Part 2: Gaining Compliance While Promoting Self-Discipline

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Part 2 Gaining Compliance While Promoting
Self-Discipline

• Your Do Now Activity How would you describe
  your most-used method for attempting to regain
  student attention, stop disruption, or gain
  compliance?
• - Short, direct commands (Respectful or harsh
  tone?)
• Questions What should you be doing right now?
• Offer acceptable options from which kids can
  choose
• Shame, yell, berate, scream, or threaten
• Other (please identify)
• Have you found your approach to be effective in
• - Reducing the need to utter them? (Reduced
  frequency)
• - Producing sustaining more of desired
  behavior?
• - Creating a positive, high-participation
  learning environment?

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Giving DirectionsProviding Guidance to
Students When You Want Them to Engage in an
Action

• In order to promote self-discipline and student
  use of internal direction
• Use the least amount of guidance necessary.
• Increase the directiveness of the guidance as
  necessary.

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Guiding Student Actions Degrees of Directiveness

1. Describing the problem
2. Asking a question
3. Giving choices
4. Giving information
5. I message
6. Send a Note
7. Short statement or non-verbal signal
8. Clear, concise command
9. -with reason for needing compliance
10. -with statement of which penalty can be avoided.

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Describing the Problem

• Verbalize a botheration in need of attention, but
  offer no suggestions or directions.
• Simply state your observation of something in
  need of attention.
• Observe whether the student takes ownership of
  the problem and resolves it.
• If so Thank you.
• If not Move to a more directive form of command.
• The student must possess the necessary
• knowledge
• skills
• in order to respond appropriately to prompts.

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Imagine the situation in which these statements
were made. Identify the problems implied in the
statements. Then Describe the Problem.

• (For example) How many times do I have to tell
  you? Quit yelling out the answers!
• I hear answers, but I dont see hands raised.
• Youre not at home. Pick up your mess.
• The art table is messy. I expect to see it
  looking
• better in 3 minutes.
• Hey KeishaDont be spilling potting soil on
  my floor and skulking away.
• KeishaIt seems that some potting soil has
  fallen on the floor.
• If this approach doesnt work, give a bit more
  direction by Asking a question.

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Avoiding the Pitfalls (or climbing out)

• To prevent contrary students from retorting,
  preface the description with
• I see that youve been working hard on that
  task. I thought youd want to know that (the
  drawing materials are still out the dictionary
  is open on the counter the coat is on the floor
  etc.)
• After a nasty retort, sneer, or rolling of eyes
• WhoaEasy there. I know that youre good at
  taking responsibility, so thats why I didnt
  come right out and tell you to do it. I just
  wanted to bring your attention to something you
  might have missed.

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Where should your bottom be right now?

• Ask students what they should be doing at that
  moment.
• This method, which requires a response, spurs
  them to think about the present situation, and
  increases the chances of correct actions being
  displayed now and in the future.
• Assumption
• The knowledge behavior is in their repertoire.

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2. Using Questionsto Direct Student Actions

• Wie Jie, where should everybody be when the
  bell rings?
• Julio, how do we sit when were on the rug?
• Esther, after we borrow from the 10s column,
  what do we do next?
• Ebony, when is the time for learning centers?
• Chang, how do we hold the microscope when we
  carry it?
• Ali, who is the board cleaner today?
• Use any of reporter questions other than Why.
• Given these examples, consider Cosmo.

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Hey Cosmo. COSMO!! Do I have to put up a neon
sign to get your attention? What are you doing?
(Cosmo looks blankly at the teacher.) Why isnt
there a notebook and pen on your desk? Get your
head in the game. (The student gives a shocked
look of recognition, smiles meekly, pulls his
backpack around to his lap, and searches for the
zipper tab while looking over at a kid who just
called him Dork.)

• Hey! Get to it. Lets go. (Cosmo anxiously
  shuffles through the materials in his backpack.)
  You always take too much time to do things. Its
  this way every day. Get out your notebook now,
  not next week. (The embarrassed student
  nervously hurries to locate the correct materials
  while others look uncomfortable with the
  proceedings.) Put your hands on it boy. Geesh,
  Ive seen faster moves from a 3-legged turtle
  with a hernia. Get a move on, slow poke.
• At this point, a more assertive student
  interjects and says Knock it off!! Leave him
  alone you bully. Some other students say
  Yeah. Others are thinking it.

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Dont use a sledge hammer to swat a fly.

• It causes lots of damage
• and we rarely succeed in our goal.
• What question might we have asked of Cosmo?

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3. Limited Acceptable (to you) Choices.

• Bottom of the barrel (Do it or else
  format)
• Youve got a choice Do it now or head down to
  the office.
• Do you choose to follow my direction or lose
  recess?

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(No Transcript)
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Choices

• Better (Pleasant voice some
  time/distance provided)
• Would you like to complete the assignment now or
  later today? I have a 3 oclock and a 315
  appointment open. Take a minute and let me know
  what you decide.
• If you prefer to do it later, it can be during
  lunch or after school. However, if youd like to
  do it now, I can help you get started. After I
  answer Corettas question, Ill be back to hear
  what youve decided.

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Choices

• Best (offer options for completing the
  task/direction)
• Your participation on the clean-up crew this
  week is very important. Would you like to be the
  sweeper, wiper, organizer, table captain, supply
  checker, or supervisor?

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• A student fails to start writing in his/her
  journal as is the daily routine. When you ask
  What do you need to be doing right now? s/he
  states
• Im not in the mood to write in my log today.
• Instead of Start writing or Ill write an F
  in my grade book., think of some novel ways of
  completing the writing task that would be
  acceptable to you.
• List various options for the
• Instrument used to make marks on paper
• Form
• Content .

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Acceptable (to me) Choices

• Would you like to use
• My green pen?
• My red pen?
• A felt tip marker?
• The computer before printing it out?
• The marker youve been using to write graffiti
  all over the lockers?
• A pencil to sketch a drawing that illustrates an
  important happening from the last 24 hours?
  (Then ask the student to give it title short
  description.)
• The feather that I dip into the blood Im going
  to draw from you if you dont get to work
  imMEDIATELY!?

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4. Giving Information

• Fran, paint dries up unless the cover is put
  back on the jar.
• Sushma, alcohol evaporates unless the cap
  is placed back on the bottle.
• If possible Say it softly. Keep it private.
• The student has to think Why is the teacher
  telling me this informational tidbit? Whats it
  got to do with me?

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Sharing Our KnowledgeSelect one of two
situations about to be shown. Provide the
student with information, facts, and/or
knowledge related to the offence you noticed.

• 1. A student is touching the leaves of your
  prized plant. Follow your immediate emotional
  response of Dont touch that! with a
  controlled and respectful statement of
  information as to why hands should not touch your
  flora.
• 2. A youngster removes a DVD and tosses it across
  the long work table. It comes to rest near the
  wall radiator. Instead of saying Whoa!
  Whats wrong with you? The DVD is going to
  melt! you utter

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Strategies For Students Who Might Reject Our
Input

• Keep moving as you speak.
• Obtain permission to offer advise/information.
• (Up next on our agenda)
• Model use of the knowledge via problem
  solving.
• (Soonafter seeking permission)

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Obtaining Permission

• Especially effective with oppositional/defiant/non
  -compliant students
• (although its effective with all kids)
• People who get hit dont want to be friends.
  Would you like to learn a better way to make
  friends?
• Welp, I guess you found out that cursing out the
  art teacher and storming out of the room can
  bring some pretty heavy penalties down on your
  head. Mind if I suggest a way that you can make
  your point to others without all the verbal
  fireworks?

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Demonstrate Problem Solving While Giving
Information

• Arrange for the two of you to be in the same area
  pretend to have a problem similar to that of
  the student.
• Teacher Ooh no. No. No. No.
• Student Whats wrong?
• Teacher Oh, Ive been given an order by my
  supervisor that I dont want to follow because
• -I think its the wrong way to do things.
• -I dont like the nasty way I was told to do it.
• -I dont think that I have the skill to do it
  well.
• -Im just not in the mood.
• (Use the reason(s) that are recurrent for the
  often-defiant kid.)

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Problem Solving (Gordon)

• Identify the problem (already done)
• Brainstorm solutions
• Discuss benefits and problems with each
• Select one for use
• Place it into practice (Role play it first, if
  possible)
• Evaluate the outcome

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You Again!? Eye Messages?

• I, my, me, us, we, our
• Lets move on to 6 on the list Sending Notes.

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• 7. Notes
• Preventive Keep the wrong behavior from ever
  happening by supporting appropriate actions. 33

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• A preventive note for groups.

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• You can use preventative notes at home too!

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• Cute reminders from things that couldnt possibly
  have written them. 36

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This is a Good Place for a Stick-Up

• Hector, please turn to page 14 and answer the
  first four questions.
• I aint openin up your stupid book. This stuff
  is baby crap.
• 38

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Public Image

• Public message This stuff is uninteresting or
  far below my ability. Therefore I refuse to do
  it.
• Hidden message This stuff is way too hard for
  me. I dont have the skills to do it well. Its
  reminding me of my frailties and confronting me
  with another failure experience (or
  mind-exhausting work). Its threatening my
  private and public image.
• CHOICES Bad vs. Dumb.

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If You Detect That a Youngster Needs Assistance

• Continue to teach the lesson
• (while moving slowly toward the student).
• As you teach, write on a post-it note
  Do you want (not need) help?
• Keep walking,but look back at some point.
• Watch for a Yes or No cue.
• If Yes, write another note
• From me or another student?

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8. Laconic LanguageKeep It Short.
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9. Give A Clear, Concise Direction

• In a restrained volume respectful, but firm
  tone of voice
• State the students name
• Precede the command with the magic word. ?
• Provide a precise description of the actions that
  you want the pupil to display.

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Enhance The Impactof Your Precision Direction

• How so?
• Give a reason for compliance Such as?
• Serious face
• Tell what consequence can be avoided with
  compliance (so you can keep all of recess.)
• rather than penalty to be implemented for
  continued non-compliance
• Stand up and/or Close the Distance (maybe)
• Gestures Examples?
• Gesture Quiz
• What standard North American gestures might be
  offensive to some groups?

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Oh My!!

• Thumbs up
• OK
• V for victory
• Stars on stellar papers.
• CmonTheyre in America (Canada) now. They know
  that we mean by these signs.

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Direction Followed By EncouragementFollow
directions with statements that convey I know
I can count on youEXAMPLES

• Elsie is having problems with memorizing the 8s
  and 9s times tables. The teacher overhears her
  say Im stupid. I cant do this stuff.
• Elsie, do you remember how you mastered the 6s
  7s times tables?
• I kept trying and I didnt give up.
• Right. Now its time to do what worked before.
  With effort and our teamwork, well master those
  8s 9s.
• Setting Voc. Ed. HS for students with EBD, LD,
  MMR
• Chef Cook notices off task student during
  preparation of pumpkin bread Motivated the pupil
  with a direction, a belief statement an offer
  of support.
• Willis, please grease your pan and place your
  loaf in it. Its going to taste great right out
  of the oven with a pat of melting butter dripping
  over a steaming hot slice. Call me over if you
  need a hand.
• The student smiled and re-engaged in the activity.

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Are Our Reassurances Reassuring?

• Cmon, its easy.
• (Spoken by teacher or other students)
• You know how to do it. You did it yesterday.
• Maybe if you pay really close attention this
  summer, you might be able to pass the exam.

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Mike Offensive words on board

• How could you describe the problem?
• The board is full
• and I need to use it.
• of words that will get this class in trouble if
• How would you phrase a question?
• What choices would you give?
• What information would you give?
• sexual harassment charges
• offend others
• result in disciplinary measures
• make one look immature
• can hurt one in social situations
• will cause important people to reject you
• will eliminate you from certain jobs with public
• Tell the student the derivation of the word?
• What I message could you give?
• How would you revise the teachers short
  statement?
• What direction would you utter?

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• Write a note?
• Erase the _at_ board!
• Use me now. signed, The Eraser.

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• Two students, Crystal Reuben, have grabbed the
  bottom edges of their textbook covers and are
  moving them up and down. They are pretending
  that the books are flying birds. You are
  concerned that the extreme angle of the backward
  folding might damage the bindings. Devise a
  response for each of the following strategies.
• Describing the problem -
• Asking a question
• Giving choices -
• Short statements
• Giving information
• Sending a note
• Describing how you feel (I message)
• Concise direction (with reason for compliance or
  to avoid a penalty) -

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Writing a Note

• Write a message on a piece of paper
• Utilize your skill in Orgami
• Make a crane
• Glide it over to them!

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Other ideas for when students fail to rein in
their behavior (and that of others)

• Check out BehaviorAdvisor.com (1 behavior
  management site on the planet)
• Managing the behavior of groups
• Promoting positive peer pressure
• Self monitoring (group version)
• Ways to catch em being good
• Managing behavior with your teaching style
• Bulletin Board

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Your Thoughts?

• How would you use that strategy with?
• I disagree with
• Ive used and found that

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Mission Impossible? Your assignment, should
you decide to accept it.

• See the final two pages of your handout. Engage
  in the activities that place into practice the
  strategies weve covered thus far.
• Ill be watching.
• And I get cranky if mean-natured interventions
  are used with kids. If I see disrespectful
  practices, youll get a note (written from your
  memory) that says Remember to use those
  evidence-based ideas.

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• Talking about notes
• GO HOME!
• SOON
• Please wait a few minutes while we address a
  couple of things.