A Proactive and Positive Approach to Classroom Management

1. A Proactive and Positive Approach to Classroom Management

2. Maslow’s Hierarchy of Basic Needs • Physiological • Safety • Belonging • Esteem • Self Fulfillment

3. C H A M P S Conversation Can students talk to each other? Help How do they get your attention? Activity What is the task or end product? Movement Can the students move about? Participation What does the behavior look or sound like? Success! CHAMPS

4. Materials Walk CHAMPS: A Proactive and Positive Approach to Classroom Management CD Facilitator Notebook Flash Drive Wiki

5. Sizing Up • Drink coffee, tea, orange juice or water in the morning? • Drive a car, SUV, mini-van or truck? • Are you a lark (morning person) or an owl? • Do you listen to rock, jazz, country or contemporary?

6. CHAMPS Approach Program CHAMPS is an approach………

7. STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.” STOIC

8. STOICBasic Beliefs • Structure your classroom for success • Teach behavioral expectations to students • Observe and supervise • Interact positively with students • Correct fluently

9. The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated and highly engaged in instructional activities.

10. C H A M P S Conversation Can students talk to each other? Help How do they get your attention? Activity What is the task or end product? Movement Can the students move about? Participation What does the behavior look or sound like? Success! CHAMPS

12. Two Approaches to Discipline • Review Article • Share 3 things that you learned with your table team • Whole group debrief

13. Summary Prevent misbehavior by pre-teaching expectations & consistent use of reinforcement, encouragement and correction of misbehavior. Focus on instruction Provide positive feedback Misbehavior is a teaching opportunity Collaboration increases success

14. A Proactive and Positive Approach to Classroom Management Chapter 1: Vision

15. What teacher influenced you? Think of a teacher that influenced you Share with a partner the characteristics of that teacher Whole group share (brief)

16. VISION You must know for which harbor you are headed if you are to catch the right wind to take you there. - Seneca

17. Chapter 1: Vision Tasks: • Understand How to Shape Behavior • Understand Motivation • Identify Long-Range Classroom Goals • Develop Guidelines for Success • Maintain Positive Expectations • Implement Effective Instructional Practices • Initiate and Maintain Family Contacts

18. Task 1: Understand How to Shape Behavior Structure your classroom to promote responsible student behavior Acknowledge responsible student behavior Respond to irresponsible student behavior calmly and consistently

19. Behavior Management Principles Behavior is learned and unlearned • Antecedents: What happens before the misbehavior? • Behavior: What happens and is observable? What do you want to change? • Consequence: Positive reinforcement of behavior increases the behavior (positive to student). Negative reinforcement decreases the behavior (negative to student).

20. All Misbehaviors Occur for a Reason How to Reduce Misbehaviors: • Identify and modify any conditions that are reinforcing the behavior, • Identify and eliminate any positive outcomes that are reinforcing the behavior, • Implement appropriate corrective consequences calmly and consistently.

21. Task 2: Understand Motivation How to encourage your students to succeed.

23. To Motivate • To provide an incentive • To move to action • To drive forward

24. What Motivates You? • List things you are motivated to do on the left side of your paper. • List things you are not motivated to do on the right side of your paper. • Keep your lists – we’ll come back to it in a few minutes!

25. Major Concepts of Motivation Concept 1: • When a behavior is engaged in , it demonstrates a level of motivation. • If behavior does not occur it demonstrates a of motivation. repeatedly lack

26. Major Concepts of Motivation Concept 2: • Motivation involves and factors. Concept 3: • There is an important relationship between one’s intrinsic motivation to engage in a task and one’s at the task. (If you’re good at a task then you want to do it a lot!) intrinsic extrinsic proficiency

27. Expectancy X Value Theory • Expectancy = degree you expect to be at a task • Value = degree you value the that accompany that success successful rewards

28. The Formula Expectancy Rate X Value Rate = Motivation Guess what? If either rate is zero, then motivation is also zero! “O” = NOT motivated or NO Value “10” = Highly motivated or Highly Valued

29. How the formula works… • Example – page 200 in CHAMPs Grocery shopping: Expectancy = 8 Value = 5 8 X 5 = 40% motivation Playing with my dogs: Expectancy = 10 Value = 10 10 X 10 = 100% motivation

30. In Summary • Student behavior will let you know what they are motivated & not motivated to do • Use both intrinsic and extrinsic motivation • Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……

31. What does this mean? • If your students are unmotivated first find out if it’s a question of: • Do they value the task and/or the reinforcement? • Do they expect to succeed? • Consider what they believe, NOT what you believe they can do. • Consider what reinforces THEM, not what reinforces you.

32. Your Turn • Look over your list of motivated and not motivated activities • Choose one item from each list • Use the Expectancy X Value formula for each • Discuss results in table group • Did we get it?

34. Task 3:Identify Long-Range Classroom Goals Write 3 goals (instructional and behavioral) Share with table group

35. Task 4:Develop Guidelines for Success Guidelines for Success are…. attitudes, traits, guiding principles that are important to the success of my students in our school, in my classroom and in their lives.

36. Sample - Guidelines for Success • Be responsible • Always try • Do your best • Cooperate with others • Treat everyone with respect (including yourself)

37. The ABC’sKaley’s Guidelines for Success • A Always use good manners • B Be respectful to your self and others • C Come prepared • D Do your best • E Everyone cooperate and be helpful

38. Rosemont Elementary • Show your best • Organize and be prepared • Attitudes are positive • Respect everyone all the time

40. Ocoee High School • Work to Become Successful • Be the Change You Wish to See in the World • Treat Everyone with Dignity and Respect • Be Responsible for Your Own Behavior

41. Guidelines for SuccessRules

42. GUIDELINES Reflect overall guiding principles for student attitudes and behavior All specific RULES should connect to these guidelines RULES Tell students specifically what to do Are measurable and observable Examples:  Be in class on time  Come to class with paper, pencil and book  Work to complete quality assignments Guidelines vs. Rules

43. Reflection A. If your school has guidelines for success school wide: • How were they developed? • Are they being taught in the classroom? • Are they a living and breathing part of the school culture? B. If your school does not have Guidelines for Success school wide, discuss: • Do we want to develop them so that all staff emphasizes the same principles? • How would we begin developing them?

44. Task 5: Maintain Positive Expectations • Take care of yourself • Maintain, a positive but realistic vision of students behaving successfully • Evaluate your behavior management plan • Don’t take it personally • Make an overt effort to interact positively with each student • Consult with colleagues

45. Task 5:Maintain Positive Expectations 6 mixed small groups Develop 1 minute commercial (p. 42-43)) Group presentations

46. Task 5: Maintain Positive Expectations • Take care of yourself • Maintain, a positive but realistic vision of students behaving successfully • Evaluate your behavior management plan • Don’t take it personally • Make an overt effort to interact positively with each student • Consult with colleagues

47. Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Actively Involve Students Have Clear Objectives Ensure High Rates of Success Provide Immediate Feedback

48. Task 6:Implement Effective Instructional Practices Tune Up Your Teaching Style Be clear about what students are to learn and explain why the task of behavior will be useful to students Relate new tasks to previously learned skills Give students a vision of what they will eventually be able to dol. Rally the enthusiasm and enery of students, particularly when asking them to do something difficult or challenging.

49. Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Actively Involve Students Have Clear Objectives Ensure High Rates of Success Provide Immediate Feedback

50. Task 7:Initiate and Maintain Family Contacts Share personal experiences Video Clip