Classroom Management Treaty 4 Regina

1. ClassroomManagementTreaty 4 Regina … a caring and thinking approach

2. Agenda • Objective for the session • Introduction to Classroom Management • The ‘factor’ compexity • Toronto Stock Exchange Metaphor • Safety and Responsibility/Active Participation • Effective Ineffective Teachers • Prevention & Responding • Ways students misbehave … and why • Bump One – Comparing Effective and Less Effective Teachers

3. Learning objective • Understand and experience what effective teachers do to encourage appropriate behaviour and how they respond to students when students choose to respond. • Do this by reflecting on your experience and comparing it to that of others.

4. What are the major factors we all have to consider related to effective classroom management?

5. • Knowledge of how students learn• Knowledge of how to assess• Knowledge of the curriculum• Knowledge of instruction• School Culture• Our Personality

6. What additional factors impact how students behave in our classrooms?

7. Did they have breakfastWorking at nightUp late playing video gamesParents divorcing/violence in the home Struggling with readingClassroom/school not safeNo friendsNo support at home

8. Toronto Stock Exchange -- a key metaphor

9. Why is safety and accountability so critical?

10. How does how we frame questions affect safety and accountability -- how does this relate to classroom management?

11. Two Dimensions • What effective teachers do to encourage appropriate behaviour, …and • What effective teachers do to respond to inappropriate student behaviour when it occurs

12. Just for a reality check …list all the misbehaviours you can think of that occur in your classroom and school. Tapping pencil, pushing, kicking, hitting Listening to Ipod, daydreaming, chewing gum carving on desk, running in hall Passing notes, not working, refusing to work in a group, swearing, rude comment under breath Chatting, cheating on test, coming late, Rocking in chair, getting up and walking around Racial slur, gender slur, cell phone ringing, self mutilation

13. How would they look classified? Pencil tapping, passing note, talking while you are talking -- are sort of annoying Refusing to do work, not doing what is asked, ignoring a request make one angry -- one senses defiance Pushing others, name calling, teasing, involve make you feel angry -- sort of ‘how would you like it if I did this to you” idea Not coming prepared, never doing homework, sitting doing nothing make us feel disappointed -- we sort of think about giving up on them because they have given up

14. Why do students misbehave? • Need to belong • Need to have power or control over ones life • Need to experience fun/enjoyment • Need to be free My guess is that the above also applies to us.

15. The result if these needs are not met… • Four Goals of misbehaviour (Adler) • Attention • Power • Revenge • Assumed Disability Note: just because students misbehave does not mean they have an inappropriate goal of misbehaviour

16. Two paradoxes • Paradox of power through weakness -- they appear powerless but have everyone dancing to their needs • Paradox of negative reward -- you think it is a punishment and they see it as a reward

17. Obviously … • A system of classroom management has to deal with those misbehaviours. As a teacher, we have to deal with those misbehaviours over which we have some control. • Some misbehaviours require a team response -- other teachers, school administration, parents, social workers etc.

18. The less effective teacher • Why you did not respect that teacher • How they responded to students when they misbehaved

19. The less effective teacher Why you did not respect that teacher No sense of humour, did not like being in class, rude, boring, unfair, class favourites, not prepared, disorganized, no feedback on assignments How they responded to students when they misbehaved Didn’t respond, yelled, made you write lines, threw things, slammed things, always sent us to the office, put us down in front of our peers

21. The more effective teacher • Why you did respect that teacher • How they responded to students when they misbehaved

22. The more effective teacher Why did you respect that teacher? • Sense of humour • Enthusiastic • Cared about us outside the classroom • Polite, fair, • Let us in to their life How did she or he respond to students when students misbehaved? • Appropriate intensity, • Did not embarrass us in class • Talked to us privately

23. Two Teacher Beliefs • Less effective teachers tend to believe that all students should behave. The result is they acquire and apply a limited range of skills. They are easy to anger; get emotionally caught. • Effective teachers tend to believe that all students at some time will misbehave. The result is they have a more extensive range of skills they can apply. Not easy to anger; keep emotions in check.

24. Two Dimensions Prevention • Personality • Instructional wisdom • Assessment wisdom • Curriculum wisdom • School Culture • School Discipline procedures Responding • Low key responses • Squaring off • Choices • Implied Choice • Power struggles • Informal chat • Formal chat • In-school suspensions • Out of school suspensions • Expulsion

25. The first escalation BUMP ONE: Low Key Responses … You use them all.

26. The Look

27. It’s Genetic

28. Bump One: Low Key Responses • The look • Proximity • Student’s name • Pause • Cough • Deal with the problem • Signal • Politeness • Ignore • What do all the Low Key responses have in common? • How do less effective and effective teachers enact them?

29. Bump One: Low Key Responses -- common attributes • Minimal verbal • Not a distraction to most the class • Don’t stop the flow of the lesson • Don’t invite an escalation

30. BUMP ONE: what misbehaviours can be addressed by employing the Bump 1 skills? • Earlier, you identified the inappropriate behaviours you might find in your school/classroom • In your groups, discuss the above question.

31. The next escalation: Bump Two: Squaring Off

32. What is Bump 2 in your classroom? You have tried a few Bump One skills, they are not working so given the students are escalating … you have to match that escalation. • What do you do?

33. What is Bump 2 in your classroom? • stop teaching, pause • turn to the student • provide an optional minimal verbal • end with a thank you

34. How do you decide how when, and where to respond?

35. How do you decide which Bump to select and how, where and when to do it? • Frequency of the misbehaviour • Time between misbehaviours • Severity of the misbehaviour • Importance of lesson • Your relationship with the students • Students life at home • Past behaviour of the student • School discipline policy • Support of the office

36. The third escalation: Choices and the Implied Choice (Bump 4 – the follow through)

37. Take a misbehaviour and design what you think is an effective choice. • Once you have done this -- think of the critical attributes of effective choices -- what do effective choices have in common that increase the chances they work.

38. Below are a few choices; what do the ‘black’ choices have in common? • David, choose to work effectively with your group or you are choosing to work on your own. • John, choose to get your work done now, or you are choosing to do it after school.

39. What do the ‘black’ choices have in common? • Jan, you can put the I-Pod in your desk or mine, please make a decision. • Cassie, either put the pen away or I’ll take it away.

40. What do the ‘black’ choices have in common? • Mike, please put the pen down or you are choosing to give it to me. • Jennifer, either do your homework or you will not be going on the field trip next month.

41. What do the ‘black’ choices have in common? • Sandra, complete your homework or you are choosing to have me call your parents. • Ainsley, dress properly for phys-ed class or you will run 20 laps of the gym.

42. Testers … • Get your math homework done or you will write out 5 pages of the dictionary. • My way or the highway. • Make a decision please (pause) thank you. • Well, don’t tie your shoe laces but you may regret it. • Choose to stop rocking in your chair or you are making the decision to stand.

43. Attributes of effective choices • Logical - the choice is related to the misbehaviour • Given as immediately as possible • Choice is not an ultimatum • Choice is done in a positive or neutral tone • You can follow through on the choice • The choice is not seen as punishment

44. The next escalation Bump 4: Following through on the choice

45. Bump four is where you find out whether or not you can follow through on the choice you created. The follow through must be done in a positive or neutral tone.

46. For example … “I’m sorry but you’ve made the decision to work over here …. Thank you.”

47. The next escalation Bump Six: The Informal Chat

48. A clarification … • What does the term ‘chat’ mean to you? Take about 15 seconds and consider the implication of a ‘chat’ -- when you have an idea … share with a partner … I will randomly call on a few of you to share. • What do you think would be the key steps to having a chat to resolve a classroom problem? Think Pair Share.

49. Informal Chat: 5 Steps 1. Thank them for agreeing 2. Clarify why he/she is being asked to be here --- This can go one of two ways – if don’t know you can explain; if he/she doe … they explain. 3. Mention what you have observed and why it is not working-explain why resolving this is important 4. Ask for a solution/devise a plan/use student voice if possible (remember, no consequences) 5. Be sure they understand/revise if needed 6. Thank them for coming.