+ classroom management treaty 4 regina … a caring and thinking approach
TRANSCRIPT
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+ClassroomManagement
Treaty 4 Regina
… a caring and thinking approach
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+Agenda
Objective for the sessionIntroduction to Classroom Management
The ‘factor’ compexity Toronto Stock Exchange Metaphor Safety and Responsibility/Active Participation
Effective Ineffective Teachers Prevention & Responding
Ways students misbehave … and whyBump One – Comparing Effective and Less Effective Teachers
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+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.
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What are the major factors we all have to consider related to
effective classroom management?
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• Knowledge of how students learn• Knowledge of how to assess• Knowledge of the curriculum• Knowledge of instruction• School Culture• Our Personality
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What additional factors impact how students behave in our classrooms?
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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
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Toronto Stock Exchange -- a key metaphor
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Why is safety and accountability so critical?
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How does how we frame questions affect safety and accountability -- how does this relate to classroom management?
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Two Dimensions
• What effective teachers do to encourage appropriate behaviour,
…and
• What effective teachers do to respond to inappropriate student behaviour when it occurs
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+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
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+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
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+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.
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+The result if these needs are not met…Four Goals of misbehaviour (Adler)
AttentionPowerRevengeAssumed Disability
Note: just because students misbehave does not mean they have an inappropriate goal of misbehaviour
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+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
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+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.
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+The less effective teacher
Why you did not respect that teacher
How they responded to students when they misbehaved
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+The less effective teacher
Why you did not respect that teacher
No sense of humour, No sense of humour, did not like being in did not like being in class, rude, boring, class, rude, boring, unfair, class unfair, class favourites, not favourites, not prepared, prepared, disorganized, no disorganized, no feedback on feedback on assignmentsassignments
How they responded to students when they misbehaved
Didn’t respond, yelled, Didn’t respond, yelled, made you write lines, made you write lines, threw things, threw things, slammed things, slammed things, always sent us to the always sent us to the office, put us down office, put us down in front of our peers in front of our peers
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+The more effective teacher
Why you did respect that teacher
How they responded to students when they misbehaved
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+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
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+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.
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+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
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+
The first escalation
BUMP ONE: Low Key Responses … You use them all.
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TheLook
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It’sGenetic
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+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?
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+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
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+
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.
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+
The next escalation:
Bump Two: Squaring Off
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+
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?
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+What is Bump 2 in your classroom?
• stop teaching, pause• turn to the student• provide an optional minimal verbal• end with a thank you
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+How do you decide how when, and where to respond?
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+How do you decide which Bump to select and how, where and when to do it?
Frequency of the Frequency of the misbehaviourmisbehaviour
Time between Time between misbehavioursmisbehaviours
Severity of the Severity of the misbehaviourmisbehaviour
Importance of lessonImportance of lesson
Your relationship with Your relationship with the studentsthe students
Students life at homeStudents life at home
Past behaviour of the Past behaviour of the studentstudent
School discipline School discipline policypolicy
Support of the officeSupport of the office
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+The third escalation: Choices and the Implied Choice (Bump 4 – the follow through)
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+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.
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+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.
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+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.
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+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.
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+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.
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+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.
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+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
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+The next escalation
Bump 4: Following through on the choice
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+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.
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+For example …
“I’m sorry but you’ve made the decision to work over here …. Thank you.”
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+The next escalation
Bump Six: The Informal Chat
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+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.
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+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 voiceif possible (remember, no consequences)
5. Be sure they understand/revise if needed
6. Thank them for coming.