RY Classroom Management

1. RY Classroom Management Theory and Practice

2. Classroom Management The RY Discipline Model Why use it? You’ll benefit when using it! It works!

3. Overview: Topics & How to Proceed • A. Five Key Concepts & Principles • 1. Prevention as classroom management in RY • 2. Group formations, activities as prevention • 3. Ground Rules as preventive interventions • 4. Skills training as preventive interventions • 5. Group building behaviors as caring discipline • B. Framework: The RY Hierarchical Approach Integrating the 5 concepts at 5 levels!

4. 1. Prevention & Classroom Management Three Key RY Prevention Strategies 1. Screen & invite students to join RY ► Get the “right” group for RY ► Invite, don’t assign 2. Deliver well-prepared, interesting lessons ► Ward off discipline problems; most won’t occur 3. Treat students with respect & dignity ► You’re likely to get what you model & expect Let’s look at what Respect means, in RY

5. Treating with Respect & DignityHow it Looks, Sounds & Feels the RY Way ● Trust & Openness vs. Invading & Exposing ● Climate of Change vs. Climate of Security ● The Here & Now vs. The Then & There ● Problems as Opportunities vs. Problems as Trouble ● Demanding Greatness vs. Obedience ● Reversing Responsibility vs. Displacing It Model it and Avoid Power Struggles

6. 2. Ground Rules as Prevention Essential in the RY Discipline Model-Why? Establish early- on Day 2. Use immediately & thereafter, practice daily Content: a code for how to treat each other— communicates expectations (theirs & yours) Students negotiate these; ownership is shared Foster loyalty to ground rules—catch students behaving & praise! Refer to ground rules with respect & dignity when broken —motivate for renewed efforts by all

7. 3. Group Formations, Activities“Keep It Moving”- Prevention that Works! ● Varying activities-active/calming, timing, move ● Props, drama, elements of surprise ● Interaction: individual to dyads, triads, etc.-all get time (avoid “one way only” talk) ● Group arrangements that foster bonding-large circle, tight group work around a poster (avoid sitting at a large table; or in chairs/sofa that are too comfy) Why do these work for classroom management?

8. Skills Training Behaviors RY students may misbehave. When they do, assume that’s the best they know how to do.

9. 4. Skills Training Behaviors Communicate expectations; invite & teach new/positive Way the Positive Peer Group behaviors Motivate: What’s in it for them? Why be a PPG? Skills Acquisition: Teach all PPG behaviors, e.g., “caring” & “helping” behaviors; showing respect; acknowledging problems as opportunities to learn Skills Application: Practice and coach; judge as Competent in PPG ways: contract with the group

10. Group Building BehaviorsApplied to RY Group Problem Behaviors For Prevention of Disruptive Behaviors # 1 & #2 Reinforce, caring, helping, trust & openness #5 & #6 Get group input, express confidence in group For Intervention in Group Problems #3 & #4 Stop, redirect to care/help #7 & #8 How’re we doing on rules? Place high demands #9 Direct/redirect to take Responsibility #10-13 Acknowledging problems as opportunities for growth

11. Summary of Five Key Concepts in RY Discipline ModelReview & Self-Assessment of Competence • 1. Using Prevention-especially • * Dynamite lessons • * Treat with dignity & respect • 2. Using Ground Rules-to prevent, call the behavior • 3. Varying group formations, activities-to prevent • 4. Skills training: motivating, teaching & coaching • all PPG & ground rule behaviors; students acquire skills • Group building behaviors-knowing what behavior • to use (1-13), when, how & why to PPG Thumb vote 1-5 finger vote for goal

12. A Hierarchical Approach to DisciplineIntegrating the 5 Concepts at 5 Levels Level I: Preventive Strategies Level II: Minimal Interventions Level III: Moderate Interventions Level IV: Serious Interventions Level V: Critical Interventions

13. Level I: Preventive Strategies • Keep students engaged • Teach positive behavior • Establish and use ground rules effectively • Build positive peer group The best prevention is a WELL-PREPARED, INTERESTING LESSON. Students need to experience how each lesson applies to their lives. KEEP IT MOVING!

14. Level II: Minimal Interventions • Individual reminders, verbal or non-verbal • Group Reminders • Refer to ground rules • Reinforce positives Minimal focus on negative behavior, minimal disruption to class activity. Emphasize the “please do” and constantly praise good behavior!

15. Level III: Moderate Interventions • For noticeable, disruptive behaviors • Individual intervention-teach skills • Refer to ground rules • Work with student on solutions • Work in group on group problems For noticeable disruptive behaviors, use a full “please don’t… please do…” message! A typical flaw is to start at Level III, rather than with a Level I and II.

16. Level IV: Serious Interventions • Get full attention and insist behavior stop! • Directly focus on student(s) • Strong statement of concern • Establish logical consequences Used when student/class has multiple offenses, misbehavior Is serious, and/or there is resistance to changing or to the discipline.

17. Level V: Critical Interventions • Immediate and directive; take charge! • Maintain calm, in control approach • Ensure safety of other students • Give clear, concise directions • Call for support Required when misbehavior escalates to an insistent, emotional and/or dangerous level. Requires immediacy and a firm, respectful command.

18. Classroom Management in RY • Use planning and preparation, the • keys to prevention of classroom • management issues • Use 5 interrelated concepts & principles • Apply hierarchical approach to integrate • concepts Your Strengths? Rate current skills in use of Levels 1-5. Contract to Practice! Set a goal to increase skills In Levels 1-5.

19. Classroom Management ( The RY Discipline Model) PRACTICE!

20. What’s next? • Identify our triggers • Review Levels 1-5 • Practice! • 1. I’ll model what I want you to do • 2. Work in pairs—prepare a role play • Perform—show us how it is done!!

21. What Triggers Push Your Buttons? ● Whispering ● Interrupting ● Coming Late ● Doing other school work ● Leaving the room ● Reading magazines ● Hassling each other ● Put-downs ● Other _________ ● Cell phones ● Sleeping/head down ● Non-presence ● Fidgeting ● Doodling ● Sorting through bags ● Applying make-up ● Eye rolling ● Other ______________

22. Your Assignment: Theory into Practice! • Choose a trigger you want to practice. • Work with a partner; you’ll each prepare a role play, • practicing responses to your • own trigger. • Each role play (1-2 min) should show: • The trigger Level II Intervention • Trigger Level III Intervention • Trigger Level IV Intervention • Afterward, explain your choices or we’ll try to identify • the specific Leader Behaviors.

23. Summary • Be prepared, teach positive behaviors • Reinforce positives—”Please do” • Work on solutions—”Please don’t”… • Please do…” • IV.Strong statement of concern, establish • logical consequences • V. Be calm, ensure safety, get help