11

While You’re Waiting…While You’re Waiting…

THINK BACK TO YOUR SCHOOL THINK BACK TO YOUR SCHOOL DAYSDAYS and the classrooms in which you and the classrooms in which you felt safe, accepted, and valued. Bring felt safe, accepted, and valued. Bring to mind those teachers who inspired to mind those teachers who inspired you to you to WANTWANT to put forth your best to put forth your best effort. What about them motivated effort. What about them motivated you to attend and achieve? you to attend and achieve? List at List at least 3 traits or words that least 3 traits or words that describe them or their actionsdescribe them or their actions..

Then think back Then think back to to teachersteachers, , bosses bosses &/or supervisors &/or supervisors (during any time in your (during any time in your life)life) who made you feel unappreciated, who made you feel unappreciated, resentful, fearful, or discouraged. List 3 resentful, fearful, or discouraged. List 3 words or traits that describe them.words or traits that describe them.

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Clicker: Clicker: What is the biggest threat to your long What is the biggest threat to your long and rewarding career as a beloved educator and rewarding career as a beloved educator

of young minds?of young minds? 1.1. Cafeteria foodCafeteria food2.2. Increase in class sizeIncrease in class size3.3. Incompatibility with one’s co-teacherIncompatibility with one’s co-teacher4.4. Staying current with the latest state curricula & Staying current with the latest state curricula &

having to “having to “teach to the testteach to the test”.”.5.5. Expanding duties being placed on teachersExpanding duties being placed on teachers6.6. Problems with managing student behaviorProblems with managing student behavior7.7. Radiation emanating from the clicker you’re holdingRadiation emanating from the clicker you’re holding

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The 4 Stages Of Classroom ManagementThe 4 Stages Of Classroom Management^

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STAGE 1STAGE 1THE SHINY NEW TEACHERTHE SHINY NEW TEACHER^

As 1st day approaches, we’re nervous but optimistic.  As 1st day approaches, we’re nervous but optimistic.  We have the skills. Everything is prepared. Our We have the skills. Everything is prepared. Our approach is thought out: approach is thought out:

We're going to be different than those teachersWe're going to be different than those teachers who were so rigid & cold back when we were in school.who were so rigid & cold back when we were in school.

We're going to love our students...We're going to love our students...& they're going to love us in return. & they're going to love us in return. 

We‘ll create a We‘ll create a -wonderful-wonderful-nurturing-nurturing-supportive-supportive-productive learning environment-productive learning environment

with our gentle & progressive approachwith our gentle & progressive approach..        

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Stage 2Stage 2THE HAPLESS TEACHERTHE HAPLESS TEACHER^

Disorientation & disillusionment progressively increases.Disorientation & disillusionment progressively increases.

After a short "After a short "honeymoonhoneymoon“ period, students' behaviors take turn “ period, students' behaviors take turn for the worse.for the worse.

Attempts to reason with youngsters aren't having any impact.Attempts to reason with youngsters aren't having any impact.

Some students disrupt lessons while others complain about it.  Some students disrupt lessons while others complain about it.  Order & structure are rare & fleeting. We’re frustrated & Order & structure are rare & fleeting. We’re frustrated & humiliated. humiliated. 

The problems follow us everywhere… day & night. The problems follow us everywhere… day & night.

Drag self home & fall onto couch...absolutely exhausted.  In Drag self home & fall onto couch...absolutely exhausted.  In time, manage to pull selves up to plan for next day, hoping in time, manage to pull selves up to plan for next day, hoping in vain that potentially interesting lessons will recapture pupils' vain that potentially interesting lessons will recapture pupils' attention.  When time comes to rest our weary heads, it's attention.  When time comes to rest our weary heads, it's difficult to fall asleep.  When we do, it is restlessdifficult to fall asleep.  When we do, it is restless..  

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Effects of Stage 2 Teachers on Their Effects of Stage 2 Teachers on Their Students’ BehaviorStudents’ Behavior^

Many kids, lacking self-discipline, misbehave Many kids, lacking self-discipline, misbehave simply because they can do so. Well-simply because they can do so. Well-behaved kids are placed in a conundrum. behaved kids are placed in a conundrum. What decision does poor behavior What decision does poor behavior management force upon themmanagement force upon them??

Their identity is one of a compliant kid. They want to Their identity is one of a compliant kid. They want to learn, but compliance with a teacher unable to learn, but compliance with a teacher unable to manage the class places them at a lower status than manage the class places them at a lower status than the non-respected instructor.the non-respected instructor.

Being in that lowly position sets them up for Being in that lowly position sets them up for victimization by bullies (just as the teacher victimization by bullies (just as the teacher experiences). experiences). Many potential “Many potential “model studentsmodel students” ” misbehave in order to gain favor with those in misbehave in order to gain favor with those in powerpower..

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Burn OutBurn OutEmotionally, we can't give anymore.  We’re worn out & feeling Emotionally, we can't give anymore.  We’re worn out & feeling incompetent.  We doubt whether we made the correct career incompetent.  We doubt whether we made the correct career choice.  We think maybe we don't have what it takes to be a choice.  We think maybe we don't have what it takes to be a teacher.teacher.

At this point, several choices:At this point, several choices: a) Realize not 1st teacher to feel this way. Others have been in our a) Realize not 1st teacher to feel this way. Others have been in our

shoes, yet negotiated the path up to stage 4. Engage in self-study, shoes, yet negotiated the path up to stage 4. Engage in self-study, mapping the way to higher ground.mapping the way to higher ground.

b) Muddle on as a stage 2 ineffective teacher b) Muddle on as a stage 2 ineffective teacher (Not recommended).(Not recommended).

c) Take friends’ & families’ advice: Go into sales. c) Take friends’ & families’ advice: Go into sales. (Not rec’d).(Not rec’d).  

d) Earn an advanced degree in another educational field.d) Earn an advanced degree in another educational field.

e) Give up on ideals & values, listening to toxic advice spewed out in e) Give up on ideals & values, listening to toxic advice spewed out in teachers’ lounge.teachers’ lounge.

– NO!!NO!! Don’t listen!Don’t listen! Don’t devolveDon’t devolve!!

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On the Cusp: On the Cusp: The mindset The mindset that emerges that emerges when one is when one is starting to starting to move from move from

Stage 2 Stage 2 (Hapless)(Hapless)

to Stage 3 to Stage 3 (Hurtful)(Hurtful)

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STAGE 3STAGE 3

THE THE HURTFULHURTFUL TEACHER TEACHER^

The The junk yard dogsjunk yard dogs of our profession… of our profession…– MeanMean– NastyNasty– Ornery, & at times, vicious in their approach to kidsOrnery, & at times, vicious in their approach to kids

Avoid or quickly exit this stage. WhyAvoid or quickly exit this stage. Why?? It works It works!! (Or does it?)(Or does it?)– Scares &/or hurts kids.Scares &/or hurts kids.– Growing number of administrators, parents, & pupilsGrowing number of administrators, parents, & pupils

(along with defiant kids) won’t accept this treatment.(along with defiant kids) won’t accept this treatment.– Intent & directives of PBIS + IDEA condemn it. Intent & directives of PBIS + IDEA condemn it. – Many former practices now banned from schoolsMany former practices now banned from schools– Consequences available to us aren’t ½ as bad as what Consequences available to us aren’t ½ as bad as what

many disruptive kids experience at home or neighborhood.many disruptive kids experience at home or neighborhood.– Unbecoming of someone with esteemed title of “Unbecoming of someone with esteemed title of “TeacherTeacher”.”.– Sabotages dream of someday looking back at career with Sabotages dream of someday looking back at career with

pridepride..

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Are Are you a you a leader leader if no if no one one

followfollowss??

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CoercionCoercion in the in the

classroomclassroom

Stage 3 Stage 3 mentality:mentality: PunishPunish

students who students who irritate usirritate us..

When penalties When penalties fail to change fail to change

the behavior in the behavior in persistently persistently

disruptive kids, disruptive kids, search for more search for more of what already of what already isn’t working.isn’t working.

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When in-class penalties fail, pressure administration to use more When in-class penalties fail, pressure administration to use more severe penalties (that also don’t work with persistently defiant & severe penalties (that also don’t work with persistently defiant &

disruptive kids)…disruptive kids)… detention,detention, in-school suspension,in-school suspension, Out-Out-of-school suspension,of-school suspension, ExpulsionExpulsion……

DEPORTATIONDEPORTATION??

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We have met the enemy…We have met the enemy… And And it is it is usus..

Stage 3 teachers gain superficial compliance fromStage 3 teachers gain superficial compliance from our “our “good kidsgood kids” with intact emotional restraints, but” with intact emotional restraints, but... ?... ?

Positive intervention would have obtained same compliance Positive intervention would have obtained same compliance (& placed smiles on their faces).(& placed smiles on their faces).

Stage 3 “Stage 3 “toxic teachingtoxic teaching” destroys the joy of learning & ” destroys the joy of learning & the the interpersonal bonds between teacher & pupil. Anxiety interpersonal bonds between teacher & pupil. Anxiety

impairs performance. Self image is negatively impacted.impairs performance. Self image is negatively impacted.Arguments & resistance are instigated in persistently disruptive Arguments & resistance are instigated in persistently disruptive

& defiant kids who lack behavioral restraints& defiant kids who lack behavioral restraints..In recent times there’s been an increase in the numbers of:In recent times there’s been an increase in the numbers of:

– Students who misbehaveStudents who misbehave– Parents who fail to support the efforts of the schoolParents who fail to support the efforts of the school– Administrators who don’t support our effortsAdministrators who don’t support our efforts

HoweverHowever……Are we going to curse theAre we going to curse the darknessdarkness or turn on a lightor turn on a light??

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The The beatings beatings

will will continue continue

until until morale morale improveimprove

s.s.

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Which Way Now ?Which Way Now ?

Two choices at this juncture on the teaching trail:Two choices at this juncture on the teaching trail:

1)1) Continue on the low road that passes through Continue on the low road that passes through education’s toxic waste dumpeducation’s toxic waste dump::

– Stay mean & justify actions by thinking of many students as Stay mean & justify actions by thinking of many students as

"losers“, “trouble makers”, “ner-do-wells”"losers“, “trouble makers”, “ner-do-wells”,, so on & so on & so so forth, ad infinitum…, ad nauseumforth, ad infinitum…, ad nauseum……

– Claim that coercion is Claim that coercion is ""the only thing they understandthe only thing they understand..““

– Lure new/struggling teachers into the “Lure new/struggling teachers into the “Black holeBlack hole” of ” of teaching in order to prevent an increase in the number of teaching in order to prevent an increase in the number of

positive & effective teachers…those skilled & positive & effective teachers…those skilled & supportive supportive folks who make our incompetence more folks who make our incompetence more glaringly evident to glaringly evident to us (and others)us (and others)..

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2)2) Take the High RoadTake the High Road

Drop the misguided belief thatDrop the misguided belief that "If a hammer doesn't work, get a "If a hammer doesn't work, get a bigger hammer.”bigger hammer.”

"Oh yeah!?  A zero doesn't bother you?  Then you‘ve got a "Oh yeah!?  A zero doesn't bother you?  Then you‘ve got a ‘double zero’!“‘double zero’!“ (3 nights detention following a 2 night (3 nights detention following a 2 night detention, more points removed, “detention, more points removed, “Principal’s powerfully punitive Principal’s powerfully punitive parlanceparlance”, followed by “”, followed by “Double secret superintendent’s Double secret superintendent’s scoldingscolding”, etc”, etc..))– Stop using more of what already isn't working & saddle up Stop using more of what already isn't working & saddle up

with the advice given new recruits in the U.S. Cavalrywith the advice given new recruits in the U.S. Cavalry::

"If your horse dies… Dismount!“"If your horse dies… Dismount!“– Quit belly-aching & seek solutions... But how do we put stage 3 in Quit belly-aching & seek solutions... But how do we put stage 3 in

our professional rear-view mirrorour professional rear-view mirror??

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Hello Stage 4!Hello Stage 4!– Find mentors & query skilled colleaguesFind mentors & query skilled colleagues– Drop by their classrooms during planning periods to Drop by their classrooms during planning periods to

identify effective behavior management strategiesidentify effective behavior management strategies– Read classroom management books Read classroom management books

(with a support group, if possible)(with a support group, if possible)– Visit web sites like BehaviorAdvisor.comVisit web sites like BehaviorAdvisor.com

(& other fine sites)(& other fine sites)

– Attend:Attend:

conferencesconferences

district professional development trainingdistrict professional development training

college courses that focus on positive college courses that focus on positive behavior behavior management interventionsmanagement interventions..

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Why Move Up?Why Move Up?^

Success with defiant & disruptive Success with defiant & disruptive (and compliant)(and compliant) kids is kids is enhanced.enhanced.

HelpfulHelpful teachers are at teachers are at (or approaching)(or approaching) the profession’s pinnacle. the profession’s pinnacle.

What are the traits of those teachers whom you remember fondlyWhat are the traits of those teachers whom you remember fondly??-Masterful, confident, decisive, firm, fair, friendly, self-assured-Masterful, confident, decisive, firm, fair, friendly, self-assured-Created & maintained a positive, productive, & orchestrated -Created & maintained a positive, productive, & orchestrated

learning environmentlearning environment-Exuded self-discipline while building the same in others-Exuded self-discipline while building the same in others

The The Helpful TeacherHelpful Teacher utilizes positive interventions that utilizes positive interventions that make use of assertive make use of assertive (not hostile)(not hostile) & supportive voice, & supportive voice, body language, & phrasing. This approach promotes body language, & phrasing. This approach promotes cooperation & teaches self control.cooperation & teaches self control.

YES! ...Self control, like academics, is taughtYES! ...Self control, like academics, is taught.. ( (Not to be Not to be confused with “confused with “Teaching ‘em a lessonTeaching ‘em a lesson”, which doesn’t)”, which doesn’t)..

2020

THE VIEW FROM THE TOPTHE VIEW FROM THE TOPYou're there!You're there!– (You always knew that you could do it.)(You always knew that you could do it.)

Now you're familiar with "Now you're familiar with "the 80/15/5 rulethe 80/15/5 rule““ ??– Any one technique works great with 80% of kids, Any one technique works great with 80% of kids,

somewhat well with 15% of pupils, & not at all with somewhat well with 15% of pupils, & not at all with 5% of students.5% of students.  

We realize that we need many behavior We realize that we need many behavior management tools, not just a hammer.management tools, not just a hammer.– As Mark Twain saidAs Mark Twain said::– "To a man with a hammer,"To a man with a hammer,

everything looks like a everything looks like a nailnail..““

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Now we're leading rather than pushing.Now we're leading rather than pushing.

We now realize that the only way to break students' We now realize that the only way to break students' negative behavior patterns is to break our own 1st.negative behavior patterns is to break our own 1st.

We've come to know the perks of being a good We've come to know the perks of being a good behavior managerbehavior manager::– Sleeping better at night & waking refreshed.  Our Sleeping better at night & waking refreshed.  Our

first words upon arising arefirst words upon arising are ""Carpe diem!“Carpe diem!“

– It feels great when kids are listening & achieving!It feels great when kids are listening & achieving!

– We're teaching with confidence & charismaWe're teaching with confidence & charisma ..

– Our sparkling personality surfaces, & WeOur sparkling personality surfaces, & We have have enough energy left over at the end of the day to sayenough energy left over at the end of the day to say ""Carpe noctumCarpe noctum!!""

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STAGE 5STAGE 5??Why not move now to stage 5 (the wise mentor)?Why not move now to stage 5 (the wise mentor)?– Now that you're so darned good, it's time to help someone Now that you're so darned good, it's time to help someone

who is having problems jumping the stage 4 hurdle.who is having problems jumping the stage 4 hurdle.– Befriend that struggling teacherBefriend that struggling teacher (Remember how you wished (Remember how you wished

for a mentor in your first couple of years on the job?)for a mentor in your first couple of years on the job?)– Or tell that crotchety, cranky colleague to stop complaining Or tell that crotchety, cranky colleague to stop complaining

and do something positive and productive about it. and do something positive and productive about it. – Shine a light on the path to stage 4 (and 5).Shine a light on the path to stage 4 (and 5).

    If not you . . .If not you . . .

Who?Who?

But rememberBut remember::

Use your super powers only for goodUse your super powers only for good!!

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THE 10 THE 10 DEMANDMENTSDEMANDMENTS^Thou shalt always do what is in the Thou shalt always do what is in the STUDENT’SSTUDENT’S best interestsbest interests..

Thou shalt seek Thou shalt seek SOLUTIONSSOLUTIONS, not blame & fault, not blame & fault..Thou shalt model Thou shalt model APPROPRIATEAPPROPRIATE behavior behavior (patient, dignified, & respectful)(patient, dignified, & respectful)..Thou shalt use the Thou shalt use the LEASTLEAST intrusive intervention possible intrusive intervention possible

(especially for(especially for punishmentpunishment))..

Thou shalt form Thou shalt form positive & productive positive & productive RELATIONSHIPSRELATIONSHIPS with thy kids with thy kids..Thou shalt instillThou shalt instill HOPEHOPE for progress and success for progress and success..

(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)Thou shalt Thou shalt catch kids beingcatch kids being GOODGOOD & say & say ENCOURAGINGENCOURAGING things things..

((A LOTA LOT! ! 5-8 to 15-8 to 1)) (PBIS.org, Canter, Jones)(PBIS.org, Canter, Jones)

Thou shalt Thou shalt NEVERNEVER take a kid’stake a kid’s DIGNITYDIGNITY from him/her. from him/her. (Thou shalt not treat a student in a manner that would cause thou to file a (Thou shalt not treat a student in a manner that would cause thou to file a

union grievance if it were done to thou)union grievance if it were done to thou).. Thou mayest hate a kid’s Thou mayest hate a kid’s BEHAVIORBEHAVIOR, but thou shalt keep , but thou shalt keep FAITHFAITH in his/her in his/her

capacity to change for the bettercapacity to change for the better (with your supportive guidance & (with your supportive guidance & “instructional discipline”)“instructional discipline”)..

(“(“Do not mistake the child for his symptomDo not mistake the child for his symptom.”.” Erik EriksonErik Erikson))Thou shalt Thou shalt NEVERNEVER give give UPUP on a kid on a kid (and by extension, ourselves)(and by extension, ourselves). . (Resilient Kids)(Resilient Kids)

2424

The 11 11thth Demandment??

What other behavior managementWhat other behavior management

““DemandmentsDemandments””

would you add to the listwould you add to the list??

2525

Your TurnYour TurnWhat questions or comments would you like to What questions or comments would you like to voice?voice?

Which points caught your attention?Which points caught your attention?

In what ways do you see yourself changingIn what ways do you see yourself changing your interaction/intervention patterns?your interaction/intervention patterns?

With which points do you take issue or disagree?With which points do you take issue or disagree?

(and why(and why??))

2626

THE NEXT THE NEXT DEMANDMENT…DEMANDMENT…

G O H O M E !!G O H O M E !!

2727

THE 10 THE 10 DEMANDMENTSDEMANDMENTS^Thou shalt always do what is in the ____________________Thou shalt always do what is in the ____________________ best interestsbest interests..

Thou shalt seek s_______________________________, not blame & faultThou shalt seek s_______________________________, not blame & fault ..Thou shalt model app_____________Thou shalt model app_____________ behavior behavior (patient, dignified, & respectful)(patient, dignified, & respectful)..Thou shalt use the (Least? Most?)_coersive intervention possibleThou shalt use the (Least? Most?)_coersive intervention possible ..

Thou shalt form _____________________________________ with thy kidsThou shalt form _____________________________________ with thy kids..Thou shalt instillThou shalt instill h_______________________ h_______________________ for progress and success for progress and success..

(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)Thou shalt catch kids being____________ & say en___________ thingsThou shalt catch kids being____________ & say en___________ things..

((A LOTA LOT! ____! ____ to 1 to 1))Thou shalt Thou shalt NEVERNEVER take a kid’stake a kid’s dig___________________ dig___________________from him/her. from him/her. Thou shalt not treat a student in a manner that would cause thou to file a Thou shalt not treat a student in a manner that would cause thou to file a union grievance if it were done to thouunion grievance if it were done to thou.. Thou mayest hate a kid’s ______________________, but thou shalt keep Thou mayest hate a kid’s ______________________, but thou shalt keep f____________in his/her f____________in his/her capacity to change for the better (with your supportive capacity to change for the better (with your supportive guidance & “instructional discipline”)guidance & “instructional discipline”)..““Do not mistake the child for his symptom.”Do not mistake the child for his symptom.” (Erik Erikson)(Erik Erikson)

Thou shalt Thou shalt NEVERNEVER give ___________ give ___________ on a kid on a kid (and by extension, ourselves)(and by extension, ourselves)..

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Order of slides for HandoutOrder of slides for Handout

Slides 4 (4 stages) and 27 (10 demandments)Slides 4 (4 stages) and 27 (10 demandments)