Managing Student Behavior Judy Brunner Spring River Conference November 2, 2009

1. Managing Student Behavior Judy Brunner Spring River Conference November 2, 2009  2009 EDU-SAFE L.L.C.

2. Instructional Targets • Understand how to provide clear expectations for student behavior, classroom routines and procedures • Be able to reduce or eliminate anti-social or verbally aggressive student behaviors  2009 EDU-SAFE L.L.C.

3. Let’s Think About It! Talk to your friend. When you consider the management of student behavior at school, what concerns you the most?  2009 EDU-SAFE L.L.C.

4. What do students want? • Teachers that are trustworthy • Teachers who get to know them • Teachers who believe in them • Teachers who make learning interesting • Teachers who don’t embarrass them • Teachers who don’t scream • Teachers who don’t give up on them  2009 EDU-SAFE L.L.C.

5. What do students want? • Teachers to be nice and smile often • Teachers to care about them • Teachers to be understanding • Teachers to be patient • Teachers to be fair and consistent • Teachers who like teaching • Teachers who help them succeed • Teachers that challenge them to do their best  2009 EDU-SAFE L.L.C.

6. Managing Student BehaviorIt’s Not Easy Inappropriate behavior is contagious. It’s very easy to forget what you know intellectually and merely begin to react emotionally. If a student always “presses your buttons”, hide your buttons.  2009 EDU-SAFE L.L.C.

7. Talk to Your FriendWhich One Works Best? Laissez-faireAutocratic Democratic In terms of student product, which teaching style works best? In terms of student learning, which teaching style works best?

8. Brain Compatible Ways to Prevent Discipline Problems • Make positive contact with each student within 5 minutes of the beginning of class. • Make regular positive contact with parents. • Allow students to have input into classroom rules and assignments. • Provide for individual time, group time, class discussions, and affirmation.  2009 EDU-SAFE L.L.C.

9. Brain Compatible Ways to Prevent Discipline Problems • Make the classroom interesting with bulletin boards that are colorful and relevant. • Respond quickly to student concerns and questions. • Incorporate movement into the daily schedule of the class. • Include everyone in discussions and routines.  2009 EDU-SAFE L.L.C.

10. Brain Compatible Ways to Prevent Discipline Problems • Have students write a monthly letter to the teacher. As the teacher, write a response. • Have students role play appropriate responses and reactions. • Manage group leaders so they set the right tone for the group.  2009 EDU-SAFE L.L.C.

11. Brain Compatible Ways to Prevent Discipline Problems • Recognize when it is time for the class to take a break. Have students stand, breathe deeply, stretch, stand on toes, etc. • Understand that building a relationship with students related to extracurricular activities can enhance the classroom environment. • Post schedules to reduce confusion.  2009 EDU-SAFE L.L.C.

12. Effective Teachers • Know what they are doing every day • Know and teach classroom procedures • Know their professional responsibilities • Know that every day can be “the first day of school”  2009 EDU-SAFE L.L.C.

13. A Well Managed Classroom Characteristics • High level of student involvement with work • Relatively little wasted time, confusion, or disruption • Work oriented but relaxed and pleasant climate  2009 EDU-SAFE L.L.C.

14. A Well Managed Classroom Effective Teachers • Dress professionally • Understand they are role models • Are able to say “No” and mean it • Start class immediately  2009 EDU-SAFE L.L.C.

15. A Well Managed Classroom Effective Teachers • Meet and greet students at the door • Use a seating chart • Teach responsibility by making students responsible for daily tasks • Know how to bring class to attention • Know how to praise and encourage  2009 EDU-SAFE L.L.C.

16. A Well Managed Classroom Effective Teachers Introduce rules, procedures, and routines from day one and continue to teach them throughout the school year……especially at the beginning of 4th quarter  2009 EDU-SAFE L.L.C.

17. A Well Managed Classroom Procedures for the following • Beginning class • Ending class • Collecting papers • Returning papers • Sharpening pencils • Leaving the room for personal reasons • Obtaining, maintaining and using school materials • Entering the room when late  2009 EDU-SAFE L.L.C.

18. A Well Managed Classroom Procedures for the following: • Getting student attention after group work or discussion • Responding to visitors in the room • Responding to intercom announcements • Forminggroups within the class • Getting the teacher’s attention during discussion, seatwork, or group work  2009 EDU-SAFE L.L.C.

19. How Might These Procedures Look? • Beginning class • Ending class • Collecting papers • Returning papers • Sharpening pencils • Leaving the room for personal reasons • Obtaining, maintaining and using school materials • Entering the room when late Talk to your friend.  2009 EDU-SAFE L.L.C.

20. How Might These Procedures Look? Talk to your friend. • Getting student attention after group work or discussion • Responding to visitors in the room • Responding to intercom announcements • Forminggroups within the class • Getting the teacher’s attention during discussion, seatwork, or group work  2009 EDU-SAFE L.L.C.

21. What Effective Teachers Do! • They treat all students courteously and refuse to tolerate students’ mistreatment of each other. • They establish a classroom code of conduct.  2009 EDU-SAFE L.L.C.

22. Suggestions for a Classroom Code of Conduct • We will not embarrass others • We will try to help students who are having difficult understanding the content • We will invite students who are easily left out of activities to work together • We will remember that our primary purpose at school is to learn and improve academically  2009 EDU-SAFE L.L.C.

23. When You Are Really in Control You Will • Never get into a power struggle with a student • Treat everyone with respect and expect the same in return • Be consistent • Never shame or embarrass a student • Never raise your voice in anger

24. When You Are Really in Control You Will • Are firm but kind • Realize you are a role model related to behavior • Have high expectations and a zero tolerance for unacceptable behavior • Always make certain the punishment fits the crime

25. When You Are Really in Control You Will • Not blame last year’s teachers • Not blame the administration • Not blame parents • Not blame society

26. Head ‘Em UP! Move ‘Em Out! Remember how you feel after sitting in professional development for the day!  2009 EDU-SAFE L.L.C.

27. Head ‘Em UP! Move ‘Em Out! • If students must read aloud, require them to stand • As content is discussed, have students stand when they agree and sit if they disagree • Have students make appointments for discussion purposes • Use role play when possible • Give stretch breaks during class • Use cooperative learning activities – but remember – it’s not just group work  2009 EDU-SAFE L.L.C.

28. Improving Your “Withitness” • Avoid concentrating only with those students that are most interested • Circulate through the room calling on a variety of students and checking on progress • Maintain visual surveillance • During direct instruction try to establish eye contact with each student once every two minutes  2009 EDU-SAFE L.L.C.

29. Improving Your “Withitness” • Rather than having students bring paper and pencil to the teacher’s desk, students should raise hands. The teacher should go to student’s desk to provide assistance. • When a visitor enters the room give a signal to students that they should continue working.  2009 EDU-SAFE L.L.C.

30. When Students Return to Your Classroom • Be friendly • Offer the first smile • Offer the first kind words • Offer the first friendly gesture  2009 EDU-SAFE L.L.C.

31. What Precipitates a Power Struggle? • Time constraints • Fatigue • Innate desire to “win” • Behavioral patterns • Lack of student or staff training  2009 EDU-SAFE L.L.C.

32. Power StrugglesWhat Works? • Speak the second to the last word • Model the values you want to see • Do not use sarcasm • Listen, agree, acknowledge, defer • Be complimentary  2009 EDU-SAFE L.L.C.

33. Important Points to Remember • Everyone can become aggressive depending upon the circumstances • Rewards and punishment can work in the short term but values like caring, respect and remorse are what will change aggressive behavior for the long term • Optimism is crucial so take care of yourself and surround yourself with optimistic people  2009 EDU-SAFE L.L.C.

34. Working with Angry Individuals • Respond professionally • When consequences are necessary, be business-like with your demeanor • Make sure consequences make sense • Remember – they will eventually return to your classroom  2009 EDU-SAFE L.L.C.

35. Non-Verbal Responses Respect personal space Maintain an open stance – stand at an angle and keep hands in open view Convey concern and control Maintain eye contact, but do not stare through the person Facial expression should be serious but not angry or fearful  2009 EDU-SAFE L.L.C.

36. What Works? Gather pertinent information Defer action Refuse to be baited Compile a response list Develop a plan to get help Learn to apologize Listen to body messages  2009 EDU-SAFE L.L.C.

37. What Works?Continued Remain calm and in control Respond empathetically – don’t interrupt Remain non-judgmental Be aware of their own paraverbals – tone, volume, and rate Use the individual’s name When possible, give choices that are clear, concise, and enforceable  2009 EDU-SAFE L.L.C.

38. What Works? Continued Get a grip The most important speaking you will do is with your ears Recognize enemies and dissenters Use credible witnesses Remain detached Move on  2009 EDU-SAFE L.L.C.

39. How to Contact Us By Mail: P.O. Box 1963 Springfield. 65801-1963 By Phone: 417-880-5895 By E-mail: edusafe@edu-safe.org By Website: www.edu-safe.org  2009 EDU-SAFE L.L.C.