Transcript What Great Teachers Do Differently Part I

WHAT GREAT TEACHERS DO
DIFFERENTLY
Todd Whitaker

Programs do not solve our problems in the classroom;
people do!

Programs can encourage or support improvement of
people within the school.

Programs are never the solution and they are never the
problem.

Assertive discipline problem – page 13

It’s not what you do but how you do it!

Classroom management sets the stage for student
learning.

Set expectations and then establish relationships so that
students want to meet these expectation.

Situation page 18

Rules outline the boundary between the acceptable and
the unacceptable

Consequences encourage students to follow the rules

90% of the students in the school are never sent to the
office

The start of the year is a chance to set the tone for the
rest of the school year and the students.
WHEN A STUDENT MISBEHAVES
 When a student misbehaves , the great teacher has one
goal: to keep it from happening again.

The least effective teacher often has a different goal:
revenge.

Effective teachers are motivated to prevent misbehavior;
ineffective teachers are motivated after a student
misbehaviors, to punish the student. Ex. Not bringing a
pencil to class.

We cannot change what has already happened.
SENDING STUDENTS TO THE OFFICE
How do teachers want a student to behave after a
disciplinary conference with the principal?
 Ineffective teachers want students to be upset when they
leave the office

Effective teachers want students to be better when they
leave

Cursing at teachers – page 24

What matters after discipline – whether in the room or
in the office – is how the student behaves in the future.
Let’s list the things that teachers can do when a student
misbehaves( good and bad).
Which one always works?
Does every teacher have the same options?
What is the difference between good classroom managers
and poor classroom managers? Is it in our bag of tricks?
What are the variables?
 How often?

Quality? Which options on the list are of poor quality?
Arguments?
 Who decides how many arguments the teacher has with
students?

Who wins?

In all student-teacher interactions there needs to be at
least one adult-it’s better when it’s the teacher.

Is it ever appropriate to yell at a student?

It is important to treat students with respect, no matter
how they behave. Why?

Parents?(page 27)

When you have treated someone badly, how do you feel?

Students know the difference between right and wrong(
page 28)

Students want problems dealt with appropriately.

Maintain a high level of dignity, especially under pressure.
GOLDEN RULE!!!!!!