WELCOME

1. WELCOME • Draw a picture of a symbol that reminds you of how you were disciplined as a child. • Draw a picture of a symbol that reminds you of how you were disciplined as a tween or teenager.

2. THE ART OF SETTING LIMITSstrengthening your classroom management skills Nathalina Rogers-Tolbert, Ed.D. Gregg Middle School Assistant Principal

3. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

4. The art of setting limits • Ice Breaker

5. AGENDA • Ice Breaker • Introductions • Pre Assessment • Background information on students • Responsibility Centered Discipline • Setting Limits • Post Assessment

6. Essentials for successful learning environment Assessment & Instruction Curriculum Classroom Management

7. Successful learning environment • Curriculum • Assessment and Instruction • Classroom Management Rate Yourself • Rate yourself 1-10, with 10 being the highest. • Curriculum 1-10 • Assessment and Instruction 1-10 • Classroom Management 1-10 • What could you do this year to move yourself to the strongest level?

8. Causes of difficult behaviors

9. What type of student were You? • Elementary School • Middle School • High School • College • As a professional

10. Types of students • Apathetic Students • Attention Seekers • Hostile Students • Manipulators

11. Apathetic Students Unmotivated Students & Daydreamers • Clear Expectations • Consistency • Benefits for Changing Behavior • Response-Ability • Emotional Control • Leadership in Challenging Moments • they see little or no personal meaning in their school work • uninterested, distracted, discouraged, often seen as 'lazy', but there may be more to it • apathy can be a way to control parents and teachers to get more time with them • encourages adults to feel guilty for "not being there" enough • perpetuates dependency on the part of the student

12. Attention Seekers Gossipers/Tattlers & Class Clowns • feel the need to be elevated in their peers' eyes • often attempting to meet their need for attention, love, or belonging • sometimes they're just trying to have fun • parents may have solved all their problems for them • may not be able to solve or cope with problems in any other way • could be striking out due to feelings of hurt, anger, or jealousy

13. Hostile StudentsSherman Tanks, Snipers, & Exploders • attempting to meet their need for power • often trying to communicate feelings of hurt/pain • powerful because their behavior causes: • - confusion • - fear in others • - mental or physical flight • - tears or rage • - robs the victim of dealing with the situation calmly • Takes various forms and can be physical and/or psychological

14. ManipulatorsTruth Benders & Game Players • deliberately misgive information or misguide people to get a payoff of some sort • the more they do it, the better they get at it - some are masters! • need power and control over others • often see relationships as roadblocks to getting what they want • often see others, such as their peers or family members bend the truth to get what they want, so they do it themselves • this behavior is often rewarded and the child gets what they want, so they continue the behavior • the media has normalized truth bending and game playing to the point where it is now seen as acceptable and normal behavior

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16. How did your teachers address discipline or behaviors? • How do you discipline or address your students’ behaviors?

17. Help students to own their behaviors • Clear Expectations • Consistency • Benefits for Changing Behavior • Response-Ability • Emotional Control • Leadership in Challenging Moments

18. Keys to conversations • Remain calm • Isolate the student • Watch your body language • Use their name • Protect their bubble • Use reflective questioning • Be in a listening position • Be aware of your paraverbals

19. 3 Challenging Intensity Levels The Levels of Compliance • Level One (1) The student quickly recognizes that they have made a mistake, takes responsibility for the problem and works well with the teacher to resolve the issue This is the level where teachers begin to practice the “Give ‘em Five” conversation

20. 3 Challenging Intensity Levels The Levels of Compliance • Level Two (2) The student begins to display signs of unwillingness to accept responsibility- including arguing, denying, tattling, ignoring the teacher, or interrupting the teacher The teacher must use additional strategies to redirect and to keep the“Give ‘em Five” conversation on track.

21. 3 Challenging Intensity Levels The Levels of Compliance • Level Three (3) The student refuses to accept responsibility and is unable or unwilling to work through the process with the teacher. Teacher uses strong skills inredirectingand supporting the student. The student would be leave the classroom and/or be referred to the office.

22. “Give ‘em Five”

23. SUPPORT • Make the support about the student’s strengths. • Keep the support related to the topic. • Be yourself. Try to be genuine and avoid sarcasm. • Show empathy, but avoid statements such as “I understand,” “I know what that feels like,” or “You are feeling…” • The support should relate to your role in their life.

24. EXPECTATIONS • You can refer to your foundation to restate the expectation of your class or school. • You do not have to use the term “expectation.”

25. BREAKDOWN • When describing to the student where they did not meet your expectation, be as specific as possible. • Often if a student does not know if you heard or saw the behavior, they will choose to argue the small details to avoid taking ownership in the real issue.

26. BENEFIT • Benefits should relate to life skills and not token rewards. • Do not make the benefit about not being in trouble or receiving consequence. • Possible benefits could be: making more friends, gaining respect, getting a higher grade, being more prepared for college or the next year’s courses, being a good leader, being safe.

27. CLOSURE • Closure is often the most challenging for staff to master. This skills requires closely observing student behavior and evaluating if you feel the problem is resolved and you can move forward. • In a closure situation, a student may not be happy, but they are willing to accept your input and move on with the things they need to do. This means that they can allow the conversation to end in a positive way and that their comments are appropriate. • If a student is not responding appropriately, they would not be at a Level One any longer. You may have to work with them to determine if the situation has improved and you can reach closure, or if the situation has reached Level Three, an office referral is most appropriate.

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29. Setting limits

30. What is the purpose for setting limits? • Promotes positive behavior changes for students • Helps students feel safe • Helps students learn how to make appropriate choices

31. Setting limits • Setting a limit is not the same as issuing an ultimatum • The purpose of limits is to teach, not to punish • Setting limits is more than listening than talking

32. Setting limits • Explain which behavior is inappropriate • Explain why the behavior is inappropriate • Give reasonable choices with consequences • Allow Time • Be prepared to enforce your consequences

33. 1. Explain which behavior is inappropriate • Saying “Stop that!” may not be enough. • The student may not know if you are objecting to how loudly he/she is talking or objecting to the language that he/she is using. • Be specific

34. 2. Explain why the behavior is inappropriate • Do not assume that the student knows why his/her behavior is not acceptable • Is he/she disturbing others? • Being disrespectful? • Not doing a task he’s/she’s been assigned?

35. 3. Give reasonable choices with consequences • Instead of issuing an ultimatum (“Do this or else’), tell the student what his/her choices are and what the consequences of those choices will be • Ultimatums often lead to power struggles because no one wants to be forced to do something. • By providing choices with consequences, you are admitting that you cannot force his/her decision. • But you can determine what the consequences of his choices will be.

36. 4. Allow time • It’s best to allow the student a few moments to make his/her decision. • Remember that if someone is upset, he/she may not be thinking clearly • It may take longer for him/her to think through what you have said to him/her

37. 5. Be prepared to enforce your consequences • Must consistently enforce the consequences you have set • Set consequences that are reasonable, enforceable, and within the policies and procedures of the school • Limits are powerful for teaching appropriate behavior. • The purpose is to provide students with guidance, respect, and a feeling of security- not to show who’s the boss

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39. post-assessment • What is the purpose of setting limits with a student? • What is the difference between a limit and an ultimatum? • What are the five steps to setting limits? • What is a logical consequence? • Why does your child need some time to make a decision after you present choices and consequences? • Why is it important to enforce consequences every time you set them?

40. Contact Information Nathalina Tolbert, Ed.D. Assistant Principal, Gregg Middle School nrogerstolbert@dorchester2.k12.sc.us 843 871-3150

41. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.