Teaching Methods and Styles for Managing Learning in the Classroom

1. Teaching Methods and Styles for Managing Learning in the Classroom Virginia Foundation for Healthy Youth 8th Annual Grantee Training Conference Elizabeth Silva, MPH Teaching Methods and Styles for Managing Learning in the Classroom Agenda 10:30am – 11:45am Task 1: Warm Up: The Whack Pack Task 2: Needs Assessment: What and How Task 3: The Purpose of Teaching What Makes Good Students? What Makes Good Teachers? What Makes a Good Learning Environment? Task 4: Teaching Methods vs. Teaching Strategies Facilitation Coaching Feedback Behavior Rehearsals Task 5: Classroom Management What Works and Doesn’t Work Techniques Resources Teaching Methods and Styles for Managing Learning in the Classroom Workshop was created to help teachers deliver prevention programs across diverse learning styles and educational settings contains the following: Engaging and interactive strategies to extend and enhance the learning objectives and teaching points found in prevention curriculums. Quick tips for solving common implementation challenges. Guidelines for assessing whether enrichments created by teachers meet the important fidelity requirements. The Design Your Own Enrichment Hand Out. Tutorials on the interactive teaching skills of Facilitation, Coaching, Behavioral Rehearsal, and Feedback. Resources and referrals for related teaching and assessment tools. The enrichment activities in this workshop are illustrative and by no means exhaustive of the universe of exercises. Teaching Methods and Styles for Managing Learning in the Classroom Agenda 10:30am – 11:45am Task 1: Warm Up: The Whack Pack Task 2: Needs Assessment: What and How Task 3: The Purpose of Teaching What Makes Good Students? What Makes Good Teachers? What Makes a Good Learning Environment? Task 4: Teaching Methods vs. Teaching Strategies Facilitation Coaching Feedback Behavior Rehearsals Task 5: Classroom Management What Works and Doesn’t Work Techniques Resources Teaching Methods and Styles for Managing Learning in the Classroom Workshop was created to help teachers deliver prevention programs across diverse learning styles and educational settings contains the following: Engaging and interactive strategies to extend and enhance the learning objectives and teaching points found in prevention curriculums. Quick tips for solving common implementation challenges. Guidelines for assessing whether enrichments created by teachers meet the important fidelity requirements. The Design Your Own Enrichment Hand Out. Tutorials on the interactive teaching skills of Facilitation, Coaching, Behavioral Rehearsal, and Feedback. Resources and referrals for related teaching and assessment tools. The enrichment activities in this workshop are illustrative and by no means exhaustive of the universe of exercises.

2. Our Agenda Do Whacky Us, Needs Assessment, Parking Lot/Bike Rack, if you can hear my voice all at the same time. Post Charts prior to workshop. Have I like... How about note cards on the table for participant to jot down feedback throughout workshop. Do Whacky Us, Needs Assessment, Parking Lot/Bike Rack, if you can hear my voice all at the same time. Post Charts prior to workshop. Have I like... How about note cards on the table for participant to jot down feedback throughout workshop.

3. What’s Ahead Theoretical Foundations Individual learning needs Sequencing of information and activities Developmental needs of students Types of Learning Interactive Teaching Skills Cognitive-Behavioral Skills Classroom Management In this session, you will be exposed to the prevention theory and teaching skills that are underpins of the effective teaching methods as well as how to use teaching strategies to enhance learning with a teaching method. DO THE Purpose of Teaching Carousel at this point!!! Process with open ended questions In this session, you will be exposed to the prevention theory and teaching skills that are underpins of the effective teaching methods as well as how to use teaching strategies to enhance learning with a teaching method. DO THE Purpose of Teaching Carousel at this point!!! Process with open ended questions

4. Social Learning Theory Dissected Learn by observing Occurs without a change in behavior Cognition plays a role Social learning theory tells us that people learn by observing salient role models. What does this mean? Basically, we focus greater attention on people whom we think we resemble or whom we wish emulate. In the LST communication lesson students practice positive communication skills such as eye contact. Certain students will model them in front of their peers, and then the entire class will rehearse them. You, the facilitator, will choose these volunteers from your classroom. In keeping with the social learning theory the volunteers must be students whom the majority of the classroom regards as a prominent role model. Remember, the teacher doesn’t necessarily believe that the student is “positive role model” but someone who will make an impact on the students. Under social learning theory the skill should absolutely be performed correctly by the volunteers. If you have the students demonstrate “bad” communication first and then “good” communication for the sake of comparison, you may not get the outcome you seek. Unfortunately, adolescents remember the choice that produces a social response (laughter, for example) instead of the desired result.Social learning theory tells us that people learn by observing salient role models. What does this mean? Basically, we focus greater attention on people whom we think we resemble or whom we wish emulate. In the LST communication lesson students practice positive communication skills such as eye contact. Certain students will model them in front of their peers, and then the entire class will rehearse them. You, the facilitator, will choose these volunteers from your classroom. In keeping with the social learning theory the volunteers must be students whom the majority of the classroom regards as a prominent role model. Remember, the teacher doesn’t necessarily believe that the student is “positive role model” but someone who will make an impact on the students. Under social learning theory the skill should absolutely be performed correctly by the volunteers. If you have the students demonstrate “bad” communication first and then “good” communication for the sake of comparison, you may not get the outcome you seek. Unfortunately, adolescents remember the choice that produces a social response (laughter, for example) instead of the desired result.

5. Problem Behavior Theory Dissected Must master coping skill to overcome problem behaviors Problem behaviors meet short-term functional needs Functional needs clarified: different for every person can be tied to general social skills Problem behavior theory tells us that undesirable behavior is connected to fulfilling functional needs. Let’s take bullying as an example. If an adolescent feels ignored, insignificant, or powerless, he or she may, in turn, use aggressive behavior towards others perceived to be weaker simply to feel better about him or herself. Because a lack of social skills, not a lack of empathy, causes the bullying, “walking in someone else’s shoes” will not lead to enduring behavioral change. In the LST self-improvement lesson you will notice that students practice identifying and analyzing strengths and weaknesses in order to begin effective goal-setting. The problem behavior theory encourages students to work individually, so that they can begin to identify what their own particular functional needs.Problem behavior theory tells us that undesirable behavior is connected to fulfilling functional needs. Let’s take bullying as an example. If an adolescent feels ignored, insignificant, or powerless, he or she may, in turn, use aggressive behavior towards others perceived to be weaker simply to feel better about him or herself. Because a lack of social skills, not a lack of empathy, causes the bullying, “walking in someone else’s shoes” will not lead to enduring behavioral change. In the LST self-improvement lesson you will notice that students practice identifying and analyzing strengths and weaknesses in order to begin effective goal-setting. The problem behavior theory encourages students to work individually, so that they can begin to identify what their own particular functional needs.

6. Developmentally appropriate and authentic components Cultural and developmental relevance Personal, interpersonal, and environmental/social risk factors Emphasis on pro-social, pro-health skills and cognitions Normative Focus on immediate effects Sound instructional theory & practice embedded in design Applies appropriate learning theories for instructional tasks Changes behavior, cognition, attitudes, and peer group norms Effective prevention education activities focus on developing health self-efficacy; in other words one’s belief in his or her ability to successfully engage or execute a healthy protective strategy. In order to build self-efficacy students must be exposed to salient information and given plenty of opportunities for meaningful participation. The slide above highlights key components that interactive instruction should utilize when teaching evidence-based curriculum.Effective prevention education activities focus on developing health self-efficacy; in other words one’s belief in his or her ability to successfully engage or execute a healthy protective strategy. In order to build self-efficacy students must be exposed to salient information and given plenty of opportunities for meaningful participation. The slide above highlights key components that interactive instruction should utilize when teaching evidence-based curriculum.

7. The sequence and flow of the material are essential to the LST curriculum as is the instructional design of this model. You will have the opportunity to analyze the components of the LST instructional design by viewing a clip of an LST trainer in a real classroom in the next session. This clip will allow you to imagine how you might integrate these techniques into your own teaching style. Also refer back to the teaching skills overview given during the teacher-led trainings as a reference guide. The sequence and flow of the material are essential to the LST curriculum as is the instructional design of this model. You will have the opportunity to analyze the components of the LST instructional design by viewing a clip of an LST trainer in a real classroom in the next session. This clip will allow you to imagine how you might integrate these techniques into your own teaching style. Also refer back to the teaching skills overview given during the teacher-led trainings as a reference guide.

8. But first let’s break down each component of the LST instructional design. In every LST lesson the facilitator can promote the use of peer-to-peer and pro-health models through the use of small group work. We strongly suggest that the students work in pairs or triads to discuss these difficult issues in order to promote positive peer modeling. Review your assigned lesson and identify opportunities for peer modeling and/or pro-health discussions. But first let’s break down each component of the LST instructional design. In every LST lesson the facilitator can promote the use of peer-to-peer and pro-health models through the use of small group work. We strongly suggest that the students work in pairs or triads to discuss these difficult issues in order to promote positive peer modeling. Review your assigned lesson and identify opportunities for peer modeling and/or pro-health discussions.

9. LST facilitators must also maintain focus on skill development. As we learned through the “what kids need” chart, our students must gain expertise in key skills in order to develop self-efficacy. Each LST lesson teaches at least one key skill and affords time to practice that skill. Review your assigned lesson and identify the key cognitive and/or behavioral skills being taught. In addition, think about how will this skill be practiced. Is there opportunity for peer-to-peer modeling?LST facilitators must also maintain focus on skill development. As we learned through the “what kids need” chart, our students must gain expertise in key skills in order to develop self-efficacy. Each LST lesson teaches at least one key skill and affords time to practice that skill. Review your assigned lesson and identify the key cognitive and/or behavioral skills being taught. In addition, think about how will this skill be practiced. Is there opportunity for peer-to-peer modeling?

10. Examining the Instructional Design Diverse Learning Styles Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Bodily-kinesthetic intelligence Musical intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence LST facilitators also use as many of the eight learning styles as possible within each LST lesson. The eight learning styles are Linguistic intelligence or word smart, Logical-mathematical intelligence or number/reasoning smart, Spatial intelligence or picture smart, Bodily-Kinesthetic intelligence or body smart, Musical intelligence or music smart, Interpersonal intelligence or people smart, Intrapersonal intelligence or self smart and Naturalist intelligence or nature smart. Review your assigned lesson and identify how you might incorporate some of the learning styles above and beyond using visual and auditory learning. LST facilitators also use as many of the eight learning styles as possible within each LST lesson. The eight learning styles are Linguistic intelligence or word smart, Logical-mathematical intelligence or number/reasoning smart, Spatial intelligence or picture smart, Bodily-Kinesthetic intelligence or body smart, Musical intelligence or music smart, Interpersonal intelligence or people smart, Intrapersonal intelligence or self smart and Naturalist intelligence or nature smart. Review your assigned lesson and identify how you might incorporate some of the learning styles above and beyond using visual and auditory learning.

11. Examining the Instructional Design Each LST lesson must be steeped with interactive behavioral rehearsals that provide students with authentic learning opportunities. For example, the best way to teach students how to shake someone’s hand and introduce themselves is by actually practicing the act of meeting and greeting. Students should identify with the situation while remaining empathetic to people whose backgrounds differ from theirs, so remember to choose settings and characters which students recognize when you practice LST skills. Review your assigned lesson and identify how you might incorporate interactive and authentic learning into the lesson deconstruction. Each LST lesson must be steeped with interactive behavioral rehearsals that provide students with authentic learning opportunities. For example, the best way to teach students how to shake someone’s hand and introduce themselves is by actually practicing the act of meeting and greeting. Students should identify with the situation while remaining empathetic to people whose backgrounds differ from theirs, so remember to choose settings and characters which students recognize when you practice LST skills. Review your assigned lesson and identify how you might incorporate interactive and authentic learning into the lesson deconstruction.

12. Examining the Instructional Design Continuous assessment is paramount in determining each student’s mastery of the core LST skills. As LST facilitators, you should employ a variety of methods in order to make that conclusion. You must know that the student not only understands the skill itself but that he or she can use the skill in a variety of ways. Turn to your teacher’s manual. You’ll notice that each section includes “Points to Make.” We suggest that you use these as an assessment checklist. If students, in their own words, express the “Points to Make,” you have proof that they have internalized the LST concept. Review your assigned lesson and identify how you might facilitate class discussions or behavioral rehearsals that will guide students to discover the “Points to Make” for themselves Continuous assessment is paramount in determining each student’s mastery of the core LST skills. As LST facilitators, you should employ a variety of methods in order to make that conclusion. You must know that the student not only understands the skill itself but that he or she can use the skill in a variety of ways. Turn to your teacher’s manual. You’ll notice that each section includes “Points to Make.” We suggest that you use these as an assessment checklist. If students, in their own words, express the “Points to Make,” you have proof that they have internalized the LST concept. Review your assigned lesson and identify how you might facilitate class discussions or behavioral rehearsals that will guide students to discover the “Points to Make” for themselves

13. Examining the Instructional Design Culturally Inclusive The LST curriculum is designed to allow every facilitator to infuse cultural competency into each lesson. The most basic method to reflect the local cultural includes changing the names and location of the various “scenarios” used as examples in each lesson. In the LST curriculum students practice their verbal and non-verbal skills by enacting personal introductions. Challenge your class to think through and practice these verbal and non-verbal skills when applied to a different culture. Remember to not only look at ethnically diverse populations but also those people with disabilities, difference ages, etc. Review your assigned lesson and assess how you might address cultural inclusively. The LST curriculum is designed to allow every facilitator to infuse cultural competency into each lesson. The most basic method to reflect the local cultural includes changing the names and location of the various “scenarios” used as examples in each lesson. In the LST curriculum students practice their verbal and non-verbal skills by enacting personal introductions. Challenge your class to think through and practice these verbal and non-verbal skills when applied to a different culture. Remember to not only look at ethnically diverse populations but also those people with disabilities, difference ages, etc. Review your assigned lesson and assess how you might address cultural inclusively.

14. Examining the Instructional Design The final component of sound instructional design within the LST model is cognitive, behavioral, and social/emotional learning. The synergy created through the various components of sound instructional design will result in opportunities for students to engage in learning at all three levels. The facilitators job, your job, will be to process each opportunity using the LST open-ended assessment questions. This will provide the students with a method to identify for themselves what they have learned. You will explore the LST open-ended assessment questions in the next section of this training. The final component of sound instructional design within the LST model is cognitive, behavioral, and social/emotional learning. The synergy created through the various components of sound instructional design will result in opportunities for students to engage in learning at all three levels. The facilitators job, your job, will be to process each opportunity using the LST open-ended assessment questions. This will provide the students with a method to identify for themselves what they have learned. You will explore the LST open-ended assessment questions in the next section of this training.

15. Elements of Effective Prevention Education Activities Activities are tasks for accomplishing learning objectives: Four Types of Learning Tasks Inductive task: asks the learner to use their own experience or prior knowledge to construct meaning. Input task: asks the learner to use new data, information, ideas to examine current understanding and construct new meaning. Implementation task: asks learner to use knowledge to demonstrate understanding. Integration task: asks learner to apply knowledge to real life situations outside of the classroom. Vella, J. (2000). Taking Teaching to Task. San Francisco, CA: Jossey Bass The Learning Process consists of four kinds of tasks which will help you, the facilitator, engage your students more deeply in the lessons. These tasks require the learners to apply knowledge to real life situations outside of the classroom (integration); to use knowledge to demonstrate understanding (implementation); to use new data to examine current understanding and construct new meaning (input), and to use his or her personal experience or prior knowledge to formulate purpose (inductive). The Learning Process consists of four kinds of tasks which will help you, the facilitator, engage your students more deeply in the lessons. These tasks require the learners to apply knowledge to real life situations outside of the classroom (integration); to use knowledge to demonstrate understanding (implementation); to use new data to examine current understanding and construct new meaning (input), and to use his or her personal experience or prior knowledge to formulate purpose (inductive).

16. How Do We Teach for Health Self Efficacy?Four Interactive Teaching Methods Connecting thoughts to actions and actions to thoughts through task- based activities using interactive teaching skills: Inductive Tasks: Facilitation Input Tasks: Coaching Implementation Tasks: Behavioral Rehearsal Integration Tasks: Feedback and Open Questions The Four Teaching Skills Experienced educators know the importance of teaching the way kids learn and educational research reinforces the adage that what you teach is as important as how you teach it. Effective prevention education programs change behavior as well as changing knowledge. Effective teachers succeeds in changing what kids think and well as what they do when they use interactive instructional techniques. Interactive teaching methods are those that engage students across multiple learning styles and intelligences. The specific teaching skills we will use in this workshop are Facilitation, Coaching, Behavioral Rehearsal, and Feedback. Look over these Teaching Skill Tutorials for important tips on how to use these methods to engage your students and promote health in your classroom.The Four Teaching Skills Experienced educators know the importance of teaching the way kids learn and educational research reinforces the adage that what you teach is as important as how you teach it. Effective prevention education programs change behavior as well as changing knowledge. Effective teachers succeeds in changing what kids think and well as what they do when they use interactive instructional techniques. Interactive teaching methods are those that engage students across multiple learning styles and intelligences. The specific teaching skills we will use in this workshop are Facilitation, Coaching, Behavioral Rehearsal, and Feedback. Look over these Teaching Skill Tutorials for important tips on how to use these methods to engage your students and promote health in your classroom.

17. GOOD FACILITATION Guidelines: State purpose of discussion. Clarify goals Stimulate and steer discussion by asking “Open Questions” Ask questions that encourage divergent thinking, not “yes/no” or single right-answer questions. Allow sufficient “wait time” for students to respond. Try to work with what students offer: don’t negate an answer because it was not what you had in mind. Correct misinformation. Maintain order through structured activities. Give positive feedback. Maintain comfort and monitor self-disclosure. Allow time for Summary and Closure. Please watch the following video where the teacher demonstrates facilitation – or an inductive task.Please watch the following video where the teacher demonstrates facilitation – or an inductive task.

18. Observations and AnalysisFacilitation: Inductive Task What did you notice in Liz’s facilitation of today workshop? What did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session.What did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session.

19. Coaching Guidelines Define goal Give explicit, step-by-step instructions for behavior Demonstrate (model) behavior correctly (coach or student) Review step-by-step instruction Organize practice (in small groups, pairs or individually) Elicit and give feedback Reinforce effective behavior Closure: Provider has the final word – bring it back to goal. Please watch the following video where the teacher demonstrates coaching – or an implementation task. Please watch the following video where the teacher demonstrates coaching – or an implementation task.

20. Observations and Analysis Coaching: Implementation Task What verbal and non-verbal communication strategies did Liz use? Again, what did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session. Again, what did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session.

21. Feedback and Open Questions Guidelines: Good feedback doesn’t mean just nice things. All feedback can be helpful, if offered in the spirit of helpfulness. Feedback should be given in a spirit of collaboration and mutual respect. A specific process for giving and receiving feedback maintains safety. Please watch the following video where the teacher demonstrates feedback and open questions – or an input task. Please watch the following video where the teacher demonstrates feedback and open questions – or an input task.

22. Four Open Questions OBSERVE: “What happened? “What did you see, hear, feel, think, do?” ANALYZE: “Why do those things happen?” “Can you describe causes and effects?” PREDICT: “What if…” SUGGEST: “What did you learn?” “How will you use it?” We have found that Open Questions are a great aid both Facilitation of discussions, and are especially useful for processing Behavioral Rehearsals. Throughout this workshop, you will be encouraged to use Open Questions. What are Open Questions? Why are they better than “yes / no” or “right answer” questions? An Open Question is a question without a set, “correct” answer. It invites participants to draw upon their own life experiences and creativity. Open Questions invite dialogue, and promote divergent (creative, problem solving) thinking. Open questions engage participants by requiring reflection and critical thinking. Often, additional open questions are used to help the participants analyze and apply the new learning.. This model is familiar to most teachers because it uses the scientific method. We have found that Open Questions are a great aid both Facilitation of discussions, and are especially useful for processing Behavioral Rehearsals. Throughout this workshop, you will be encouraged to use Open Questions. What are Open Questions? Why are they better than “yes / no” or “right answer” questions? An Open Question is a question without a set, “correct” answer. It invites participants to draw upon their own life experiences and creativity. Open Questions invite dialogue, and promote divergent (creative, problem solving) thinking. Open questions engage participants by requiring reflection and critical thinking. Often, additional open questions are used to help the participants analyze and apply the new learning.. This model is familiar to most teachers because it uses the scientific method.

23. Observations and Analysis Feedback and Open Questions: Input Tasks What are your suggestions for using feedback in your classrooms? As before, what did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session. As before, what did you notice in Dale’s presentation? Jot down notes, so that you can share in the next live session.

24. BEHAVIORAL REHEARSALImplementation Task Guidelines for Directing Behavioral Rehearsal State purpose and define goal. Recruit volunteers. Describe skill and scenario or situation. Give each participant specific instructions on what they will be doing. Model the skill, or direct volunteers to model the skill. Set explicit time limit (1-2 minutes). Have students practice the skill. Coach students by giving and eliciting suggestions and specific directions. Repeat practice if necessary. Bring behavioral rehearsal to a close and process. Behavioral Rehearsal is where Facilitation, Feedback and Coaching techniques all come together to create a safe and structured setting for students to gain skill practice. Remember, the emphasis is on pro-social skill practice, not on complex scenarios or affective learning (thoughts, not just feelings).Behavioral Rehearsal is where Facilitation, Feedback and Coaching techniques all come together to create a safe and structured setting for students to gain skill practice. Remember, the emphasis is on pro-social skill practice, not on complex scenarios or affective learning (thoughts, not just feelings).

25. Teaching Strategies i.e. Ways to do Behavioral Rehearsals Line Drill: One person, pair or triad models a skill. Students then form a line, all facing the same way. The first person in line turns and faces the next one, and they practice the skill. The first person then goes to be an observer and the next person turns and practices the skill with the next person in line. Each person (except the first gets to practice twice (switching roles each time). The observers watch and offer feedback, when the teacher asks for it, using the Four Open Question. For example, the first person makes a request of the second. The second has to demonstrate a refusal skill. That person then turns and makes a request of the next person, and so on. This is particularly useful for teaching Communication skills, Social Skills and Assertiveness. Wagon Wheel: Divide the class in half. Form an inner circle and an outer circle, facing each other. Practice a skill (e.g. giving a compliment) with whomever you are facing. Then the Inner circle takes one step to left (or right), and practices with whomever they are now facing. Everyone gets to practice with both genders, kids they don’t know, etc. Fishbowl: Form an inner and outer circle. The Inner circle practices a skill, while outer circle observes and gives feedback. This can be done in small groups, so that more people get to practice and offer feedback. Groups then switch positions. Line Dance: Students form two lines facing each other. An object (koosh ball, small animal toy or ball) is tossed gently back and forth as students practice a skill, such as asking questions to keep a conversation going. This can also be done in pairs at a desk or scattered around the room. The double line allows for easier control and observation. Table groups: This is a good technique whether facilitating a discussion, problem solving or practicing a skill such as group decision-making or planning a social event. Students may work better standing than sitting.

26. BEHAVIORAL REHEARSAL As you saw in the video, behavioral rehearsal gave the entire class the opportunity for skill mastery vs. role playing which focuses more on a “story” or “emotion.” Every behavioral rehearsal should be followed by the four assessment questions in order to ensure that students connect behaviors with thoughts. The processing of the behavioral rehearsal should take at least twice as long as the actual behavioral rehearsal. Review your assigned lesson to see where and how you will use the behavioral rehearsal technique.As you saw in the video, behavioral rehearsal gave the entire class the opportunity for skill mastery vs. role playing which focuses more on a “story” or “emotion.” Every behavioral rehearsal should be followed by the four assessment questions in order to ensure that students connect behaviors with thoughts. The processing of the behavioral rehearsal should take at least twice as long as the actual behavioral rehearsal. Review your assigned lesson to see where and how you will use the behavioral rehearsal technique.

27. Classroom ManagementBest Practices Some Underlying Issues that Impact Classroom Behavior: A sense of academic initiative. Many students lack a school work ethic, good study habits, and a high level of self-discipline. Academic success is not perceived as relevant to their future lives. A sense of knowing. Many students do not have a sturdy foundation upon which to build success in school. They do not have the opportunities to thrive, which include pre-school attendance, travel, summer camps, home computers, tutors, music lessons, organized sports, exposure to the arts, coaching for college admissions tests, and visits to colleges. A sense of connectedness. Many students feel alienated and do not have a sense of belonging to their community, neighborhood, or school. To be successful in school, students must feel that they “belong” and perceive the work of school as having great value. Connectedness also means that students have good relationships with adults in the school, the home, and the neighborhood. These adults can be advocates for students as they face barriers and problems in and out of school. A sense of well-being. Poverty, concerns for one’s emotional and psychological well-being, and worries about what the future holds cause many students to develop a negative sense of well-being. As a result, many have little sense of hope, combined with low levels of self-confidence and self-respect. Most experienced teachers will tell anyone who will listen that without some semblance of order in the classroom there will be no learning. Given the diversity of risk factors that can contribute to a child behavior in the classroom such as poverty which obviously impacts social capital; however, without the capacity to address abject poverty in the lives of many of the children who sit before us, we must focus on issues that may be addressed in the classroom: physical arrangement and management strategies.Most experienced teachers will tell anyone who will listen that without some semblance of order in the classroom there will be no learning. Given the diversity of risk factors that can contribute to a child behavior in the classroom such as poverty which obviously impacts social capital; however, without the capacity to address abject poverty in the lives of many of the children who sit before us, we must focus on issues that may be addressed in the classroom: physical arrangement and management strategies.

28. Examining Classroom Arrangement As Fred Jones, a noted classroom management expert, explains: “A good classroom seating arrangement is the cheapest form of classroom management. It’s discipline for free.” Many experienced teachers recommend assigned seating for students to facilitate discipline and instruction. They argue that students left to their own devices will always choose a seat that places the teacher at the greatest disadvantage. Best practices suggest a few common-sense rules to guide classroom arrangements. As Fred Jones, a noted classroom management expert, explains: “A good classroom seating arrangement is the cheapest form of classroom management. It’s discipline for free.” Many experienced teachers recommend assigned seating for students to facilitate discipline and instruction. They argue that students left to their own devices will always choose a seat that places the teacher at the greatest disadvantage. Best practices suggest a few common-sense rules to guide classroom arrangements.

29. Establishing Rules of Conduct Students should actively participate in creation of guidelines Direct Clear Consistent Encourage Positive Behavior  Much research on classroom management has focused on student participation in establishing codes of conduct. It suggests that students should actively participate in the creation of guidelines governing classroom behavior. This belief suggests that students will support rules they establish. Best practices recommend minimizing the number of rules. Children have a tendency to recommend a laundry list of rules. Teachers, however, should provide limited structural input so that rules are direct, clear, and consistent, and encourage positive behavior. In addition, teachers must make sure that rules are designed to support a concept of consequences for inappropriate behavior rather than punishment Emerging research suggests that inappropriate behavior should be followed by consequences rather than punishment. Consequences are viewed as an end result of a child’s inappropriate act. That is, they should not be viewed as something imposed, such as sanctioning, but rather as an appropriate outcome for an inappropriate act. A consequence should make sense, be a logical ending for an action. It should be the effect of behaving inappropriately. Punishment, on the other hand, is punitive and/or penal in nature. It does not necessarily serve a learning purpose, but rather “gets even.” It sends the wrong message. Children are in school to learn. Part of learning is making mistakes, both academic and social. Imagine punishing a student for misspelling a word. It sounds absurd. Effective teachers discover appropriate ways to help the student learn the correct way to spell the word. A like approach should be taken to address inappropriate behavior. The approach should have as its major tenet ways in which the student might learn from the mistake. This approach takes the perceived personal affront toward the teacher from the student and replaces it with an objective approach that will allow students to learn from the mistake. Schools should and must be environments where mistakes are made and students are provided caring opportunities to learn from them. Ruby Payne, in her book A Framework forUnderstanding Poverty (2003), suggests that any program which has as its intent to address discipline (inappropriate behavior) must clearly delineate the expected behaviors and the probable consequences of not choosing those behaviors. The program must also emphasize that the individual always has a choice—to follow or not to follow the expected behaviors. With each choice comes a consequence, either desirable or undesirable. When a program of discipline has as its focus “I tell you what to do and when,” the child is unable to move from dependence to independence (p. 101).Much research on classroom management has focused on student participation in establishing codes of conduct. It suggests that students should actively participate in the creation of guidelines governing classroom behavior. This belief suggests that students will support rules they establish. Best practices recommend minimizing the number of rules. Children have a tendency to recommend a laundry list of rules. Teachers, however, should provide limited structural input so that rules are direct, clear, and consistent, and encourage positive behavior. In addition, teachers must make sure that rules are designed to support a concept of consequences for inappropriate behavior rather than punishment Emerging research suggests that inappropriate behavior should be followed by consequences rather than punishment. Consequences are viewed as an end result of a child’s inappropriate act. That is, they should not be viewed as something imposed, such as sanctioning, but rather as an appropriate outcome for an inappropriate act. A consequence should make sense, be a logical ending for an action. It should be the effect of behaving inappropriately. Punishment, on the other hand, is punitive and/or penal in nature. It does not necessarily serve a learning purpose, but rather “gets even.” It sends the wrong message. Children are in school to learn. Part of learning is making mistakes, both academic and social. Imagine punishing a student for misspelling a word. It sounds absurd. Effective teachers discover appropriate ways to help the student learn the correct way to spell the word. A like approach should be taken to address inappropriate behavior. The approach should have as its major tenet ways in which the student might learn from the mistake. This approach takes the perceived personal affront toward the teacher from the student and replaces it with an objective approach that will allow students to learn from the mistake. Schools should and must be environments where mistakes are made and students are provided caring opportunities to learn from them. Ruby Payne, in her book A Framework forUnderstanding Poverty (2003), suggests that any program which has as its intent to address discipline (inappropriate behavior) must clearly delineate the expected behaviors and the probable consequences of not choosing those behaviors. The program must also emphasize that the individual always has a choice—to follow or not to follow the expected behaviors. With each choice comes a consequence, either desirable or undesirable. When a program of discipline has as its focus “I tell you what to do and when,” the child is unable to move from dependence to independence (p. 101).

30. Effectively managed classrooms are orderly (relatively speaking), with a minimum of student misbehavior and reasonable levels of time on task. Effective classroom managers are more skilled at preventing disruptions from occurring in the first place, according to J. S. Kounin (1970). Kounin identified specific approaches to keep students focused on learning and reduce the likelihood of classroom disruption. These included Effectively managed classrooms are orderly (relatively speaking), with a minimum of student misbehavior and reasonable levels of time on task. Effective classroom managers are more skilled at preventing disruptions from occurring in the first place, according to J. S. Kounin (1970). Kounin identified specific approaches to keep students focused on learning and reduce the likelihood of classroom disruption. These included

31. Classroom Management Strategiesto Prevent Disruptions Hold and communicate high behavioral expectations. Establish clear rules and procedures, and instruct students in how to follow them; give primary-level children and those with low socioeconomic status, in particular, a great deal of instruction, practice, and reminding. Make clear to students the consequences of misbehavior. Enforce classroom rules promptly, consistently, and equitably from the very first day of school. Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring skills. Maintain a brisk instructional pace and make smooth transitions between activities. Monitor classroom activities; give students feedback and reinforcement regarding their behavior. Create opportunities for students (particularly those with behavioral problems) to experience success in their learning and social behavior. Identify students who seem to lack a sense of personal efficacy and work to help them achieve an internal locus of control. Make use of cooperative learning groups, as appropriate. Make use of humor, when suitable, to stimulate student interest or reduce classroom tensions. Remove distracting materials (athletic equipment, art materials, etc.) from view when instruction is in progress. Problem behavior theory tells us that undesirable behavior is connected to fulfilling functional needs. Let’s take bullying as an example. If an adolescent feels ignored, insignificant, or powerless, he or she may, in turn, use aggressive behavior towards others perceived to be weaker simply to feel better about him or herself. Because a lack of social skills, not a lack of empathy, causes the bullying, “walking in someone else’s shoes” will not lead to enduring behavioral change. In the LST self-improvement lesson you will notice that students practice identifying and analyzing strengths and weaknesses in order to begin effective goal-setting. The problem behavior theory encourages students to work individually, so that they can begin to identify what their own particular functional needs.Problem behavior theory tells us that undesirable behavior is connected to fulfilling functional needs. Let’s take bullying as an example. If an adolescent feels ignored, insignificant, or powerless, he or she may, in turn, use aggressive behavior towards others perceived to be weaker simply to feel better about him or herself. Because a lack of social skills, not a lack of empathy, causes the bullying, “walking in someone else’s shoes” will not lead to enduring behavioral change. In the LST self-improvement lesson you will notice that students practice identifying and analyzing strengths and weaknesses in order to begin effective goal-setting. The problem behavior theory encourages students to work individually, so that they can begin to identify what their own particular functional needs.

32. Teacher Management Styles Authoritarian in your approach to teaching, Authoritative teacher, Indifferent, or Laissez-faire style of teacher We have focused our attention thus far on understanding student behavior, from student assessment to strategies for improving inappropriate behavior. However, an equally important topic concerns the teacher’s management style. That is, how well do you as a teacher know your style of teaching and your ability to interact with students? Are you authoritarian in your approach to teaching, more of an authoritative teacher, more indifferent, or something of a laissez-faire style of teacher? Understanding your profile increases your ability to address inappropriate behavior before it escalates into something more serious. Knowing your limitations (that is, your level of tolerance of certain behaviors) and your students facilitates your capacity to de-escalate potentially problematic situations. Answer the questions on the survey (located in Appendix B) to learn more about your management profile. The descriptions of the four management profiles are listed below. We have focused our attention thus far on understanding student behavior, from student assessment to strategies for improving inappropriate behavior. However, an equally important topic concerns the teacher’s management style. That is, how well do you as a teacher know your style of teaching and your ability to interact with students? Are you authoritarian in your approach to teaching, more of an authoritative teacher, more indifferent, or something of a laissez-faire style of teacher? Understanding your profile increases your ability to address inappropriate behavior before it escalates into something more serious. Knowing your limitations (that is, your level of tolerance of certain behaviors) and your students facilitates your capacity to de-escalate potentially problematic situations. Answer the questions on the survey (located in Appendix B) to learn more about your management profile. The descriptions of the four management profiles are listed below.

33. Encouraging Student Success Despite The Odds . . . Teachers must be peddlers of hope . . . The following are tips that were helpful in my effort to better address the needs of my more challenging students. Get to know the child. Solicit support from family members. Uncover the child’s likes and dislikes. Never publicly humiliate a child. You can’t imagine how this can adversely impact this child. Yelling at children all day is ineffective. Try lowering your voice. Tell children something about you, perhaps a funny story. Children want to know that you are human too! Remember what it was like being a child. Acknowledge good behavior. Learn from family members, other teachers, or any available resource what works with the child. Give students choices. Repeated choice opportunities allow students to build a sense of competence and may prevent challenging behaviors. Help students celebrate their successes, however small. This will help them open up to more positive thoughts and actions about themselves. Our goal (and for many, our calling) is to provide the best educational opportunity for all children who come into our classrooms. This profession provides some days that are much more complicated than others—for example, days when all we can do is collapse when we arrive home because we have given all we had to give. We have undertaken a huge responsibility. We have someone else’s children for whom we are responsible for a good portion of the day. Perhaps it would be less complicated if all our children were well nourished and emotionally, physically, and spiritually healthy. It would probably be much easier if we were sure that all of the children returned home to families who were happy to see them coming. Life as a teacher would be easier if school resources were distributed so that all children had access to new books, updated technology, and the best teachers (who were well compensated for their work). But our reality is different; we take all children and all that they bring to the classroom. And, inevitably, there are some children for whom school is a far greater challenge than it is for others. This booklet was written for those children.Our goal (and for many, our calling) is to provide the best educational opportunity for all children who come into our classrooms. This profession provides some days that are much more complicated than others—for example, days when all we can do is collapse when we arrive home because we have given all we had to give. We have undertaken a huge responsibility. We have someone else’s children for whom we are responsible for a good portion of the day. Perhaps it would be less complicated if all our children were well nourished and emotionally, physically, and spiritually healthy. It would probably be much easier if we were sure that all of the children returned home to families who were happy to see them coming. Life as a teacher would be easier if school resources were distributed so that all children had access to new books, updated technology, and the best teachers (who were well compensated for their work). But our reality is different; we take all children and all that they bring to the classroom. And, inevitably, there are some children for whom school is a far greater challenge than it is for others. This booklet was written for those children.

34. Thank you! Thank you for your work today. Please complete the evaluation.