So THAT’S Why S he W rites SO M any R eferrals!

1. So THAT’S Why She Writes SO Many Referrals! Dr. Jim Russell, Director, Student Services, Navasota ISD Leah Russell, Principal, High Point Elementary, Navasota ISD

2. Objective: • Take away 3 insights to help teachers improve classroom behavior and increase student learning opportunities

3. Background • Two Groups of Teachers: • Those who wrote numerous referrals annually • Those who wrote few referrals annually

4. Two Types of Teachers High Referrals Low Referrals Same Student Population Well-Respected by Peers Did Not Ignore Misbehaviors Seldom Wrote Referrals • Same Student Population • Well-Respected by Peers • Did Not Ignore Misbehaviors • Wrote NumerousReferrals Annually

5. Focus on Emotions High Referrals Low Referrals Recognized THEY Were Emotionally Involved Recognized Students Were Emotionally Involved Limited Themselves in Some Way • Recognized THEY Were Emotionally Involved • Recognized Students Were Emotionally Involved • Limited the Students in Some Way

6. Focus on Emotions High Referrals Low Referrals Recognized THEY Were Emotionally Involved “I need to cool off before I interact!” • Recognized THEY Were Emotionally Involved • “I need a break from that student!”

7. Focus on Emotions High Referrals Low Referrals Recognized Students Were Emotionally Involved • Recognized Students Were Emotionally Involved

8. Focus on Emotions High Referrals Low Referrals Limited Themselves in Some Way “If a kid pops off, I don’t stoop to his level.” Refuses to engage • Limited the Students in Some Way • “This kid needs to be somewhere else!”

9. Conferenced With Student High Referrals Low Referrals Asked questions focused on getting back on task “What are the rules?” “What should be happening? “Will you work with me?” • Asked Investigative type of questions • “WHY did you…?” • “What’s WRONG?”

10. Conferenced With Student High Referrals Low Referrals ASKED the Student to State the Rules No Discussion of Consequences • TOLD the Rules to Student • TOLD the Consequences

11. Conferenced With Parents High Referrals Low Referrals Seldom needed • TOLD the Rules to Parent • TOLD the Consequences

12. Conferenced With Parents High Referrals Low Referrals Seldom needed • TOLD the Rules to Parent • TOLD the Consequences

13. Acknowledgement that Home/School Cultures May Be Different High Referrals Low Referrals Focused on reminding students of school culture Believed student usually knew correct behavior- reminded them and moved on • Focused on training students for school and real world • Lectured student on what they should do and WHY they should do it

14. Perspective of Classroom Discipline High Referrals Low Referrals Teachers’ job is to handle their discipline ‘in-house’ Feel like they lose control when send a student out of class • Administrators’ job is to handle all student discipline (‘Help teachers with …”) • Had pre-determined ideas as to what should be done to student- so feel like they’re in control

15. Perspective of Classroom Discipline High Referrals Low Referrals Referrals don’tbenefit students Focus on getting class back on task • Referrals teach the student a lesson • But none could provide any evidence or explanation • Other students learn vicariously through removed student

16. Insight #1 • ASK rules…. Don’t TELL!

17. Insight #2 • The classroom has multiple cultures. • They are not necessarily in competition with one another.

18. Insight #3 • Save the teachable moments for after class.

19. Contact • Dr. Jim Russell • jimandleahrussell@yahoo.com • 903-780-8489 • @teachfangs • Jimrussell.edublogs.org • Leah Russell • jimandleahrussell@yahoo.com • leahrussell@mac.com • 903-530-2409 • @leahrussell