Professional Documents
Culture Documents
2
Statistics About Behavior
GOODNEWS!
90% of students
do what they are supposed to do
1-4 "Richards"
5 .
6+ .
Foundation 1
PUBLIC RULES, PRIVATE DISCIPLINE
o Students will accept discipline - Not
disrespect.
What are some ways teachers exhibit
disrespect? !
-1.
- 2.
- 3.
- 4.
Discuss with Colleagues
Foundation 2 ( r . \
e ~; d,
~SJ
RELATIONSHIPS: OUf influence lasts only
as long as the relationship lasts.
'They don't care what we know until they
know we care."
You can mean business without being mean.
*Identify ways we can buildlretain relationships with
our students.
De.c,c\e... r'J oW App
w) C\.~- \- oyn ~heBI
t..Oheel c\ecide, COm
'1 < 01 2\0(9 roe.rA- - betn\f~OV:S
m\\ you'\ :- yfS oJ - yre
~. cAkO- - \21ece 0+:
-fL' ~ (l00- wcc\- e 0r
(~~n)J .d aX\--L-\-- \ +bRn riP
1\- U'\? ~~'Ce... )Lou- \-E'CLve.
CD Adress 1ac oo+ o
- EPr- S,
@ S:AtCdSm
(])hetl.\hl{') SMB\'\t
:fa-he('1s
( 1 b b0- \\J Teo.J ll LUG'lL.
()) It\te.nJ &-uexrts ,
( J g ; Fol\6W-U,? on (bt\\J e'God-i()V)s
3
Relationship Builders
Team Time (on pg. 19)
"Facebook" - new kind of journal
Partners in LearningfTribes - books for
Secondary
Conversation Circles
10-10-10 10 days, 10 questions, 10 min
o Responsiveclassroom.org
o Capturing Kids Hearts - Social Contracts
Kelsoschoice.com - conflict mgmt
Meet and Greet -Take Temperature
c ~. Ou..,+
_- - - - - - i- -
\ \\ l0o,l\ = - ~'~ ~~
\\,2.,~Q,\f)
~I rntu.rrO:::;Srr8n +
I L\ l L o...cl 0- \- - CoidfiAlCa s .
J
4
Foundation 3
\ )
. ------------~~~
Wjlat we Do is moreimportantthan how
we Feel.
- Ask yourself these TWO questions ....
1 . Is mynext step going to DE-ESCALA TE this?
2. ts my next step going to maintain teaming
or all?
Foundation 4
Students need to know 3 things .
#1 Whe r e the v stand. .
>E Y~tJ have to teach,
demonstrate, and
reinforce
procedures.
(procedure manual)
"Pleasereferto
classroomrule#"
~The best discipline
is effective teaching.
,
#2 The teacher WILL follow through
If you tolerate it dayafter day ... you teach it
day after day. (p.34)
# 3\The teacher is on their side!
Discipline decisions need tobe basec/on rules
and goals not on feelings. -Ask
yourself ... What is mygoal here?
Teachers need to give themselves petmissior: to
be less then perfect - not less than professional.
1
MOTIVATION =
SELF CONFIDENCE + ENGAGEMENT!
LET'S MOVE!
PEOPLE SEARCH
INVENTORY
SMART CARD - KAGANONLlNE.COM
Preventative Discipline
"Life is change. Growth isoptional. 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.
CIJ lSSUOO~1))ISCIl)UNI~CYCU~
2
Level One Infractions in Classroom
#1 Reminder 1-Non-Verbal Warning
P01>t- it . '_ ,- - "Tholook,- - N6CI1C[~rd
'~,~~, ~:c~, _ _ - :~~J ~~:si;n.._
#2; Reminder 2- Verbal Warning-
.~,' Pllsitivelyrem:hd~ent''aty.:;uwat'".ttoSol!"_ rTJ '1a"lcyQUfu:Q~~'NQfk"}
,:,; -U)'O\l~fp_miIirntG__;fC'o1~'__:
- - _ ~_ lodlNm_ kroO'>'<'bnaxtirt.r'= 5::ln ilr~"~
#3 . Reminder 3-ConsequenceMenu- Teacher Discretion
1.ocaofprt~- ~thecatd- pu."'Chthec.rd
Last to luve.
_ 0 SlIlntL ndl - ."
- J .~fS~- QI'"Eet:.erChci .. '"'ftShe.t(!l\~l
Morepunnive
- - TuneOutin:.~t:b.~Sloom &com~t'lReIIoeu.:.nForm'
Partrnt Conbct - 3- - 5d;~y e.havi~ Contra:t { O?W-"'.3!}
#4 :~Conseguendi Office Retarrat-doss points
':l~T'-~~:::j{.~~~}P.:~"::'2'-c:"Y~>~:?;P-:~~~1r }:" - " ~'T~~'~;:~~4~:c :;~:1 ~;:~::':- " - i
'lJE:BSITESTQ,HIGHLIGWF i
;:.~ _x :~_,;;,~"'''A~~ ~O:~~~,:~,:~- " " ~~,- - . . . j~ ,_ :;,:kf:- '~- ~1
o Wholebrainteaching.com
Classdojo.com
o Newmanagement.com
tnic)c\ IeI~\'cl\\. .,
. I eosr'I \= O- ,- \- \c\~,n
PWami({t()~;RromOot~posi~Lvec~~haviof;
-"~ -. -, - -"'-~". '" '-'- -' - -'. - -------""--- .~-""-, ,_. - . ~ ." ~""'---"",--=--'- --~-,--,-,"""""-'- .'.- .
Prevention
Post the rules (by the ciock)
EXplain it then expect it.
Proximity control (room arrangement).
Be organized.
Call To Attention Signal. (C2A)
Hand on a Stick - Raise hands/Answer freely
Positive tone - ASK A QUESTION
TALLY SYSTEM
3
-.---.--.. ~,~"-,-.
If ltro" duc ing .the'Tally Sy stem:: to
;g " "yourstudents! .
1. Ask these 2 questions:
- \.~! is y our g oat in this c lass?
- Vlihat do you think my goal is?
2. Solicit responses about goals, then ask what
BEHAVIORS do we need to achieve those goals?
3. When they mention "talking, noise, or raise hands" -
share your data about interruptions.
4. Ask what they feel is a "fair" number of disruptions.
5. Start with 5 in a 60 minute period. (Will vary by age)
6. Decide on a visual way to keep up each day.
7. Decide on a visual to keep up with long-term progress.
8. Generate list of rewards &vote on a class reward.
~:''- -
> ".~ .-J?q sitive Instruction"
...:-::'::~~ ... '. ~ !. > '.::~2i-::_- ... __ __ _
4
'0 Teacherneeds h~lpk
.: Student hurts himself
-Student hurts another
=Student.destroysproperty worth more,
than $5
.~";-.
'.o~:_.. '- .
,Mistakes to avoid:..'
6_ .ln~~_ t.?t~:? . . - >"._ .
~ -; Ex Ct1ssiveWarning s " . ,._ -
",5 E~~ss!~~ pubij;;'v~rbaldiscipli~e
:.::'~8:;, M?jorir;g~in.lhe~lD~fS.- ~ :- \. f~~'c ,~':~
b: :'i~;C ; l( el distracti; ns"
6,:'~u';:. e ~~i I Pcwe~struggles. ;:
""'~ Not- ~e~CQingp.~~~~. -
~ Being.!ootoleranl: .'<'"
a . Erii;'h~';- ii!ng the neQ;!iive: ~
.,!" o.js~- 2~iUi !nterYent~.
~ ~gsing~t~oVB?havjrig-
. !IDprofesi; ionalfy_
,'~ Dis2??oiDg lhepla~\~hen~do,,:0't 920
,.~;;'~~yci~e~Pect~q, ~~-~_~~~oi .
",> '-'-.
'p'revent Witti'~N.on.werbaJ c ues. '
Handsignals .
-Whisper Club,
Bells/timers ,-
,- Mis~ry,Motivator
Music
,;', A~~.Yoitinviting~tll~~nts.to le~rr1?
;~,Ple~sefTti"a'nk youtalli- .. . :=;: .
:Have student as~istan.ts Gobfor EVERYthi!1g)
~ Of: - - :;. :- ; ~
5
Techniques to build "SELF CONFIDENCE"
~ & promote engagement:
Answer all questions with a question - What do you
think? Are you proud of yourself? How does that feel?
Chunk assiqnmsnts-. cut pages/pick small numbers
~
Pre/Post charting - Student Growth Chart
Success Box - students put names in box for random
drawings
Give students choices whenever possible - creates
bU,-inand self belief
i~!E
Examplesof Choices/Options
1. Put your desks incircles or wws!
2. Whisperort~lkquietly!
3. Cl~por snap (or l1- iends!
4. W<tlkdown this h<llior th<lt hqli!
5. H avelights on or am MUSic on or oFF!
6. Re'ld on the Aoor or inyour 5e.1:i
7. P<lSSyour p<lpersinto the 11- 0ntor to the back?
8. Stop re'lding now or 5 minutes From nowl
9, WOll!d YOll liketo put th'lt qWqYat would you likeFor
meto put it <lW<lY!
10. WH Y DOES THIS WORK ! Deposits <lndwithdrqw'lls ....
. .~;- ~.-,..
0'"<,,,,- _ ..,, Exam~le~c>fChOic~~!Opfion5
y~,,- '- :!:."~ '.
1~-Options/or hb~~ud~nts't~nd~mo~sttate J .ih'lthei
know'" the s_ evenp's; ,_ ~>c:_ . .cc . '.
2.
3.
4,
6
" c "
. - - . - ..
Allowstudents to~evelop theirown project k!eqs"
'!~long 'IS it meetscriteria. .
6. Givestudents option of cre<1tingone 3x5 stuqy
card 1:0 beuseqquring 4 test. '
'By cte~tin9 thecardtheyh~vernadealotoFeFfcrtto learnthe
conte(lt: ' '.'
' . ' ~--~~--~~~~~----~~---,
I -
::>.
, Discuss with q Pqrtner ...
What.rethe2 main reasons the dtsruptlve student acts
ow
""hy give choice;?I/
I> Choices ~ _
m
?'~,'0~;"ACTIVIT'CY
Instr;Uction~ITr:ichniqL iestopromote- active
, ',' "- 7engagemehf~ ',"
", ,Row R;"lays.'..w<iik{hiiei~passedbackin a timed rilay
"Trishketball" :' Use~baned up paperS trashcan. Stu,dents
. who raiseJ land fo"participateappropriately may take a 1,2,
or 3 po.ijlrsho! in the~n:_ " ", '
'conversation Circles:" inner/outer circle: . r= .'
'L earriing:CarciL isef- ':':;~pp~ters around the room; groups rotate
':;/anq ao,swetqliesticih's;complete problems; list iriformation,
c-:-\discuss; or fevieiN:2,i'6tate'i.v/music,,' '.><. '
jig~a~ .'..~ert grbup's-ra'view materiai~ Regroup so each,
new grouflhas a.neiipert for each section '
Orv erase'boards or SO[d"plates -'one per student:
,_ ,People Search .: use.'grid with info in'each box - students
walk aroundand tradepapers to gei answers
7
Strategies for Elementary
o Success Chain- explained inworkshop- positivegroupcontingency inwhichthe class earns apaper .
link/letter/word towards anestablished goal/ privilege. Manyvariations canbeused: Principal'slink, buddy
fink, academic link, visitor's link, lunch- linelink, etc...Onceearned, linkscannot be taken away. Youmayalso
havemorethan onechaingoingat once. Ex. Inside chain& lunchlinechainfor in- class versus outside
activities. Eachday they meet their daily behavior goal, they earnonelinkonthe chain. Whenthe chain
reaches established numberof links, they earn their privilegeonwhichthey voted.
o CodeSystem- Code"0" = Zero talking, Zero movement, Eyesonspeaker; Code"1" - may onlytalk to
teacher; Code"2" - mayonlytalk withpartner; Code"3" - mayonlytalk withgroup.
e Correction Cards- H avelaminated index cards withcommonverbal statements madeby teacher. Please
Stop., Thank youfor Silence., Thank youfor being ontask., etc. H andout discreetly to deal with
behavior. If youwant to giveapositivenote, write it onapost it and let students keepit. L aminatednotes
shouldbereturned at the end of class.
o Whisper Club- Teach students H OWto whisper. Write WH ISPERonthe board and erase aletter each
timethe class/individual student istoo loud. Must haveoneletter left to earn privilege.
BehaviorBracelets - (Individual or group) Use3 colored stretchy key rings- removeonebracelet each time
the "behavior to workon" isdone(blurt out, out of seat, etc.) The#of bracelets left isthe numberof
pointsearned for that period. Predetermine the gool/#of pointsfor privilege. EX. 25 points = homework
pass. Alsoused inplaceof the V elcronumbers onaboard tally sostudents cansee where they stand.
YesCard - (useindex c ar d) K - 2 should have6 sections; 3- 6will have9 sections. Usea3- 10 minuteinterval
dependingonhowoften student disrupts. Increase timeinterval gradually. If at the end of specified time,
student has not disrupted, youinitial ONE "yes." If the student has all "yes" initialed, privilegefor the
CL ASSisearned.
o DeskPad Barometer - Useonepost- it withastamp or 3- 5 small post its. Eachtimeinfraction occurs
removeasmall post it. - If goal isreached (has onepost it left or only2 stamps) the wholeclass benefits
withextra poin+s/Iinks. If goal isnot reached, apredetermined individualconsequenceis earned.
Behindthe L ine- Used whenstudents are seated onthe floor. Teacher puts apieceof tape right behind
seating area. Whendisruptionoccurs, teacher says, "Whenyouchooseto be out of line, yousit behindthe
line." 2- 5 minuteinterval isappropriate.
() Success Box/BonusBox- used to reinforce positivebehaviors, but alsoto minimize#of rewards given. If
student complieswith/reaches goal he/she puts nameinadrawingbox. Namescanbedrawnby period,
daily, weekly, etc to earn reward.
o Courtesy Chair- used as time out - create ashort courtesy questionnaireto becompleted whileinthe chair.
Makesure ageappropriate.
o TeamTime- 5 minutesevery Friday. Set atimer for 5 minutes. Tell students they may onlysay "kind"
things to each other duringthe 5 minutes. Put sentence starters onthe board - Thankyou for....I
appreciate youfor I'mproud of you I noticed that.... I start it off by makingafew of the statements
myself. After afew weeks, youmaynoticethemdoingthis unprompted!
18
Strategies for Secondary
Succe~sChain- explainedinworkshop- positivegroupcontingencyinwhichthe class earns apaper
fink/letter/word towards anestablished goal/reward. Manyvariations canbeused: Principal'slink,
buddy link, academic link, visitor's link, lunch- tine link, etc...Onceearned, linkscannot betaken away.
Youmayalsohavemorethan onechaingoingat once. Ex. Inside chain& outsidechainfor in- class
versus outsideactivities. Oncegoal isreached - wholedass reward.