“Remarkably Effective Classroom Discipline Strategies… “That Work”

1. “Remarkably Effective Classroom Discipline Strategies… “That Work”

2. Stress Test The picture has 2 identical dolphins in it. It was used in a case study on stress level at University Medical Center.  Look at the two dolphins jumping out of the water. The dolphins are identical. A closely monitored, scientific study of a group of students revealed that, in spite of the fact that the dolphins are identical, a person under stress will perceive differences between the two dolphins. If there are many differences perceived between the two dolphins, it means that the person is experiencing a great amount of stress.

7. Why I Needed Time To TeachIn My Classroom • It emphasizes proactive strategies. • It fosters self-discipline

8. 3. It sets high expectations for student behavior 4. It eliminates multiple warnings and repeated requests 5. It builds relationships 6. It empowers teachers 7. It raises test scores and increases academic success 8. It reduces office referrals

9. Punishment will not necessarily • change behavior Philosophical Position • Teaching is the most difficult job in America • Times Have Changed • Teachers Are Doing A Tremendous Job • Discipline behavior not students

12. Paradigm Shift Time to Teach isn’t about control; it’s about guiding young people to make the correct decisions.

13. ● “Kids don’t care how much you know… …until they know how much you care” Time to Teach Beliefs 1 “Caring is Key”

14. AUTHORITARIAN Permissive Authoritative

15. Time To Teach! Beliefs 2 ● Conflict is Inevitable… …more importantly, ESSENTIAL!

16. Students Are Really Asking Us: Do you care enough about me to teach me how to behave?

17. Time To Teach Beliefs 3 ● Behavior Can Be Changed The majority of behavior is learned We can’t use poor parenting as an excuse

18. 4 Time To Teach Beliefs Good Behavior Must Be Systematically Taught

19. 5 Time To Teach! Beliefs ● Good discipline is ONLY… …a matter of good timing. The time to discipline is very early in the “chain of behavior”- before minor infractions become major ones.

20. Defiance Physical Aggression Multiple Warnings Arguing Repeated Requests Off Task Climbing the Stairs to the Unbearable Limit

21. Conflict is inevitable… Combatis optional.

22. Neglecting to set clear expectations Telling without teaching Threats Losing it over the little stuff Punishing ourselves along with the kids Repeated warnings, multiple requests, and reaching the unbearable limit Teacher Traps

23. Practicing Self Control Modeling Respect Building Relationships Setting Clear expectations No repeated warnings Being consistent What are the Alternatives?

24. Five Components of Time to Teach 1. Self Control

25. Keeping Cool Remaining Calm Modeling Cognition Responding Effectively “Push Asides vs. Walk Aways” Diffusers I understand Probably so Regardless Nevertheless I’m sorry Avoiding Power Struggles Defending Credibility Past History Button Pushing

26. Keeping Cool Verbal Communication Tone – Speak matter-of-fact Volume – Appropriate for distance/situation Cadence – Deliver with even cadence or rhythm Non-Verbal Communication Personal Space – 1 ½ to 3 feet Body Language – Approach slowly, supportive stance, avoid face to face or challenging position Eye Contact- Cultural concerns

27. 2. Student Teacher Relationships 2. Student Teacher Relationships

28. Unconditional Positive Regard • Contingent Interactions What they do… • Non-contingent Interactions Who they are…

29. 3.Classrooms by Design

30. Classroom ArrangementandPositioning of Students

31. Classroom Ecological Analysis • Where have I placed my desks or tables? • Where do I stand to deliver my teacher-directed information? • Where are the windows? • Where are the entrances and exits? • Where are my visual information points? • Are there existing traffic patterns? • Where are my learning centers?

32. 4.TEACH-TO’SExtremely Handy Tools…but where did they come from?

33. Direct Instruction Model Model – I do Lead – We do Test – You do Teach To’s Behavioral Component Constructed over twenty-seven years ago with the help and guidance of Dr. Madeline Hunter and Coach John Wooden of UCLA.

34. 5.Refocus • Turning a disruptive moment • into a “learning moment” • A “win-win” experience for both student and teacher!

35. Time Out

36. Emergent Behavior Time Out Outcomes Return Often Hindered Academic Performance Low Self-Esteem Early Intervention Time Out (hallway, office, etc.) Learning Stops Limited Supervision Often Reinforcing

37. Time In

38. Emergent Behavior Time In Outcomes Return Seldom High Academic Performance High Self-Esteem Early Intervention Time In(REFOCUS) 1. Learning Continues 2. REFOCUS (Problem Solving) 3. Adequate Supervision

39. Refocus EMERGENTMISBEHAVIOR (tapping on desk, speaking out loud) NO Turning a disruptive moment into a learning moment A “win-win” experience for both student and teacher

40. 1.What was your behavior? 2. What did you want? 3. What problem did your behavior cause for you, your classmates, and/or your teacher? (Grades 4-12) 4.How do you plan to change your behavior in the future? 5. I am ready to return to class. Yes No Refocus Questions

41. RefocusThe Most Powerful Solution to Problem Behavior • Elements Underlying REFOCUSING • Contingently withdraw attention when a problem behavior occurs. • Retain behavioral momentum: a sequence of high probability compliance commands. • Refuse to reach the unbearable limit -- don’t take turns! • 5. Developing self-control takes a lot of practice. • 1. Eliminate repeatedwarnings and/or multiple requests.

42. Teacher: “Everybody, it’s time to put away our diagrams and return to our seats” Students: (Begin to put away diagrams and return to their seats) Stanley: (Continues to lie on the floor) Teacher: “Stanley, would you please put your diagram away?” Stanley: “I will.” (no movement) Teacher: “Stanley, in your seat please…It’s time for math.” Stanley: “What Math?” Teacher: “It’s the math we worked on together over recess yesterday!” Stanley: “Oh that, I forgot it at home.” Teacher: “No, it’s right there on your desk, the yellow paper.” Stanley: “What paper?” Students are working in small groups - A real classroom event Typical

43. Teacher: “Everybody, it’s time to put away our diagrams and return to our seats” Students: (Begin to put away diagrams and return to their seats) Stanley: (Continues to lie on the floor) Teacher: “Stanley I know you love this stuff, but let’s move on to math now” Stanley: “I will.” (no movement) Teacher: “Stanley room 10 please” Teacher: Teaching… Teacher: Teaching… Teacher: Teaching… Teacher: Teaching… Students are working in small groups - A real classroom event REFOCUS

44. Teachers waste 3000 to 5000 words a day on low level behaviors. Take back your TIME TO TEACH!

45. "What If's"

46. Emergency InterventionFor Serious Problem Behavior Low-Level or Minor Event Administrative Intervention 1. Calm Request 2. Administrator (or trained personnel) arrive 3. Teacher directive **Never EVER give away your authority** 4. REFOCUS in alternative setting 5. Welcome Back

47. Emergency InterventionFor Serious Problem Behavior High-Level or Major Event Emergency Event for aggressive challenging behavior Summoning the response team 1. Calm Request 2. All Call Every Staff member without children Scanning the environment for an available room 3. Flood the environment Happy, smiling, teaching, adults … non-confrontational **Team Leader & Recorder Automatically Assigned** 4. First Request (Teacher) 5. Remove the audience (the most powerful step) 6. Final request

48. Everyone Loves T2T Strategies • Administrators • Teachers • Students • Parents

50. Suspension Totals 1997 - 98 September - 13 October - 7 November - 4 December - 5 January - 1 February - 7 March - 1 April - 1 May - 0 June - 0 Suspension Totals 1998 - 99 September - 1 October - 3 November - 0 December - 1 January - 0 February - 0 March - 0 April - 0 May - 0 June - 0 Idaho School Results