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MAP OF SESSION August 2

MAP OF SESSION August 2. 9:15 Intro - “Who’s Here?” People Search Objectives/Expectations/Reflection 9:45 Understanding Behavior Foundations for Success 10:30 10 MIN BREAK 10:40 DE-ESCALATION MODEL 12:00 LUNCH – 12:50 Strategies, strategies, strategies

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MAP OF SESSION August 2

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  1. MAP OF SESSIONAugust 2 9:15 Intro - “Who’s Here?” People Search Objectives/Expectations/Reflection 9:45 Understanding Behavior Foundations for Success 10:3010 MIN BREAK 10:40 DE-ESCALATION MODEL 12:00 LUNCH – 12:50 Strategies, strategies, strategies 2:00 5 min BREAK 2:10 Strategies cont. 3:00 Wrap Up/Questions/Evaluation Go home!

  2. OBJECTIVES • Recognize your strengths and needs • Identify Purpose(s) of Behavior • Review Foundations for Success • Identify Mistakes to Avoid • Review/Discuss De-Escalation Model • Prevention/Positive Intervention Strategies • Review Instructional Strategies that Engage • What do you hope to gain from today?

  3. What do I want to accomplish in this workshop? 1. What strengths do you bring to the classroom? 2. What do you feel will be your biggest challenge? 3. What is your GOAL for your students this year? Please answer these 3 questions – one post it per question. Post-it notes – please group with similar answers

  4. Questions to Consider …. • What is POVERTY? 2. Where do we learn about “respect?” 3. How do you TEACH a “disrespectful” student to show you respect? 4. Where do we learn about how to deal with disappointment or failure? Statistics about behavior

  5. Key Points to Remember about Poverty Poverty – “the extent to which an individual does without resources” • Poverty is relative. • An individual brings with him/her the hidden rules of the class he/she was raised. • Schools & businesses operate from the middle-class norms & use the hidden rules of this class. • For students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and work. -Ruby Payne, pg.10

  6. Key points (cont.) • We can neither excuse nor scold them for not knowing; as teachers we must teach them and provide support & expectations. • Two things that help one move out of poverty are EDUCATION AND RELATIONSHIPS. • Schools are virtually the only places where students can learn choices and rules of the middle class. Scenario Activity & Classes Chart

  7. Statistics About Behavior GOOD NEWS! 90% of students do what they are supposed to do 1-4 “Richards” 5….. 6+….

  8. Purpose of Behavior Get Get Out

  9. Preventative Discipline “Life is change. Growth is optional. Choose wisely.” Change is hard. Think about your management style. You can always change your practice without changing your passions. List at least 3 components of any successful behavior/classroom management plan.

  10. Discipline Foundation 1 (Foundations can be found on pgs 23-41) • 1. Discipline IS love • Be a teacher, not a teen; a parent, not a pal. • Fences are freeing. • “I value your life more than your love.” • “I care more about you than what you think of me.” *Which statement has the most meaning for you?

  11. Foundation 2 • Students will accept discipline – Not disrespect. • What are some ways teachers exhibit disrespect? • 1. • 2. • 3. • 4. Discuss with Colleagues

  12. Foundation 3 • PUBLIC RULES, PRIVATE DISCIPLINE Public Praise, Private Criticism If you don’t save a student’s face, he will save it himself. *How can “public discipline” backfire on you as the teacher?

  13. Foundation 4 • Our influence lasts only as long as the relationship lasts. (Positive influence only to the extent they know we care.) • Cues of anger or respect: yelling vs. telling *Name ways we diminish relationships.

  14. Foundation 5 • Mean business without being mean! (p. 39) • Follow through IS THE KEY! Set it up and support it. **What is your first step when a student is disruptive? Your second step? Etc..

  15. Foundation 6 • Students will not out-perform the teacher. • Be well-prepared. • Have positive consequences (a reward system). • Try not to use LDD (Long Distance Discipline.) *Discuss the link between teacher professionalism and student success.

  16. Foundation 7 • What we Do is more important than how we Feel. • Ask yourself these TWO questions....

  17. You have to teach, demonstrate, and reinforce procedures. (procedure manual) The best discipline is effective teaching. “Please refer to classroom rule # “ Foundation #8Students need to know 3 things…... #1 Where they stand..

  18. #2 The teacher WILL follow through • If you tolerate it day after day … you teach it day after day. (p.34) # 3 The teacher is on their side! • Discipline decisions need to be based on rules and goals not on feelings. -Ask yourself…What is my goal here? • Teachers need to give themselves permission to be less than perfect - not less than professional.

  19. De-Escalation Model • Prevention is the key to good discipline. • De-Escalation Model See page 12 (B) in packet

  20. Prevention • Post the rules (by the clock) • Explain it then expect it. • Proximity control (room arrangement). • Be organized. • Call To Attention Signal. (C2A) • Put aside pet peeves. • Positive tone

  21. Positive Intervention • Business-like approach • Success Strategies • Correction Cards • Promote Handraising • Less voice, more non-verbals • Open/Closed Sign • Positive Phrasing

  22. Assertion • Neon Clipboard • Apology Form • Better Choices Sheet • Remove Privileges

  23. Problem Solving • Conference (Time and privacy) • Contract (Party of 1st part…) • Understanding (What does this say?)

  24. Referral • I need help if … • Student hurts himself • Student hurts another • Student destroys property worth more than $5

  25. Inconsistency. Excessive Warnings Excessive public/verbal discipline. Majoring in the minors. Low Level distractions Arguments / Power struggles. Not teaching procedures. Being too tolerant. Emphasizing the negative. Disrespectful interventions. Losing control/Behaving unprofessionally. Discarding the plan when it doesn’t go as you expected. “yellow light classrooms” THE DIRTY DOZEN Mistakes to avoid...

  26. Which strategies will YOU use? • Hand signals -Neon Clipboard • Music -YES Card • Behavior Bracelets - Whisper Club • Post-it Notes -Blue Rule • Bells/timers -Tally System • Desk Pad Barometer -Correction Cards/After Touch Pad Technique Class Postcard • Mystery Motivator -ADD strategies • On Task Board - Fry Your Best • NFL Board -Strike System • Please/thank you (tally) • Have student assistants (leadership opportunities) • Change activities every 15-20 minutes to keep interest Are you inviting students to learn?

  27. What do students do to get in trouble in the classroom? • Make a list of the most frequent occurrences. • What can YOU do to prevent this? • Discuss with your colleagues. Learning Carousel

  28. Consequence MenuSelected frompgs. 141-167 Level One Infractions in Classroom #1 Non-Verbal Warning • Post-it -“The Look,” • Red Rule -Proximity • Correction Card -Touch Pad -Hand Signal #2 Verbal Warning • Positively remind student what you want to see (“Thank you for getting to work.” ) • Give choices if possible • Let them know the next infraction will result in consequence #3 ConsequenceTeacher Discretion • Loss of privilege – flip the card – punch the card • Last to Leave • Silent lunch • Classroom time out w/ Apology Slip or Better Choices Sheet (in handout or p. 160) More punitive • Time Out in another classroom & complete “The What You Choose Questionnaire” • Parent Contact – 3-5 day Behavior Contract (optional) #4 ConsequenceOffice Referral – loss points

  29. How can we motivate?Do your students feel they “belong?” People need to feel the 3 “C’s” Connected Capable Contributing

  30. Techniques to build “connections” & promote engagement: • Learn student names – pronounced correctly- asap. • Team building activities in first 4-6 weeks. • *http://findarticles.com/p/articles/mi_m0STR/is_2_114/ai_n15929349 *http://www.teachersnetwork.org/ntol/howto/start/teambuild.htm • Occasionally create opportunities where you only LISTEN. Set a timer & ask an open-ended question that will generate discussion. • Give students choices or negotiate whenever possible – creates buy-in (Apology slip/Better choices p. 11) • YES Card – restart capability QUESTION: What are some activities you normally “direct” in the classroom that you could turn into choices for the whole class?

  31. Strategies that promote success!“Capable” • Success Chain – see strategy handout • Success Box/Bonus Box – enter students names for random drawings based on behavior, participation, grades, etc. – see strategy handout • Countdown for each directive • 100% Club (great for secondary)– Ex. All students arrived on time, completed homework, brought all materials, earned at least a ___ on quiz, no one interrupted the speaker, etc *Keep record of when goals are met. Chart the data & use to discuss what needs improvement. 10 pts can be earned each time toward 100 pts which = reward.

  32. Examples of Choices/Options • Put your desks in circles or rows? • Whisper or talk quietly? • Clap or snap for friends? • Walk down this hall or that hall? • Have lights on or off? Music on or off? • Read on the floor or in your seat? • Pass your papers in to the front or to the back? • Stop reading now or 5 minutes from now? • Would you like to put that away or would you like for me to put it away? • WHY DOES THIS WORK? Deposits and withdrawals....

  33. Examples of Choices/Options • Options for how students can demonstrate what they know – the seven P’s: Participation, Projects, Performances, Presentations, Portfolios, Products, Problem Posing & Analysis *Let students choose several to do for a unit of study. • Give 5 homework options a week. Students choose 3. • Give students one free homework pass each quarter. • Create 120 point tests in which students need to complete items totaling 100 points including some required items.

  34. 5. Allow students to develop their own project ideas as long as it meets criteria. • Give students option of creating one 3x5 study card to be used during a test. *By creating the card they have made a lot of effort to learn the content. Discuss with a partner… What are the 2 main reasons the disruptive student acts out? Why give choices??? Choices = _________

  35. “Contributing”Instructional Techniques to promote participation • Learning Carousel – posters around the room, groups rotate and answer questions, complete problems, list information • People Search – grid with words/answers/names/questions with which students walk around and match up with others • Conversation Circles – inner/outer circle; rotate and discuss/review; teaches social skill of listening • Jigsaw – Expert groups review material- Regroup so each new group has an expert for each section • Dry erase boards or SOLO plates – one per student • Cooperative groups with specific roles

  36. Please fill out an evaluation.  • Thank you ALL for your time. • Contact Information: • amie@amiedean.com • Educational Strategies Unlimited • www.educationalstrategiesunlimited.com

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