EXEC 5EXEC 5: Responding to : Responding to Minor MisbehaviorMinor Misbehavior

Ready, Set…•Pinky 529-535

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Do Now

– Identify two minor misbehaviors common in your classroom.

– For each, write a one-sentence description of your usual response, as well as a brief evaluation of its effectiveness.

Reflective OutputHandout 6: Reflective Output (BPB 535)• What from today’s session will an observer likely see in your classroom

tomorrow?– What will it look like?– What will it sound like?

• What from today’s session will an observer likely not see in your classroom tomorrow?– Why not?

In Summer’s ASU mailbox by 8pm tonight… put your reflection in your CMA’s folder

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Challenge

Session ObjectivesCorps Members will…

– Respond effectively to minor misbehavior—by asserting authority to command students’ attention, to communicate and reinforce expectations, and to maximize student learning.

By letting minor misbehavior slide, you open the door to

major misbehavior.

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Agenda Opening

• Introduction to New Material– Minor vs. Major Misbehavior– Effective Responses to Student Behavior – Modeling

• CM Practice

• Closing

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Minor vs. Major Misbehavior• Major misbehavior = breaking a rule• Characterized by significant, willful disrespect • Sometimes involves intentional violence towards people or

stuff• Requires more than redirection from the teacher

• Minor misbehavior = breaking a rule• Less severe student actions that may involve:

– interrupting the class– slight instances of disrespect– attempts to do the right thing – but in the wrong way

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Minor or Major?• As you hand out the weekly test, Janet rolls her eyes and mutters, “I’m

not doing this stupid work. I hate this boring class.”• You have taught your students that, while listening to peers read essays

aloud, they must listen actively – by keeping their eyes on the speaker, taking carefully notes, and asking thoughtful questions. Today, while Byron is sharing his writing, you notice Marcus digging through his desk to find a pen and then doodling on his folder.

• You are facilitating a whole-group discussion on a novel that your class is reading. Twice, Maria shares her thoughts and opinions without raising her hand; on one occasion, she cuts off another student who had been attempting to speak.

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MinorMajor

Minor

Minor or Major?• As you bring your students back from recess, you turn

around and see Jose stomp on Miguel’s foot.• During silent reading time, you hear Joyelle and Martina

whispering from their spots on the carpet, their books in their laps.

• While standing outside for a fire drill, you overhear Sophie and Walter telling Jon that he shouldn’t be in your class, and that he should go back to the room for “special kids.”

• During a quiz, you see Max looking over at his neighbor’s paper and then changing his original answer.

• Joaquin bursts into the room two minutes after the bell rings, saying loudly, “Sorry Miss. I slept through my alarm. I know you hate it when we’re late.”

MinorMajor

MinorMajorMajor

Key Idea Review (EXEC 1: Asserting Authority)

• Classroom management and culture begin with you.

• It doesn’t take a certain kind of person to have outstanding classroom management. BUT, it does take an assertive teacher – and assertiveness doesn’t come naturally to everyone.

• Assertive teachers aren’t hostile. They aren’t passive. They aren’t emotional. They’re firm and positive and calm. They are in control of themselves.

• Assertive responses remind students of the expectations, and hold them accountable for meeting them.– Immediate– Clear– Involve a consequence

Criteria for an effective response to minor misbehavior

• Give a consequence • Immediate• Clear / assertive• Invest minimal emotion• Maintain the flow of the lesson

Effective Responses to Student Behavior

Handout 1: Responding to Minor Misbehavior –Video Note-Taking Template

Video Clip• Jennifer, 7th Grade (2:00)

What did this teacher’s strategies have in common?– Was she high-intensity or low-intensity?– How would you describe the teacher’s demeanors

as they implemented the strategies?– What impact did the strategies have on the flow of

the lesson?

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Key Idea

Responding effectively to minor misbehavior means giving an immediate consequence – but

doing so with minimal emotional investment and while

maintaining the flow of the lesson.

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Responding to Appropriate BehaviorStrategies• Have a system• Build time into your daily schedule• Track the positive prominently• Teach your students how to celebrate each other• Videotape yourself and tally positive/negative

commentsDon’t forget rewards.

Often, the majority of your students are behaving appropriately!

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Supplemental StrategiesHandout 3: Effective Responses to Minor Misbehavior (BPB 531)

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Specific Strategiesgive a consequence, and……model desired behavior…physical cues/proximity

…be silent suddenly…give a teacher look…say student name…have student re-do…use post-it notes

…use individualized signals…praise other students

A new take on an old scene

• Is this misbehavior major or minor? • What makes this response somewhat

ineffective? (consider the criteria for effective response)

Modeling Debrief after each scenarioWhat was the strategy used?

What makes the approach was effective?

How did the approach meet the criteria introduced for effective

responses?– Clear / assertive– Immediate– Involved a consequence– Minimal emotional investment– Maintained flow of lesson

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ModelingHandout 2: CS Modeling Note-Taking TemplateMinor Misbehavior – Role-Plays

1. You have taught your students that, while listening to peers read essays aloud, they need to listen actively – by keeping their eyes on the speaker, taking carefully notes, and asking thoughtful questions. Today, while Byron is sharing his writing, you notice Marcus digging through his desk to find a pen and then doodling on his folder. Your other students are attentive and engaged.

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Modeling – DebriefWhat was the strategy used?

What makes the approach was effective?

How did the approach meet the criteria introduced for effective

responses?– Clear / assertive– Immediate– Involved a consequence– Minimal emotional investment– Maintained flow of lesson

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ModelingHandout 2: CS Modeling Note-Taking TemplateMinor Misbehavior – Role-Plays

2. Joaquin bursts into the room two minutes after the bell rings, saying loudly, “Sorry Miss. I slept through my alarm. I know you hate it when we’re late.” The rest of the class is in their seats, working on the Do Now.

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Modeling – DebriefWhat was the strategy used?

What makes the approach was effective?

How did the approach meet the criteria introduced for effective

responses?– Clear / assertive– Immediate– Involved a consequence– Minimal emotional investment– Maintained flow of lesson

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Key IdeasAssertive responses remind students of the Assertive responses remind students of the

expectations and hold them accountable expectations and hold them accountable for meeting them.for meeting them.

If you let minor misbehavior slide, you are If you let minor misbehavior slide, you are opening the door to major misbehavior.opening the door to major misbehavior.

Responding effectively to minor Responding effectively to minor misbehavior means giving a consequencemisbehavior means giving a consequence

—but doing so with minimal emotional —but doing so with minimal emotional investment and while maintaining the flow investment and while maintaining the flow

of the lesson.of the lesson.21

Agenda Opening

Introduction to New Material– Minor vs. Major Misbehavior– Effective Responses to Student Behavior – CS Modeling

• CM Practice

• Closing

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CM Practice: Independent PreparationHandout 4: Minor Misbehavior – Ineffective Responses

(BPB 532-533

• Each CM in a collaborative will take one of the four ineffective response scenarios, and do the following:– Read the scenario– Identify the mindset(s) that the teacher is likely

lacking– Identify the criteria for an effective response that

the teacher fails to meet– Design an alternate – more effective – response,

using the criteria and strategies introduced here, and based upon your own classroom management system

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CM Practice: Role-PlaysHandout 5: Role-Play Note- Taking Template

– CM #1 reads his/her scenario to the group, and assigns collaborative members to act as specific “students” in the role-play

– CM #1 has 2 minutes to role-play the scenario, while other CMs participate as necessary and take notes

– CM #2, CM #3, and CM #4 have 2 minutes to provide feedback, based on their notes

– CM #1 has 1 minute to re-role-play the scenario, incorporating feedback

– Repeat this process four times (giving each CM an opportunity to be the “teacher”)

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Agenda Opening

Introduction to New Material– Minor vs. Major Misbehavior– Effective Responses to Student Behavior – CS Modeling

CM Practice

• Closing

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Reflective OutputHandout 6: Reflective Output (BPB 535)• What from today’s session will an observer likely see in your classroom

tomorrow?– What will it look like?– What will it sound like?

• What from today’s session will an observer likely not see in your classroom tomorrow?– Why not?

In Summer’s ASU mailbox by 8pm tonight… put your reflection in your CMA’s folder

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Challenge

The Bottom LineThe Bottom Line

Do not let minor misbehavior slide.Do not let minor misbehavior slide.If you do, you are opening the If you do, you are opening the

door to minor misbehavior.door to minor misbehavior.

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