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Classroom Management: Planning for Success and De-escalating Encounters with Students

Classroom Management: Planning for Success and De-escalating Encounters with Students. . Dr. Cathy Sweeney, Talent Development Dr. Araminta Sorrell, Talent Development. DEFINITION. . What is classroom management? 10 minutes Write your definition of classroom management.

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Classroom Management: Planning for Success and De-escalating Encounters with Students

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  1. Classroom Management: Planning for Success and De-escalating Encounters with Students . Dr. Cathy Sweeney, Talent Development Dr. Araminta Sorrell, Talent Development

  2. DEFINITION . What is classroom management? 10 minutes • Write your definition of classroom management. • Share your definition with the people at your table. • Come up with a consensus statement and post on the chart paper.

  3. Elements of Classroom Management . Video: The 7 Habits of Highly Ineffective Educators Screener • In this video there are 2 teachers. One has great classroom management and the other – not so much. • Analyze the video. • One side of the room will analyze what the inappropriate teacher does • One side of the room will analyze what the appropriate teacher does • Each side will share their findings with the rest of the group http://youtu.be/UlJXYwWRGUQ

  4. The need for structure Few students function well in chaos Even though students pretend to like the freedom to do whatever they want, whenever they want, most prefer structure and routines Before the first day of school, teachers should prepare a tentative list of procedures essential for the organization for the classroom The entire class should discuss the rationale for each procedure and have some input for the final adoption

  5. The need for structure View the next videoExplaining Classroom Procedures1 At your table, be prepared to share how these steps for developing procedures were or were not shown in the video: a. give concrete definitions of procedures b. provide the reason or rationale c. demonstrate the procedure d. present the task step by step e. explain and demonstrate cures f. rehearse the procedure g. provide feed back to individuals and the class h. re-teach the procedures as necessary http://www.youtube.com/watch?NR=1&feature=endscreen&v=ZBSjszMzTIM

  6. Planning and Implementing Classroom Procedure Video: Ms. Vaughn’s Classroom procedures While watching this video you will see two versions of the same situation. Record on your T-Chart what is wrong in the first version and then what procedures are in place in the second. You may refer to the checklist provided. Be prepared to share your observations. http://www.youtube.com/watch?v=kkLamPTLsFs

  7. De-escalating encounters with students . Mr. Grimes has wonderful procedures but something is still missing. Watch the video and answer the following questions: • How do you describe his teaching style? • What are his go to strategies for motivating students? • List some of his provocative remarks. • Summarize the feelings of the students. http://youtu.be/gHzTUYAOkPM

  8. Peak 5. 4. Acceleration 6. De-escalation 3. Agitation 2. Trigger Recovery 7. 1. Calm Seven Phases of De-escalation

  9. 1. Calm • Student is in typical, neutral state • Student is cooperative and responsive to teacher and task demands 2. TRIGGER • Any event that provokes an undesired response from the student School-based or Non-school based

  10. 3. Agitation • Student behavior unfocused or off-task • Student showing indicators of anxiety • Student no longer in typical, neutral state 4. ACCELERATION • Student actively resisting, refusing • Verbal aggression, threats • Violation of behavior rules • A student screams “You can’t make me, _________” • A student curses at you • Behavior is confrontational

  11. 5. Peak • Student aggression to self, others or property • Overall student behavior out of control • Fighting • Property destruction • Assault • 6. de-escalating & 7. recovery • Reduction or cessation of student aggression • Reduced frequency or intensity of student behaviors • Student may appear confused • Will need time to calm down before returning to normal activities

  12. Videos for analysis Discuss with your team and be ready to share out • What stage of escalation is student in? • What stage of escalation is the teacher in? • What can be done to de-escalate this situation? • http://www.youtube.com/watch?v=N1ZJ6TUrNHQ&feature=results_main&playnext=1&list=PL272682EFACC98E4B • http://youtu.be/Iz02ALikYf4 • http://youtu.be/gxOTHuHU5DE

  13. Dr. Cathy Sweeney, Talent Development sweensterc@aol.com • Dr. Araminta Sorrell, Talent Development asorrell@jhu.edu

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