Transcript Classroom Management Slides (Tawanna Billingsley

Facilitator: Tawanna Billingsley-Patton
Out of your
control
Circle of Influence
Circle of control
There are 3 things that we control that
determine the quality of a child’s
education
Circle
of
control
How well we manage our
classrooms
The relationship between the
adult in the classroom and the
student
How capable we are as
teachers.
What are your beliefs about educating
children?
Believe that everyone deserves to
be treated with respect even if
they do not reciprocate.
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.
My Job
Your Job
My Job
•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
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
Above the Line
Below the Line
Above the Line
Polite words
Teamwork
Proactive problem solving
Profanity
Fighting
Name calling
Below the Line
Principle #2: Create a warm
and nurturing classroom
climate.
Respect
Looks
Like
Sounds
Like
Feels Like
Respect
Looks
Like
Sounds
Like
Feels Like
Respect
Eye contact
Taking turns
Polite words
(i.e. “Thank
You, and
“Excuse me”)
Safe
Caring
Calm
Comfortable
•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




Respect others
Be on time
Be prepared
Follow school rules





General
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
Specific
Principle #4: Develop a daily
routine, yet remain flexible.
•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
Collector/protector $19.99
callowayhouse.com
Bathroom Pass
Student name: ______________
Time: ____________________
Date: ____________________
Teacher: _________________
Hall Pass Timer $29.99
callowayhouse.com
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
•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
•The power of the clipboard
•“Please restate that without using
profanity?”
Principle #5: Make learning
more attractive and fun for the
student.
• 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.
Preferred Activity Time
•Earn bonus time for on-task/responsible
behaviors
•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)
+
-
•Knock it off…..
•Cool it……
•Turn around……
•Why did you do that?......
•How many times do I
have to tell you……
•Open ended questions
“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.”
•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!!!!!!
“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.”
Logical

When students misuse school
equipment.
- Separate the student from the item
temporarily.
Logical

When students arrive to class
unprepared.
-Teach responsibility with a classroom
rental center.
Logical

When students make messes.
-Have them clean up.
Logical

When students behave aggressively.
-Separate the aggressive student from
others temporarily.
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.
•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
• 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.”
“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?
•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.
•“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)
•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.
• 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.”
•“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.”
•“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?”
•“What are you doing?”
(no answer)
“I noticed… What should you be
doing?”
•“Is that against the rules?”
(no answer)
“It is against our rules. What should you
be doing?”
• “What’s your plan?”
(no answer)
"This is what I need you to do?”
•“What do you think will happen if…?”
(no answer)
"Here is what will happen if…. And we’ll
talk about it later.”
•“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
•“ 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?”
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.
•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…”
•Broken Record Technique:
Start every sentence with , I understand…” or
“That’s not the point…” then tell them what you
need them to do.
•“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.”)
•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….”
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.
•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.
•Don’t ask “You” questions:
“What’s your problem?” What’s wrong with you?”
•Don’t ask “Why” questions: “Why did you do that?”
•Don’t get into a debate.
•Don’t say, “I’m your teacher. Don’t talk to me like that .”
•Don’t interrupt. Allow the student to finish venting.
•Don’t back them into a corner in front of their peers.
•Don’t use “now”.
•Don’t physically try to remove them or physically stand
between them and the door.
•Don’t take it personally.
Stay calm and in control.
•Use short, clear, firm requests “ I need….” “I
want….”
“I need you to calm down and sit down.”
•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”
•Use calm repetitive statements.
“I see you are upset and I need you to sit
down.”
•Keep your students supervised.
•Keep your students safe.
•Minimize the risk to your students and to
yourself.
( 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.”
•Remove crowd/bystanders/classmates
(send for back up support if possible).
• Calmly and repeatedly use short, clear, firm
requests to separate parties from the source of
danger.
“Stop!”-Use students name if known
•Provide cool down time to deescalate the
situation and restore control.
•Send for backup support.
What two things can you
immediately employ in your
classroom?
•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 StudentsSpencer 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