Classroom Management teacher-student relationships mental set

1. Classroom Management teacher-student relationshipsmental set Please: Fill out a Name tag Sign in Complete Bell Ringer activity

2. Teacher-Student RelationshipsMental Set Consequences Discipline Mental Set Procedures Rules Relationships

3. Goals • Participants will develop a better understanding of key ideas involved in student/teacher relationships. • Participants will develop an understanding of mental set and how it relates to the work of a teacher.

5. Ground Rules • Take responsibility for your own learning. • Participate. • Ask questions. • Listen to learn. • Respect participants and presenter. • Honor time limits. • Silence cell phones (includes texting)

6. Parking Lot

7. What “hooks” do you use? What is the importance of developing effective relationships with students?

8. Worldly Learning Partners

9. Teacher-Student Relationships

12. Student Teacher Relationships The starting point for classroom management Not a function of what teachers feel, but a function of what teachers do! Good News! Teachers can have a positive relationship with every student regardless of how the teacher feels about the students in a class

13. Teacher- Student relationships Demonstrating Personal Interest in Students Behaving Equitably and Responding Affirmatively to Questions Exhibiting an Assertive Connection Being Aware of the Needs of Different Types of Students

14. Teacher- Student relationships • Discovering and incorporating students’ personal interests into academics • Noticing individual accomplishments and important events in student’s lives. • Interacting with students as individuals Demonstrating Personal Interest in Students

15. Humor • Engage in playful banter with students when appropriate • Keep a book of jokes or cartoons handy and read something funny at the beginning of class • Laugh at yourself • Laugh with your students • Play on words

16. Students Can Refuse Words, But They Cannot Refuse An Invitational Attitude. • Is my physical space inviting? • Am I dressed for respect? (I am one of a group of professional, proud, devoted, dedicated, responsible, and appreciated people.) • Do my behaviors indicate an inviting person? (Smile, manners, affection)

17. Teacher- Student relationships • Physical Gestures and Movements • Positive Interaction Strategies • Affirmative Reactions to Incorrect Responses Behaving Equitably and Responding Affirmatively to Questions

18. Teacher- Student relationships • Assertive Connector • Apathetic Avoider • Junior Therapist • Bulldozer • Hider Exhibiting an Assertive Connector

19. Reflection on Communication Style • What is my dominant communication style? • How does this effect my interaction with students? • An action I will take to work on being an Assertive Connector.

20. Educators vs. Bullies What do you want to be known as?

21. Teacher- Student relationships • Passive • Fear of relationships • Fear of failure • Aggressive • Hostile • Oppositional • Covert • Attention Problems • Hyperactive • Inattentive • Perfectionist • Socially Inept Being Aware of the Needs of Different Types of Students

22. Mental Set The mental readiness a teacher brings to the management process.

23. Mental Set Without appropriate Mental Set , NONE of the other aspects of classroom management work very well.

24. Mental Set Deals with the way the teacher thinks/behaves in the classroom moment to moment. • Exhibiting “Withitness” • Exhibiting Emotional Objectivity

25. Withitness • Effective Managers monitor their classrooms regularly. • They are positioned so that they can see all students. • They continuously scan the room to keep track of what is going on, no matter what else they are doing at the time. • Good and Brophy 2003

26. Withitness • Occupying the Entire Room • Noticing potential problems • Using a series of Graduated actions • Forecasting Problems

27. Emotional objectivity • Recognize that you are an emotional being • Monitoring your thoughts and emotions

28. So how do you really feel? • List a student in your current care who you would have to admit falls on the “negative” side of your “fondness scale” • What specific thoughts, judgments, and feelings are you having about him/her? • Is there something that happened in the past or someone that reminds you of the current situation? • How can you treat this student more equitably?

29. Emotional objectivity • Recognize that you are an emotional being • Monitoring your thoughts and emotions • Reframing • Maintaining a cool exterior

30. Can you HEAR your STUDENTS? OR… are they too busy listening to YOU?

31. Emotional objectivity • Recognize that you are an emotional being • Monitoring your thoughts and emotions • Reframing • Maintaining a cool exterior • Take care of yourself • Preventing and recuperating from Burnout

32. Taking Care of Yourself MOST IMPORTANT Strategy for a HEALTHY frame of mind.

33. Start fresh each day! • Controlled breathing • Guided Imagery • Funny Movies and TV Shows • Special Treats • Maintain Healthy Sense of Humor What do YOU do?

34. BURNOUT • Depersonalization – feeling unreal, ungrounded, detached from oneself as if in a dream • Reductions in personal accomplishment • Emotional exhaustion; increased physical illness • Quickness to anger; mood swings • Increased “rigidity”; feeling overwhelmed • Increased cynicism or negative self-talk • Preoccupation with work • Changes in behavior; such as increased alcohol or drug use

35. Strategies to prevent burnout • Use positive self-talk • Mild exercise • Good nutrition • Time for YOU • Set realistic goals; work • Time for YOU • Set realistic goals; work smarter instead of harder • Create a laughter folder • Be around positive people and avoid negative ones • REMEMBER your purpose in teaching when you first started; recall the JOY and EXCITEMENT you had

36. Emotionally healthy people • Get things done • Get along with others • Contribute to lives of others • Confident • At ease with who they are • Create few problems • Able to resolve problems quickly/effectively • Communication is clear/assertive

37. Mental Health Scale Now What? • YOU • Parents/Siblings • HOME Life • SCHOOL Environment • FRIENDS

38. Goals • Participants will develop a better understanding of key ideas involved in student/teacher relationships. • Participants will develop an understanding of mental set and how it relates to the work of a teacher.

39. Resources Each other Books On-line Coaches Administrators Classroom ManagementTeacher-Student RelationshipsMental Set Complete- Thinking Takes Shape Thank You