
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Reflection

• A. If your school has guidelines for success
  school wide
• How were they developed?
• Are they being taught in the classroom?
• Are they a living and breathing part of the
  school culture?

• B. If your school does not have Guidelines for
  Success school wide, discuss
• Do we want to develop them so that all staff
  emphasizes the same principles?
• How would we begin developing them?

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Task 5 Maintain Positive Expectations

1. Take care of yourself
2. Maintain, a positive but realistic vision of
   students behaving successfully
3. Evaluate your behavior management plan
4. Dont take it personally
5. Make an overt effort to interact positively with
   each student
6. Consult with colleagues

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Task 5Maintain Positive Expectations

• 6 mixed small groups
• Develop 1 minute commercial
• (p. 42-43))
• Group presentations

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Task 5 Maintain Positive Expectations

1. Take care of yourself
2. Maintain, a positive but realistic vision of
   students behaving successfully
3. Evaluate your behavior management plan
4. Dont take it personally
5. Make an overt effort to interact positively with
   each student
6. Consult with colleagues

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Task 6 Implement Effective Instructional
Practices

• Tune Up your Teaching Style
• Actively Involve Students
• Have Clear Objectives
• Ensure High Rates of Success
• Provide Immediate Feedback

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Task 6Implement Effective Instructional
Practices

• Tune Up Your Teaching Style
• Be clear about what students are to learn and
  explain why the task of behavior will be useful
  to students
• Relate new tasks to previously learned skills
• Give students a vision of what they will
  eventually be able to dol.
• Rally the enthusiasm and enery of students,
  particularly when asking them to do something
  difficult or challenging.

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Task 6 Implement Effective Instructional
Practices

• Tune Up your Teaching Style
• Actively Involve Students
• Have Clear Objectives
• Ensure High Rates of Success
• Provide Immediate Feedback

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Task 7Initiate and Maintain Family Contacts

• Share personal experiences
• Video Clip