Transcript Slide 1
The Six Pillar Educator
Unit on Classroom
Management
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©2012 Josephson Institute.
Enhancing the Impact of Your Teaching
• Our commitment to the “growth mindset” and the notion
that “you don’t have to be sick to get better” led us to
identify specific strategies and techniques that will
provide every teacher with the tools to get improve the
management of your class.
• This unit will help you to increase the effectiveness of
your teaching by suggesting classroom management
strategies that will allow you to create an environment
conducive to learning.
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©2012 Josephson Institute.
Classroom Management
This unit is designed enhance a teacher’s classroom
management skills by sharing:
1. Key concepts associated with managing an effective
classroom
2. Specific techniques and strategies to help “The Six
Pillar Educator” be more effective in managing a
classroom where student involvement and cooperation
in all classroom activities is fostered that ensures there
is a productive leaning environment.
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©2012 Josephson Institute.
Classroom Management
• Research confirms that learning outcomes can be
substantially enhanced when the teacher creates a
classroom atmosphere where maximum focus is placed
on individual learning.
• A Six Pillar Educator creates an orderly, safe setting that
engages, encourages and challenges students to learn.
• The Six Pillar Educator realizes that subject matter
expertise and even exceptional teaching techniques can
not produce optimum results if the context of the learning
is not fully conducive to learning.
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©2012 Josephson Institute.
“The best lesson plans in the world won’t succeed if
student misbehavior hamstrings an educator’s attempts to
teach. Good classroom management practices are vital to
creating an environment where students can learn.”
- Dave Foley, from the Introduction to the UCCH
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©2012 Josephson Institute.
Goals of Six Pillar Classroom
Management
Establish and sustain an
orderly environment so
students can engage in
meaningful academic
learning
Enhance student social
and moral growth.
Evertson and Weinstein (2006)
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©2012 Josephson Institute.
Orderly
Safe
Challenging
Components
of a Six Pillar
Classroom
Encouraging
Engaging
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©2012 Josephson Institute.
An Exemplary Classroom is Orderly
Students sense an organized structure
Disruptive of distracting behavior is eliminated
Disruptions and distractions that do occur are dealt with promptly,
firmly and respectfully
The classroom is organized in a manner that encourages order,
participation, independence, and continuous learning.
Is consistent, has good follow-through, and follow-up with students
Communicates expectations often while constantly reinforcing
expected behaviors
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©2012 Josephson Institute.
An Exemplary Classroom is Safe
Students feel physically safe
Students feel emotionally safe – willing to take risks
without fear of peer or teacher embarrassment
There is a small number of meaningful rules that are
clearly understood by students.
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©2012 Josephson Institute.
An Exemplary Classroom is Engaging
Students are involved as active participants in their own education
Students cooperate with the teacher and each other willingly so that
everyone learns
Classroom management strategies are appropriate to the environment
and needs of the students.
Student work is displayed throughout the classroom and behavior and
learning reinforcers are visible throughout the room.
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©2012 Josephson Institute.
An Exemplary Classroom is Encouraging
Interactions with students are positive and reinforce the importance of
student success
Students receive constant positive reinforcement for doing their best
work and to be their best self.
The teacher is able to know and effectively relate to his/her student in
a way that establishes rapport and trust
The teacher strives to separate unacceptable behavior from student as a
person
The teacher knows student’s interests/likes/dislikes
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©2012 Josephson Institute.
An Exemplary Classroom is Challenging
The teacher spends an appropriate amount of time at the
beginning of the school year establishing the culture and climate
for positive acceptable behavior
High expectations are established and monitored for student’s
continuous improvement
Frequent assessment of student progress and multiple
opportunities for improvement
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©2012 Josephson Institute.
Values
• Identify and instill
beliefs and
attitudes that drive
good choices
Choices
• Develop ability to
identify and
achieve best
possible result
Behavior
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• Desirable
conduct
consistent
with Six
Pillars of
Character
©2012 Josephson Institute.
Techniques and Strategies in Creating a
Six Pillar Classroom
Orderly
Safe
Challenging
Components
of a Six Pillar
Classroom
Encouraging
Engaging
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©2012 Josephson Institute.
Classroom Management
• Research confirms that learning outcomes can be
substantially enhanced when the teacher creates a
classroom atmosphere where maximum focus is placed
on individual learning.
• A Six Pillar Educator creates an orderly, safe setting that
engages, encourages and challenges students to learn.
• The Six Pillar Educator realizes that subject matter
expertise and even exceptional teaching techniques can
not produce optimum results if the context of the learning
is not fully conducive to learning.
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©2012 Josephson Institute.
Using the Six Pillars of Character, you have
the foundation for an orderly classroom
Set classroom rules cooperatively as student involvement gives ownerships and is
seen as an invitation for students to describe the class they would like to have.
Embed the values of trustworthiness respect, responsibility fairness, caring, and
citizenship into your classroom rules and procedures.
Ensure students recognize inappropriate behaviors when they see them.
Establish firm limits to unacceptable behavior.
Reach consensus about expectations that can be conveyed to students.
Be a positive adult model who is caring, firm, consistent and fair.
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©2012 Josephson Institute.
Be specific in your expectations for
appropriate behaviors
General
Specific
Show respect for
others.
Follow the rules. Take care of our belonging and help others
take care of theirs.
Use kind words.
Only positive comments about others – no name-calling,
starting rumors, or teasing people about personal
characteristics or weaknesses.
Be friendly.
Be a good friend by listening, sharing, and learning more
about your classmates.
Care about your
classmates.
Make sure everyone is included in games, lunch, and other
activities. Help a classmate if he or she is struggling.
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©2012 Josephson Institute.
Orderly Classroom Interventions
•
•
•
•
•
•
Avoid reacting personally (such as shouting, challenging,
becoming agitated)
Maintain calmness, respect and detachment (teacher modeling
role)
Pause and focus on the student behavior (“That language…”
Design individual contract with student that addresses the
problem behavior
Conference with the parent(s), describe situation and appreciate
support that parent gives to help understand and resolve problem
“Think time” strategy - remove student to another teacher’s
classroom, provide a “Six Pillar” debriefing form: what pillar was
violated? what behavior do you need to display upon return?
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©2012 Josephson Institute.
Pillar Intervention Debriefing Form
1.
2.
3.
4.
5.
6.
7.
8.
9.
How did your violation of a Pillar of Character get you in trouble?
How do you feel about being held accountable for your actions?
What effect did your behavior have on yourself and others?
How do your classes help you to reach your educational and
personal goals?
What can you do to build a better relationship with your teacher?
(Trustworthiness, Respect, Responsibility, Fairness, Caring or
Citizenship)
Who are the people in your life affected by the decisions you make
and how are they affected?
What could you have done differently in this situation to have kept it
from happening?
How can you show to your classmates and teachers that you care
about your class(es) and your progress in it (them)?
How will you show your teacher that you are trustworthy and willing
to take responsibility for your actions in class?
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©2012 Josephson Institute.
An Exemplary Classroom is Safe
Students feel physically safe
Students feel emotionally safe – willing to take risks without fear of
peer or teacher embarrassment
There is a small number of meaningful rules that are clearly
understood by students.
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©2012 Josephson Institute.
Specific Things you Can Do to Have a
Safe Classroom
• Create a culture of kindness by encouraging pro-social behavior.
• Emphasize that inclusion is the standard in your school.
• Expect students to understand that they treat each other with
respect, kindness, and empathy in all communications and
actions.
• Help students develop a sense of responsibility toward their class
and schoolmates.
• Enable students to share the responsibility for holding all class
members accountable to agreed-upon rules for their safety
• Have students take responsibility for their own actions.
• Teach students how to be good to one another, how to
cooperate, how to defend someone who is being picked on and
how to stand up for what is right.
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©2012 Josephson Institute.
An Exemplary Classroom is Engaging
Students are involved as active participants in their own education
Students cooperate with the teacher and each other willingly so that
everyone learns
Classroom management strategies are appropriate to the environment
and needs of the students.
Student work is displayed throughout the classroom and behavior and
learning reinforcers are visible throughout the room.
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©2012 Josephson Institute.
Specific Things you Can Do to Have an
Engaging Classroom
Provide a productive learning environment that promotes a positive
classroom atmosphere
Non-Verbal Cuing can be effective to show the class that the noise
level is too high.
• Tell the students up-front what is your cue, and use it as needed.
• Cues can also be facial expressions, body posture and hand
signals.
Focusing
• Teach positively and show enthusiasm. Passion is contagious.
• Operate with a sense of purpose in the classroom.
• Be sure you have the attention of everyone in your classroom
before you start a lesson. Don’t attempt to teach over the talk of
students who are not paying attention.
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©2012 Josephson Institute.
Engaging Classroom
• Meet students at the door as they come into class and saying
hello to each child, making sure to use his or her name first.
• “Good morning, class!” – when students are greeted by an
adult, it takes less time to complete morning routines and get
first lesson started.
• Attribute ownership of ideas to the student who originated
them “Carleta has just added to Cristobal’s idea by saying
that…”
• Talk informally with students before, during and after class
about their interests
• Be aware of and commenting on important events in students’
lives
• Compliment students on important achievements in and out of
school
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©2012 Josephson Institute.
Creating an Engaging
Classroom Community
Relationship with Adults
• Initiate behaviors that let students know they are
respected and cared about
• Remembering details about a student’s life
• “Knowing my sister’s name”
• Writing notes to students
• Visiting their homes
• Holding private conversations
• Asking students what they think and listening to the
answers
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©2012 Josephson Institute.
Creating an Engaging
Classroom Community
Relationship between and among students
• Interdependence and cooperation
• Respect for different points of view
• Listening to what others say; reflecting back what they hear
• Learning about one another
• Understanding and accepting how others feel
• Students’ relationship to the what and how of their learning
• Class meetings can be context for generation of questions to
pursue in the next unit of study.
• Cooperative learning processes help build positive relationships
between different groups of students.
• Real-life, everyday problems serve to connect students to the
curriculum.
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©2012 Josephson Institute.
An Exemplary Classroom is Encouraging
Interactions with students are positive and reinforce the
importance of student success
Students receive constant positive reinforcement for doing their
best work and to be their best self.
The teacher is able to know and effectively relate to his/her
student in a way that establishes rapport and trust
The teacher strives to separate unacceptable behavior from
student as a person
The teacher knows student’s interests/likes/dislikes
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©2012 Josephson Institute.
Specific Things you Can Do to Have an
Encouraging Classroom
Develop a connection – a relationship with students
Verbalize descriptions of behaviors and never make value
judgments about individuals or place labels (good or bad)
3. Use a variety of techniques to keep students interested and
involved including experiential activities and vicarious
experiences of stories told orally by book, video or movie.
4. Minimize the power differential in everyday communication.
Sitting behind a desk or standing behind a podium can send
the message that you want to create some distance between
yourself and the students. Get down to their level when
working with them.
1.
2.
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©2012 Josephson Institute.
Encouraging Classroom
5. Encourage students to be part of classroom discussions
•
•
•
•
Provide appropriate “wait time.”
Emphasize right parts of wrong answers
Restate or rephrase the question or give hints and clues
Provide the answer and ask for elaboration
6. Give appropriate teacher praise (public vs. private) that
focuses on accomplishment and effort. Praise should be:
Contingent, Specific, Sincere, Varied
7. Maintain at least 4 to 1 positive to negative responses
8. Promote recognition by displaying student work, awarding
certificates, verbal encouragement, giving of stickers for
improvement or conduct.
Reported in Classroom Management that Works
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©2012 Josephson Institute.
An Exemplary Classroom is Challenging
High expectations are established and monitored for student’s
continuous improvement
Understand, believe in and employ core strategies to motivate
students to learn: I can do it and it’s worth it
Teachers explain and exemplify the “effort belief” to students.
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©2012 Josephson Institute.
Say “I
can’t yet.”
Never say
“I can’t”
Students will not invest the effort required to
learn new material or change behavior unless
they believe two things:
It’s worth it
• It’s worth the effort
• What I will get is more valuable than
what if give up?
I can do it
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©2012 Josephson Institute.
Motivation and Effort
• Praising the persistence of students and the strategies
they have used to overcome an obstacle, we reinforce a
“growth mindset” — one where students feel energized
and knowledgeable about how to get beyond problems.
• A “fixed mindset” praises intelligence (“You’re so smart
for getting that project done quickly”). Students tend to
want to look “smart,” value that image more than
learning, want to do easier work or might cheat to avoid
making mistakes. Making mistakes is not part of their
self-image. They believe it may make them look not
smart.
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©2012 Josephson Institute.
Recommendations for
Classroom Practice
Students need to be taught that effort can improve
achievement.
• Share personal examples of times you have
succeeded because you did not give up
• Share examples of well-known athletes and others
who succeeded mainly because they did not give up
• Have students share personal examples of times they
succeeded because they did not give up.
• Have students chart effort and achievement as this
will reveal patterns and help students see the
connection between the two.
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©2012 Josephson Institute.
Motivation and Effort
In giving feedback to students use this guideline: “describe or
question.” Here are examples of praise that develops more of a
“growth” mindset:
• It’s impressive that you did two drafts of that essay. What made you
want to put that extra effort into it?
• You worked on that project for the entire period without getting
distracted, just focusing on doing the best job you could. That’s
great!
• How were you able to come up with such an interesting opening to
the essay?
• To a student who might be facing behavior challenges: You were
really focused on classwork today. Can you tell me what you did or
thought to help yourself not get distracted? It would give me some
ideas that I could suggest to other students.
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©2012 Josephson Institute.
Motivation and Effort
• Doing a simple 15-minute writing activity three to five times
during a school year can result in long-lasting academic
benefits.
• Having students write about values that are important to them
develops resiliency and a greater sense of self-worth resulting
in them working harder and getting less discouraged by
setbacks.
Geoffrey L. Cohen
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©2012 Josephson Institute.
Strategies to Teach a “Growth Mindset”
• Students are given the Six Pillars of Character.” They are asked to
circle the one that is most important to them.
• They are then asked to think about a specific time when the circled
pillar was important and write a few sentences about it: When was
that time? Why was it important to you then?
• Finally, students are given three phrases: “This value has influenced
my life.” “In general, I try to live up to this value.” “This value is an
important part of who I am.” They are asked to write one of five
ratings next to each one — Very Strongly Agree, Strongly Agree,
Agree, Strongly Disagree, or Very Strongly Disagree
• Students can then share their responses in small groups or with the
entire class.
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©2012 Josephson Institute.
Think, Pair, and Share
What are the
most important
elements?
What are the common
barriers or student
behaviors that act
against having an
environment conducive
to learning?
What specific
strategies can you
use to prevent or
deal effectively with
these behaviors?
Orderly
Classroom
Safe
Classroom
Engaging
Classroom
Encouraging
Classroom
Challenging
Classroom
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©2012 Josephson Institute.
ACTIVITY
• If students were asked as to what the classroom rules
should be, what do you think they would say?
• The Six Pillars of Character should provide both content
and structure for the rules of your classroom. Divide into
6 groups with a pillar of character assigned to each.
Determine a set of classroom rules for the pillar.
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©2012 Josephson Institute.
Behavior Scenarios
• How you handle misbehaviors will matter in your
stress level and that of the class.
• Nearly 8 in 10 teachers say they could teach more
effectively if they didn’t have to spend so much
time dealing with disruptive students.
From a 2004 study conducted by a New York based public
policy research organization, Public Agenda
• Activity will include using a number of behavior
scenarios
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©2012 Josephson Institute.
Think about
• Can you identify specific situations where you developed
a special connection with a student?
• What factors created that connection
• Could you do this with more students or the class as a
whole?
• How are positive relationships developed and
maintained?
• What makes for a “difficult”’ relationship with a student?
Focus on positive and replicate, not negative
• What can you do to establish positive relationships with
all students in your class?
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©2012 Josephson Institute.