facilitator: tawanna billingsley-patton. out of your control circle of influence circle of control

Tools for Your Classroom

Management Toolbox

Facilitator: Tawanna Billingsley-Patton

Out of your control

Circle of Influence

Circle of control

What can you control?

Circle of

control

There are 3 things that we control that determine the quality of a

child’s education

How well we manage our classrooms

The relationship between the adult in the classroom

and the student

How capable we are as teachers.

What is your belief system?

What are your beliefs about educating children?

Believe that everyone deserves to be treated with respect even if they do not reciprocate.

Understand that our students may not share this belief.

Be prepared to teach these concepts as new skills.

Repeated practice will be needed.

There is no quick fix to good discipline

It takes time and hard work.

Research tells us that for every year an individual practices a bad habit, it takes one month of intervention to change that behavior.

Research also tells us that it takes 16-21 times of repeating a task to make it a habit.

Kids are more impressed with what they see than what we say.

Spencer Henry

Be firm and respectful.

Apply consequences with empathy.

Consequences+Empathy= Learning

Teaching with Love and Logic

Consistency and follow through are important.

Principle #1: Assess, clarify, and communicate needs and

expectations.

Principle # 2: Create a warm and nurturing classroom climate.

Principle #3: Democratically develop a set of rules and

consequences.

Principle #4: Develop a daily routine, yet remain flexible.

Principle #5: Make learning more attractive and fun for the

student.

Principle #6: Deal with misbehavior, quickly, consistently, and

respectfully.

Principle #7: When all else fails, respectfully remove the student

from the class.

Principle #1: Assess, clarify, and communicate needs and expectations.

My Job Your Job

My Job Your Job• Treat me with respect•Be on task/pay attention•To learn and master the required content•Be supportive/ patient• Be cooperative and not disruptive•Be proactive•Be on time•Be prepared

•Teach the required content•Treat you with respect•Be patient/supportive•Follow the rules and procedures•Be prepared•Monitor your progress•Return papers ASAP•Give timely feedback•To provide an orderly classroom environment

Above the Line

Below the Line

Above the Line

Below the Line

Polite wordsTeamworkProactive problem solving

ProfanityFightingName calling

Principle #2: Create a warm and nurturing classroom climate.

Know that I care before I care what you know.

I don’t care what you know until I know that you care.

Sounds Like

Feels Like

Looks Like

Respect

Sounds Like

Feels Like

Looks Like

Respect

Respect

Eye contact

Taking turns

Polite words (i.e. “Thank You, and “Excuse me”)

SafeCaringCalm

Comfortable

Quick Toolbox TIPS for the Teacher

•Greet students at the door•Ask them about their lives•The bitter basket•Play music as they enter the classroom•Get close to students during PQA/Proximity

Principle #3: Democratically develop a set of rules and consequences.

Clear and specific enough to be understood

Address all the major areas that need to be covered

Observable behaviors

Stated in positive terms (when possible)

Enforceable

Limited to two-five

Developed with the help of students

Posted in your classroom

Taught, practiced, evaluated, and re-taught

Rules for your rulesYour rules should be:

RulesThree to Five

General Specific

Respect others Be on time Be prepared Follow school rules

Be in class and in your seat on time.

Follow directions the first time they are given.

Bring all books and materials to class.

Use polite words. Keep your hands, feet,

and objects to yourself

Principle #4: Develop a daily routine, yet remain flexible.

Procedures and Routines•Entering the classroom•Getting to work immediately•When you are tardy•Dismissal•Getting a teacher’s attention•Participating in a class discussion/storytelling•Keeping your notebook•Passing out papers•Submitting work•What to do if you finish early•When you are absent•Responding to a fight

Storytelling

Turning in work

Collector/protector $19.99callowayhouse.com

Getting Missed Work

Going to the Bathroom

Hall Pass Timer $29.99callowayhouse.com

Bathroom PassStudent name: ______________Time: ____________________Date: ____________________Teacher: _________________

Example of a transitional procedure

Class entrance:1. Enter the room quietly and respectfully.2. Go directly to your seat and read

instructions on the projector screen.3. Secure materials you need to start

working.4. If you finish early, sit quietly-feel free to

write me a note or draw me a picture on the back of your paper (school appropriate ).

Example of a transitional procedure

Ways to gain zero base noise level

•Gimme five•If you can hear the sound of my voice clap one time•Show me listening•Carwash clap•Play music•Ring a bell•Two fingers in the air•Flick the lights•Sing a song

Quick Toolbox TIPS for the Teacher

•The power of the clipboard•“Please restate that without using profanity?”

Principle #5: Make learning more attractive and fun for the student.

A Few Ways to Create Fun and Engaging Lessons

• Students get to “DO” stuff (i.e., act out the story, story retell, Human tic-tac-toe, sound effects, in charge of audience participation signs)

•10:2 Theory- For every ten minutes of lecture/direct instruction gives students 2 minutes to process (i.e., turn to a neighbor and share two details about the story so far)

•Personalization: Make the lesson about/relevant to the students

•Humor (within reason)- Use props!

•Variety- Use music, video, pictures, technology, etc.

•Create lessons that address the various learning styles/multiple intelligences of your students.

PATPreferred Activity Time•Earn bonus time for on-task/responsiblebehaviors•Incur penalties for off-task/irresponsible behaviors•Time in the bank

Materials You’ll Need• Timer

• PAT chart• Acceptable PAT activities

+ -

Time in the Bank

(20 minutes)

Principle #6: Deal with misbehavior, quickly, consistently, and respectfully.

Avoid Wasted Language

•Knock it off…..•Cool it……•Turn around……•Why did you do that?......•How many times do I have to tell you……•Open ended questions

Ineffective Verbal Messages

“Would you cooperate just once!”

“Can’t you see I’m trying to teach a lesson!”

“Stop acting like a jerk!”

“I’ve had enough of you!”

“I don’t care for your attitude.”

“Get it together.”

Firm and Respectful Limits•Stated in clear, direct, concrete behavioral terms.•Words supported by actions.•Compliance expected and required.•Provide information needed to make acceptable choices and cooperate.•Provide accountability.Do not ignore the misbehavior.

Do not plead, bargain, negotiate, repeat, lecture, warn, reason, bribe, argue or

debate!!!!!Follow Through!!!!!!

Effective Verbal Messages (Firm Limits)

“It’s not okay to interrupt.”

“Stop pushing now.”

“I expect you back in five minutes.”

“You won’t be ready to leave until your desk is clean.”

“If you yell again you will have to go to the time-out

area.”

Consequences

Logical

When students misuse school equipment.

- Separate the student from the item temporarily.

Consequences

Logical

When students arrive to class unprepared.

-Teach responsibility with a classroom rental center.

Consequences

Logical

When students make messes.

-Have them clean up.

Consequences

Logical

When students behave aggressively.

-Separate the aggressive student from others temporarily.

Consequences

Logical

When students are talking to a neighbor without permission.

-Separate the student from the neighbor.

More Logical Consequences

When students hook you into arguments.

-Separate yourself from the child temporarily.

More Logical Consequences

When students waste or misuse instructional time.

-Have them make up wasted time.

More Logical Consequences

When students fail to master basic skills.

-Have them practice the skill.

More Logical Consequences

When students bring unacceptable items to class.

-separate the student from the item temporarily.

Natural Consequences•When learning materials are lost, damaged, or stolen due to carelessness, misuse, or lack of responsibility.

-Don’t repair or replace the lost or damaged items until enough time has passed for students to experience the loss.

•When students make a habit out of forgetting.-Don’t remind them or take away their responsibility by doing for

them what they should do for themselves.

•When students fail to do their part.-Let them experience the result.

•When students dawdle or procrastinate.-When possible, let them experience the consequence of their

procrastination

Language of Choice• You have two choices you can either ______ or _______. The

choice is yours.

•Would you rather _________ or _________?

•Would it be better for you to ________ or ________?

•I prefer ________, but maybe there is a better choice for you.

Let me know.

•You’re welcome to ________ or ________.

•Feel free to ___________ or ___________.

End with………

“I know you’ll make the best decision.”“I know you’ll make the right choice.”

Language of choice“John you have a choice to either sit down or leave the room. I know you will make the best decision”.

“Would you rather put the paper away or get it from me after class? I know you’ll make the right choice”.

“Would you rather play by the rules, or learn about the game by watching the other’s play? Let me know what you think.”

Would you rather wear your coats out to recess, or would you rather carry them?

Time Out

•Select an appropriate time-out area.

•Use a two-stage procedure for persistent disruption.

•Introduce time-out to your students before using it.

•Use a timer.

•For limit-testing, set up time-out with limited choices.

•After time-out, provide a clean slate.

•Hold children accountable for time missed from class.

Redirecting Attention Getting Behaviors

•“Evil eye”

•Proximity/Circulate around the room

•Proximity/Praise (catch another student being good)

•Use student’s name

•Silent communication

•Do the unexpected

•Get them to think (give them “the look” and write

something down)

What to do for Non-compliance

•Touch the student (If appropriate)

•Be ready for challenges

-If a student says, “I wasn’t doing anything,”

Say, “ That’s right what should you be doing? Thanks”, and

walk away.

If a student says, “What was I doing?”

Say, “Nothing. What should you be doing?” If the

student responds say, “Thanks for understanding.”, and walk away.

Non-compliance cont…

• If the student is confrontational and says, “What did I do? What did I do?”, with an edge in the tone of his voice say,

-“Sounds like an argument. Arguments are held after school.”, and walk away;

or say,

“Nice try. I don’t argue with my students. If you want to argue , go argue with the Dean/Principal. You can argue with the Dean/Principal or you can get back to work.”

Thinking statements• “Save it for……”

• “Feel free….”

• “What’s the procedure?”

• “Do you understand what you need to do?”

• “What are you supposed to be doing?”

• “Do you think this will be a problem in the

future? I hope not. Thanks.”

Thinking statements• “Is that against our rules? Yes or no?”

• “How do you plan to solve the problem.”

• “What do you need to do to accomplish the

task?”

• “What’s your best guess as to what will happen

if…? Let me know later.”

•“Which one of these consequences will help you

change your behavior?”

When Student’s Don’t Answer

•“What are you doing?”

(no answer)

“I noticed… What should you be

doing?”

When Student’s Don’t Answer

• “Is that against the rules?”

(no answer)

“It is against our rules. What should you

be doing?”

When Student’s Don’t Answer

• “What’s your plan?”

(no answer)

"This is what I need you to do?”

When Student’s Don’t Answer

• “What do you think will happen if…?”

(no answer)

"Here is what will happen if…. And we’ll

talk about it later.”

When Student’s Don’t Answer

• “Is that against our rules?”

(no answer)

“I’ll take your silence as a ‘yes’ and I

need you to open your book and start

reading.”

Show Stoppers and Challenges!!!!!

Show Stoppers

• “ I don’t care” or “I don’t know”

-Lead with empathy: “How sad.”

-Ask questions: Restate in a true/false way.

“What don’t you know so I can help you?”

or

“What’s your best guess?”

Show Stoppers and Challenges!!!!!

Challenges

• “So what?” “That’s not fair.” “That’s stupid.”

“ I hate you.” “Why are you picking on me?”

-Use Fogging technique/Broken record technique

or To You/ To Me statements. Then ask a

question or give instructions.

Other Techniques

• Fogging Technique:

“Could be”, That’s possible”, “You may be right” ‘Thanks for sharing”, “That’s an interesting opinion.”

( After using the fogging technique redirect by restating what you want them to do, what you will do,

see them later, give them a choice, or ask a question).

i.e. “Could be, I need you to…”

Other Techniques

•Broken Record Technique:

Start every sentence with , I understand…” or “That’s not the point…” then tell them what

you need them to do.

Other Techniques•“To You/ To Me” Statement:

“ To you _______. To me _______ and ________.”

“To you it’s funny calling someone a name, to me it’s disrespectful. I need you to open your

book and start working.”

(Or “We’ll talk about it later.”)

More Techniques

•Refuse to fight (argue):

“Nice try. I will not argue.”or

“Nice try, I don’t argue with students. I teach. If you want to argue you can

see….”

More Techniques

Acknowledge their feelings:

“You sound angry. We can talk later.”

“ You look upset. Can you get to work or do you need five?”

“Did you always (feel, think, believe) that way about me? Let’s talk about it after

class.”

Principle #7: When all else fails, respectfully remove the student from the class.

2 Stage Time-Out

•Stage 1 takes place in the student’s immediate classroom for a predetermined period of time. Set the timer for 10-15 minutes.

•Stage 2 should take place in a buddy teacher’s classroom for twice the usual period of time. The buddy teacher keeps track of time. Student returns to class when time is over.

Parent Notification FormTeacher’s Name: __________________________________

Date: __________ Room: ________ Notice # _______This is to inform you that _____________________ missed ____________

minutes of class time today because he/she continued to disrupt

the class after being asked to stop. The problem was handled at

school and no further assistance is required at this time.

Please indicate that you received this notice by signing and

returning it with your child tomorrow. If you have any questions,

please call. Thank you.

When Dealing with Potentially Violent Students Don’t……

• Don’t ask “You” questions:

“What’s your problem?” What’s wrong with you?”

When Dealing with Potentially Violent Students Don’t……

• Don’t ask “Why” questions: “Why did you do that?”

When Dealing with Potentially Violent Students Don’t……

• Don’t get into a debate.

When Dealing with Potentially Violent Students Don’t……

• Don’t say, “I’m your teacher. Don’t talk to me like that .”

When Dealing with Potentially Violent Students Don’t……

• Don’t interrupt. Allow the student to finish venting.

When Dealing with Potentially Violent Students Don’t……

• Don’t back them into a corner in front of their peers.

When Dealing with Potentially Violent Students Don’t……

• Don’t use “now”.

When Dealing with Potentially Violent Students Don’t……

•Don’t physically try to remove them or physically stand between them and the door.

When Dealing with Potentially Violent Students Don’t……

• Don’t take it personally.

When Dealing With Potentially Violent Students Do……

Stay calm and in control.

When Dealing With Potentially Violent Students Do……

• Use short, clear, firm requests “ I need….” “I want….”

“I need you to calm down and sit down.”

When Dealing With Potentially Violent Students Do……

• Lead with empathy. Let them know you hear them, but bring them back to your directions:

“That’s not the point, and… “

Use “and” not “but” or “however”

When Dealing With Potentially Violent Students Do……

• Use calm repetitive statements.

“I see you are upset and I need you to sit down.”

Remember the only person you can control is yourself.

Legal and Safety Considerations

•Keep your students supervised.

•Keep your students safe.

•Minimize the risk to your students and to yourself.

Dangerous Destructive Behavior

( i.e., throwing potentially harmful objects)

•Order students to quickly exit the classroom and line up outside the door.

•Join them at the door and send student for back up support (security, Dean).

•Keep an eye on destructive student.

•If possible calmly and repeatedly use short, clear, firm requests… (use students name if known)“Brent, put the chair down.”

Violent or Assaultive Behavior

•Remove crowd/bystanders/classmates(send for back up support if possible).

Violent or Assaultive Behavior

• Calmly and repeatedly use short, clear, firm requests to separate parties from the source of danger.

“Stop!”-Use students name if known

Violent or Assaultive Behavior

•Provide cool down time to deescalate the situation and restore control.

Violent or Assaultive Behavior

•Send for backup support.

Take Away

What two things can you immediately employ in your

classroom?

Resources

•How to be an effective Teacher the First Days of School- Harry K Wong and Rosemary T. Wong

•Practical Strategies for Working with Difficult and At-Risk Students- Spencer Henry: http://www.shenrypie.com (The words for dealing with misbehaviors come from this book)

•Setting Limits in the Classroom (Revised)- Robert J MacKenzie, ED.D

•Teaching with Love and Logic- Jim Fay and David Funk