Transcript "PowerPoint" presentation on the material you

While You’re Waiting…
THINK BACK TO YOUR SCHOOL DAYS
and the classrooms in which you felt safe,
accepted, and valued. Bring to mind those
teachers who inspired you to WANT to put
forth your best effort. What about them
motivated you to attend and achieve? List
at least 3 traits or words that describe
them or their actions.
Then think back to teachers, bosses &/or
supervisors (during any time in your life) who
made you feel unappreciated, resentful,
fearful, or discouraged. List 3 words or traits
that describe them.
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What is the biggest threat to your long
and rewarding career as a beloved educator
of young minds?
Clicker:
Cafeteria food
Increase in class size
Incompatibility with one’s co-teacher
Staying current with the latest state curricula &
having to “teach to the test”.
5. Expanding duties being placed on teachers
6. Problems with managing student behavior
7. Radiation emanating from the clicker you’re holding
1.
2.
3.
4.
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The 4 Stages Of Classroom Management^
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STAGE 1
THE SHINY NEW TEACHER^
As 1st day approaches, we’re nervous but
optimistic. We have the skills. Everything is prepared.
Our approach is thought out:
We're going to be different than those teachers
who were so rigid & cold back when we were in school.
We're going to love our students...
& they're going to love us in return.
We‘ll create a
-wonderful
-nurturing
-supportive
-productive learning environment
with our gentle & progressive approach.
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Stage 2
THE HAPLESS TEACHER^
Disorientation & disillusionment progressively increases.
After a short "honeymoon“ period, students' behaviors take turn
for the worse.
Attempts to reason with youngsters aren't having any impact.
Some students disrupt lessons while others complain about
it. Order & structure are rare & fleeting. We’re frustrated &
humiliated.
The problems follow us everywhere… day & night.
Drag self home & fall onto couch...absolutely exhausted. In
time, manage to pull selves up to plan for next day, hoping in
vain that potentially interesting lessons will recapture pupils'
attention. When time comes to rest our weary heads, it's
difficult to fall asleep. When we do, it is restless.
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Effects of Stage 2 Teachers on Their
Students’ Behavior^
Many kids, lacking self-discipline, misbehave
simply because they can do so. Wellbehaved kids are placed in a conundrum.
What decision does poor behavior
management force upon them?
Their identity is one of a compliant kid. They want to
learn, but compliance with a teacher unable to
manage the class places them at a lower status than
the non-respected instructor.
Being in that lowly position sets them up for
victimization by bullies (just as the teacher
experiences). Many potential “model students”
misbehave in order to gain favor with those in
power.
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Burn Out
Emotionally, we can't give anymore. We’re worn out & feeling
incompetent. We doubt whether we made the correct career
choice. We think maybe we don't have what it takes to be a
teacher.
At this point, several choices:
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, mapping the way to higher ground.
b) Muddle on as a stage 2 ineffective teacher (Not recommended).
c) Take friends’ & families’ advice: Go into sales. (Not rec’d).
d) Earn an advanced degree in another educational field.
e) Give up on ideals & values, listening to toxic advice spewed
out in teachers’ lounge.
– NO!! Don’t listen! Don’t devolve!
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On the Cusp:
The mindset
that emerges
when one is
starting to
move from
Stage 2
(Hapless)
to Stage 3
(Hurtful)
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STAGE 3
THE HURTFUL TEACHER^
The junk yard dogs of our profession…
– Mean
– Nasty
– Ornery, & at times, vicious in their approach to kids
Avoid or quickly exit this stage. Why? It works! (Or does it?)
– Scares &/or hurts kids.
– Growing number of administrators, parents, & pupils
(along with defiant kids) won’t accept this treatment.
– Intent & directives of PBIS + IDEA condemn it.
– Many former practices now banned from schools
– Consequences available to us aren’t ½ as bad as what
many disruptive kids experience at home or neighborhood.
– Unbecoming of someone with esteemed title of “Teacher”.
– Sabotages dream of someday looking back at career with
pride.
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Are you
a
leader
if no
one
follows?
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Coercion
in the
classroom
Stage 3 mentality:
Punish
students who
irritate us.
When penalties
fail to change
the behavior in
persistently
disruptive kids,
search for more
of what already
isn’t working.
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When in-class penalties fail, pressure administration to use more
severe penalties (that also don’t work with persistently defiant &
disruptive kids)… detention, in-school suspension, Out-of-
school suspension, Expulsion…
DEPORTATION?
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We have met the enemy… And it is us.
Stage 3 teachers gain superficial compliance from
our “good kids” with intact emotional restraints, but... ?
Positive intervention would have obtained same compliance
(& placed smiles on their faces).
Stage 3 “toxic teaching” destroys the joy of learning &
the interpersonal bonds between teacher & pupil. Anxiety
impairs performance. Self image is negatively impacted.
Arguments & resistance are instigated in persistently disruptive
& defiant kids who lack behavioral restraints.
In recent times there’s been an increase in the numbers of:
– Students who misbehave
– Parents who fail to support the efforts of the school
– Administrators who don’t support our efforts
However…
Are we going to curse the darkness or turn on a light?
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The
beatings
will
continue
until
morale
improves.
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Which Way Now ?
Two choices at this juncture on the teaching trail:
1) Continue on the low road that passes through
education’s toxic waste dump:
– Stay mean & justify actions by thinking of many students as
"losers“, “trouble makers”, “ner-do-wells”, so on & so
forth, ad infinitum…, ad nauseum…
– Claim that coercion is "the only thing they understand.“
– Lure new/struggling teachers into the “Black hole” of
teaching in order to prevent an increase in the number of
positive & effective teachers…those skilled & supportive
folks who make our incompetence more glaringly evident to
us (and others).
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2) Take the High Road
Drop the misguided belief that "If
a hammer doesn't work, get a
bigger hammer.”
"Oh yeah!? A zero doesn't bother you? Then you‘ve got a
‘double zero’!“ (3 nights detention following a 2 night
detention, more points removed, “Principal’s powerfully punitive
parlance”, followed by “Double secret superintendent’s
scolding”, etc.)
– Stop using more of what already isn't working & saddle up
with the advice given new recruits in the U.S. Cavalry:
"If your horse dies… Dismount!“
– Quit belly-aching & seek solutions... But how do we put stage 3 in
our professional rear-view mirror?
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Hello Stage 4!
– Find mentors & query skilled colleagues
– Drop by their classrooms during planning periods to
identify effective behavior management strategies
– Read classroom management books
(with a support group, if possible)
– Visit web sites like BehaviorAdvisor.com
(& other fine sites)
– Attend:
conferences
district professional development training
college courses that focus on positive behavior
management interventions.
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Why Move Up?^
Success with defiant & disruptive (and compliant) kids is
enhanced.
Helpful teachers are at (or approaching) the profession’s pinnacle.
What are the traits of those teachers whom you remember fondly?
-Masterful, confident, decisive, firm, fair, friendly, self-assured
-Created & maintained a positive, productive, & orchestrated
learning environment
-Exuded self-discipline while building the same in others
The Helpful Teacher utilizes positive interventions that
make use of assertive (not hostile) & supportive voice,
body language, & phrasing. This approach promotes
cooperation & teaches self control.
YES! ...Self control, like academics, is taught. (Not to be
confused with “Teaching ‘em a lesson”, which doesn’t).
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THE VIEW FROM THE TOP
You're there!
– (You always knew that you could do it.)
Now you're familiar with "the 80/15/5 rule“
?
– Any one technique works great with 80% of kids,
somewhat well with 15% of pupils, & not at all with
5% of students.
We realize that we need many behavior
management tools, not just a hammer.
– As Mark Twain said:
– "To a man with a hammer,
everything looks like a nail.“
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Now we're leading rather than pushing.
We now realize that the only way to break students'
negative behavior patterns is to break our own 1st.
We've come to know the perks of being a good
behavior manager:
– Sleeping better at night & waking refreshed. Our
first words upon arising are "Carpe diem!“
– It feels great when kids are listening & achieving!
– We're teaching with confidence & charisma.
– Our sparkling personality surfaces, & We have
enough energy left over at the end of the day to say
"Carpe noctum!"
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STAGE 5?
Why not move now to stage 5 (the wise mentor)?
– Now that you're so darned good, it's time to help someone
who is having problems jumping the stage 4 hurdle.
– Befriend that struggling teacher (Remember how you wished
for a mentor in your first couple of years on the job?)
– Or tell that crotchety, cranky colleague to stop complaining
and do something positive and productive about it.
– Shine a light on the path to stage 4 (and 5).
If not you . . .
Who?
But remember:
Use your super powers only for good!
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THE 10 DEMANDMENTS^
Thou shalt always do what is in the STUDENT’S best interests.
Thou shalt seek SOLUTIONS, not blame & fault.
Thou shalt model APPROPRIATE behavior (patient, dignified, & respectful).
Thou shalt use the LEAST intrusive intervention possible
(especially for punishment).
Thou shalt form positive & productive RELATIONSHIPS with thy kids.
Thou shalt instill HOPE for progress and success.
(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)
Thou shalt catch kids being GOOD & say ENCOURAGING things.
(A LOT! 5-8 to 1) (PBIS.org, Canter, Jones)
Thou shalt NEVER take a kid’s DIGNITY from him/her.
(Thou shalt not treat a student in a manner that would cause thou to file a
union grievance if it were done to thou).
Thou mayest hate a kid’s BEHAVIOR, but thou shalt keep FAITH in his/her
capacity to change for the better (with your supportive guidance &
“instructional discipline”).
(“Do not mistake the child for his symptom.” Erik Erikson)
Thou shalt NEVER give UP on a kid (and by extension, ourselves). (Resilient Kids)
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th
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The
Demandment?
What other behavior management
“Demandments”
would you add to the list?
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Your Turn
What questions or comments would you like to
voice?
Which points caught your attention?
In what ways do you see yourself changing
your interaction/intervention patterns?
With which points do you take issue or disagree?
(and why?)
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THE NEXT DEMANDMENT…
G O H O M E !!
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THE 10 DEMANDMENTS^
Thou shalt always do what is in the ____________________ best interests.
Thou shalt seek s_______________________________, not blame & fault.
Thou shalt model app_____________ behavior (patient, dignified, & respectful).
Thou shalt use the (Least? Most?)_coersive intervention possible.
Thou shalt form _____________________________________ with thy kids.
Thou shalt instill h_______________________ for progress and success.
(Otherwise, kids will see no reason to attend, put forth effort, & behave well.)
Thou shalt catch kids being____________ & say en___________ things.
(A LOT! ____ to 1)
Thou shalt NEVER take a kid’s dig___________________from him/her.
Thou shalt not treat a student in a manner that would cause thou to file a
union grievance if it were done to thou.
Thou mayest hate a kid’s ______________________, but thou shalt keep
f____________in his/her capacity to change for the better (with your supportive
guidance & “instructional discipline”).“Do not mistake the child for his symptom.” (Erik Erikson)
Thou shalt NEVER give ___________ on a kid (and by extension, ourselves).
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Order of slides for Handout
Slides 4 (4 stages) and 27 (10 demandments)
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