Transcript YOUR EMOTIONAL IQ - Western Carolina University

MAP OF SESSION
August 2
9:15
Intro - “Who’s Here?” People Search
Objectives/Expectations/Reflection
9:45
Understanding Behavior
Foundations for Success
10:30 10 MIN BREAK
10:40
DE-ESCALATION MODEL
12:00 LUNCH –
12:50
Strategies, strategies, strategies
2:00 5 min BREAK
2:10
Strategies cont.
3:00
Wrap Up/Questions/Evaluation
Go home!
OBJECTIVES
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Recognize your strengths and needs
Identify Purpose(s) of Behavior
Review Foundations for Success
Identify Mistakes to Avoid
Review/Discuss De-Escalation Model
Prevention/Positive Intervention Strategies
Review Instructional Strategies that Engage
• What do you hope to gain from today?
What do I want to accomplish in
this workshop?
Please answer these 3 questions – one post it per question.
1. What strengths do you bring to the classroom?
2. What do you feel will be your biggest challenge?
3. What is your GOAL for your students this year?
Post-it notes – please group with similar answers
Questions to Consider ….
1. What is POVERTY?
2. Where do we learn about “respect?”
3. How do you TEACH a “disrespectful” student to
show you respect?
4. Where do we learn about how to deal with
disappointment or failure?
Statistics about behavior
Key Points to Remember
about Poverty
Poverty – “the extent to which an individual
does without resources”
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Poverty is relative.
An individual brings with him/her the hidden rules of
the class he/she was raised.
Schools & businesses operate from the middleclass norms & use the hidden rules of this class.
For students to be successful, we must understand
their hidden rules and teach them the rules that will
make them successful at school and work.
-Ruby Payne, pg.10
Key points (cont.)
6. We can neither excuse nor scold them
for not knowing; as teachers we must
teach them and provide support &
expectations.
7. Two things that help one move out of
poverty are EDUCATION AND
RELATIONSHIPS.
8. Schools are virtually the only places
where students can learn choices and
rules of the middle class.
Scenario Activity & Classes Chart
Statistics About Behavior
GOOD NEWS!
90% of students
do what they are supposed to do
1-4 “Richards”
5…..
6+….
Purpose of Behavior
Get
Get Out
Preventative Discipline
“Life is change. Growth is optional. Choose wisely.”
Change is hard. Think about your management style.
You can always change your practice without changing
your passions.
List at least 3 components of any successful
behavior/classroom management plan.
(Foundations can be found on pgs 23-41)
Discipline Foundation 1
• 1. Discipline IS love
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Be a teacher, not a teen; a parent, not a pal.
Fences are freeing.
“I value your life more than your love.”
“I care more about you than what you think of me.”
*Which statement has the most meaning for you?
Foundation 2
• Students will accept discipline – Not
disrespect.
• What are some ways teachers exhibit
disrespect?
– 1.
– 2.
– 3.
– 4.
Discuss with Colleagues
Foundation 3
• PUBLIC RULES, PRIVATE DISCIPLINE
Public Praise, Private Criticism
If you don’t save a student’s face, he will save
it himself.
*How can “public discipline” backfire on you
as the teacher?
Foundation 4
• Our influence lasts only as long as the
relationship lasts. (Positive influence only
to the extent they know we care.)
• Cues of anger or respect: yelling vs.
telling
*Name ways we diminish relationships.
Foundation 5
• Mean business without being mean! (p. 39)
• Follow through IS THE KEY! Set it up and
support it.
**What is your first step when a student is
disruptive? Your second step? Etc..
Foundation 6
• Students will not out-perform
the teacher.
– Be well-prepared.
– Have positive consequences (a
reward system).
– Try not to use LDD (Long
Distance Discipline.)
*Discuss the link between teacher
professionalism and student
success.
Foundation 7
• What we Do is more important than how
we Feel.
– Ask yourself these TWO questions....
Foundation #8
Students need to know 3 things…...
#1 Where they stand..
 You have to teach,
demonstrate, and
reinforce
procedures.
(procedure manual)
 The best discipline
is effective teaching.
“Please refer to
classroom rule # “
#2 The teacher WILL follow through
 If you tolerate it day after day … you teach it
day after day. (p.34)
# 3 The teacher is on their side!
 Discipline decisions need to be based on rules
and goals not on feelings.
-Ask
yourself…What is my goal here?
 Teachers need to give themselves permission to
be less than perfect - not less than professional.
De-Escalation Model
• Prevention is the key to good discipline.
• De-Escalation Model
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See page 12 (B) in packet
Prevention
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Post the rules (by the clock)
Explain it then expect it.
Proximity control (room arrangement).
Be organized.
Call To Attention Signal. (C2A)
Put aside pet peeves.
Positive tone
Positive Intervention
• Business-like approach
• Success Strategies
– Correction Cards
– Promote Handraising
– Less voice, more non-verbals
– Open/Closed Sign
• Positive Phrasing
Assertion
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Neon Clipboard
Apology Form
Better Choices Sheet
Remove Privileges
Problem Solving
• Conference (Time and privacy)
• Contract (Party of 1st part…)
• Understanding (What does this say?)
Referral
• I need help if …
– Student hurts himself
– Student hurts another
– Student destroys property worth more
than $5
THE DIRTY DOZEN
Mistakes to avoid...
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Inconsistency.
Excessive Warnings
Excessive public/verbal discipline.
Majoring in the minors.
Low Level distractions
Arguments / Power struggles.
Not teaching procedures.
Being too tolerant.
Emphasizing the negative.
Disrespectful interventions.
Losing control/Behaving
unprofessionally.
 Discarding the plan when it doesn’t go
as you expected.
“yellow
light
classrooms”
Which strategies will YOU use?
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Hand signals
Music
Behavior Bracelets
Post-it Notes
Bells/timers
Desk Pad Barometer
Touch Pad Technique
• Mystery Motivator
• On Task Board
• NFL Board
-Neon Clipboard
-YES Card
- Whisper Club
-Blue Rule
-Tally System
-Correction Cards/After
Class Postcard
-ADD strategies
- Fry Your Best
-Strike System
Are you inviting students to learn?
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Please/thank you (tally)
Have student assistants (leadership opportunities)
Change activities every 15-20 minutes to keep interest
What do students do to get in
trouble in the classroom?
• Make a list of the most frequent
occurrences.
• What can YOU do to prevent this?
• Discuss with your colleagues.
Learning Carousel
Consequence Menu
Selected from pgs. 141-167
Level One Infractions in Classroom
#1
Non-Verbal Warning
• Post-it
• Red Rule
• Correction Card
#2
-“The Look,”
-Proximity
-Touch Pad
-Hand Signal
Verbal Warning
• Positively remind student what you want to see (“Thank you for getting to work.” )
• Give choices if possible
• Let them know the next infraction will result in consequence
#3
Consequence
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Teacher Discretion
Loss of privilege – flip the card – punch the card
Last to Leave
Silent lunch
Classroom time out w/ Apology Slip or Better Choices Sheet (in handout or p. 160)
More punitive
• Time Out in another classroom & complete “The What You Choose Questionnaire”
• Parent Contact – 3-5 day Behavior Contract (optional)
#4
Consequence
Office Referral – loss points
How can we motivate?
Do your students feel they “belong?”
People need to feel the 3 “C’s”
Connected
Capable
Contributing
Techniques to build “connections”
& promote engagement:
• Learn student names – pronounced correctly- asap.
• Team building activities in first 4-6 weeks.
• *http://findarticles.com/p/articles/mi_m0STR/is_2_114/ai_n15929349
*http://www.teachersnetwork.org/ntol/howto/start/teambuild.htm
• Occasionally create opportunities where you only
LISTEN. Set a timer & ask an open-ended question that
will generate discussion.
• Give students choices or negotiate whenever possible –
creates buy-in (Apology slip/Better choices p. 11)
• YES Card – restart capability
QUESTION: What are some activities you normally “direct”
in the classroom that you could turn into choices for the
whole class?
Strategies that promote success!
“Capable”
• Success Chain – see strategy handout
• Success Box/Bonus Box – enter students names for
random drawings based on behavior, participation,
grades, etc. – see strategy handout
• Countdown for each directive
• 100% Club (great for secondary)– Ex. All students
arrived on time, completed homework, brought all
materials, earned at least a ___ on quiz, no one
interrupted the speaker, etc
*Keep record of when goals are met. Chart the data & use to
discuss what needs improvement. 10 pts can be earned each
time toward 100 pts which = reward.
Examples of Choices/Options
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Put your desks in circles or rows?
Whisper or talk quietly?
Clap or snap for friends?
Walk down this hall or that hall?
Have lights on or off? Music on or off?
Read on the floor or in your seat?
Pass your papers in to the front or to the back?
Stop reading now or 5 minutes from now?
Would you like to put that away or would you like for
me to put it away?
10. WHY DOES THIS WORK? Deposits and withdrawals....
Examples of Choices/Options
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Options for how students can demonstrate what they
know – the seven P’s:
Participation, Projects, Performances, Presentations, Portfolios, Products,
Problem Posing & Analysis
*Let students choose several to do for a unit of study.
2. Give 5 homework options a week. Students choose 3.
3. Give students one free homework pass each quarter.
4. Create 120 point tests in which students need to
complete items totaling 100 points including some
required items.
5. Allow students to develop their own project ideas
as long as it meets criteria.
• Give students option of creating one 3x5 study
card to be used during a test.
*By creating the card they have made a lot of effort to learn the
content.
Discuss with a partner…
What are the 2 main reasons the disruptive student acts
out?
Why give choices???
Choices = _________
“Contributing”
Instructional Techniques to promote participation
• Learning Carousel – posters around the room, groups
rotate and answer questions, complete problems, list
information
• People Search – grid with
words/answers/names/questions with which students
walk around and match up with others
• Conversation Circles – inner/outer circle; rotate and
discuss/review; teaches social skill of listening
• Jigsaw – Expert groups review material- Regroup so
each new group has an expert for each section
• Dry erase boards or SOLO plates – one per student
• Cooperative groups with specific roles
Please fill out an evaluation. 
Thank you ALL for your time.
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Educational Strategies Unlimited
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