PBS – Respect & Responsibility

1. PBS – Respect & Responsibility

2. ClassroomManagement Proven Strategies Now Region XV Presented by: Don Rolfe July 15,2011

3. Logistics • Lunch time- 11:30 • Breaks- Mid-morning and Afternoon. • Meet your needs. • Zero Noise Signal • Feel free to ask questions.

4. Opening Activity • Meet and Greet. • Discover the names of 5 participants. • Re-inforce them for being here. • Find out what inspires them. • Be prepared to share the information you discovered.

5. Objectives • Discuss the needs of the current generation of students. • Examine the generational implications for the classroom. • Examine the classroom structure requirements.

6. Objectives • Discuss the challenges facing the classroom. • Discuss the concept of “No Limits”. • Examine your role in surpassing limits. • Examine the role of inspiration in the classroom.

7. Objectives • Review the components of behavior. • Review the instructional requirements for the current and Y generations. • Discuss relationship building strategies.

8. Objectives • Examine the importance of Self-Determination. • Review the impact of Sensory Integration in the classroom and ways to support those needs. • Conduct role-plays utilizing learned behavioral management strategies.

9. Trends • There is limited time for Self-Determination component work. • There is a greater need for instruction that agrees with Visual/Movement Learning Systems.

10. Trends • There have been generational changes. • Needs of this current generation will impact instruction and classroom management. • Dealing with parents of the current will be challenging.

11. Generational Work • This is a great insight into where and why we are. • It helps to form lines of communication with students and parents. • It is important to understand it is just a limit to overcome..

12. Generational Work • Know your Generations • 4 Generations Birth Years • Traditionalists 1925-1942 • Baby Boomers 1943-1960 • Generation X 1961-1981 • Generation Y 1982-2002

13. Generational Information Traditionalists 1925-1942 • Work style and value • Respect for rules, hierarchy and authority • Dedication, hard work • Loyalty • Sacrifice • Duty before fun • Value Tradition

14. Generational Work Supportive Behaviors and Tips for Communicating with Traditionalists • By nature Traditionalists are private, the “Silent Generation”. Don’t expect members of this generation to share their thoughts immediately. • For the traditionalist an educator’s word is his/her bond, so it’s important to focus on words rather than body language on inferences.

15. Generational Work • Face to face or written communication is preferred. • Don’t waste their time or let them feel as though their time is being wasted.

16. Generational Work Baby Boomers 1943-1960 Work Style and values • Work is a priority • Optimistic • Personal Fulfillment • Competitive • Value meaning

17. Generational Work Supportive Behaviors and Tips For Communicating with Boomers • Boomers are the “show me” generation, so your body language is important when communicating. • Speak in open, direct style but avoid controlling language.

18. Generational Work • Present options to demonstrate flexibility in your thinking.

19. GENERATIONAL Work Generation X 1961- 1981 • Work style and values • Self-reliance • Desire flexibility • Skepticism • Technology • Informal • Value Balance (work/life)

20. Generational Work • Supportive Behaviors and Tips for Communicating with Gen Xer’s. • Use email as a primary communication tool. • Talk in short sounds bites to keep their attention. • Share information with them on a regular basis and strive to keep them in the loop.

21. Generational Work • Use an informal communication style.

22. Generational Work Generation Y 1982-2002 • Work style and values • Fast paced (multi-tasking/multi media) • Tenacity/Directness • Entrepreneurial • Global diversity (people/ perspective/access) • Technology savvy • Value fun

23. Generational Work Supportive Behaviors and Tips for Communicating with Y’s. • Use action words and challenge them at every opportunity. • They will resent it if you talk down to them. • Seek their feedback constantly and provide them with regular feedback. • Use humor and create a fun learning environment. Don’t take yourself too seriously.

24. Generational Work • Encourage them to take risks so that they can explore new ways of learning.

25. Generations and K-12 Schools(2006) • Civic Leaders: Boomers • Superintendents: Boomer • Teachers: Boomer, X Gen • HS students: Gen Y:Parents: Boomers • K-6 parents: X; Students : Y • Pre-school parents: X; Students: Homeland

26. Generations and K-12 schools (2016) • Superintendents: More X than Boomers • Teachers: Boomer, X Gen, Y Gen • HS students: Gen X:Parents: Y • K-6 parents: X; Students : Homeland • Pre-school parents: Y; Kids: Homeland

27. Generational Thinking........ • In the Millennial youth era, Gen X adults are not as willing as Boomers to believe that the brightest of their generation became K-12 teachers and administrators. • And so they have become the leading advocates of vouchers, school choice and home schooling.

28. Adolescent Influences

29. Collaboration is the key....so what do we do about it? • M E E T • M- Make time to discuss • E- Explore difference • E- Encourage respect • T- Take responsibilty

30. Meeting the Challenge • Structure in the Classroom must be examined. • Components of behavior must be understood. • Instruction for these students must be adapted.

31. Meeting the Challenge • Relationships must be built and students must be challenged. • Sensory Integration must be understood. • The uniqueness of these generations must be understood and adequately addressed.

32. Other Challenges • School-wide Positive Behavior Interventions and Strategies are not fully implemented. • The impact of meth is being felt. • Modern medical break-thrus will impact how we educate our children.

33. Other Challenges • Limited college curriculum relating to Behavior Management/Discipline.. • The Rigor of STAAR.

34. Meeting the Challenge • This is what happens if the challenge is not met.........

36. Managing “Limits” • An incredible story. • Looking “IN” • Comparable to Conscious Discipline. • Cleaning that which separates you.

37. Structure

38. Few positive SW expectations defined, taught, & encouraged

39. Establish 3 to 5 Clearly Stated, Positive Expectations

40. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

41. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

42. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

43. 57 Teaching Academics & Behaviors

44. Acknowledge & Recognize

45. Recognize Expected Behavior (Students & Staff)

46. Cougar Traits in the Community Student Name __________________________________Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed)Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

47. Student Learning Teams • The most effective approach to classroom management for cooperative learning is to create a team-based positive reward system. • This simply means giving your attention to the teams with right behavior.

48. Student Learning Teams • Research shows that if you pay attention to negative behavior observed in the classroom, the frequency of these behaviors will increase.

49. Student Learning Teams • Cooperative Learning Standards • Practice Active Listening • Help and encourage each other • Everyone participates • Explain your ideas/ Tell “why”. • Complete tasks

50. Student Learning Teams • 4-5 to a team. • Use the Zero noise signal. • Ask 3 before me. • Special Recognition • Numbered Heads Together • Think/Pair/Share