Jeremy Centeno2014-2015

Thank you for not eating the Starburst!

Quiet Signal Slow Down Confused

Raise One Hand/Person 1 (Pink) A

Raise Two Hands/Person 2 (Red) B

Clap/Person 3 (Orange) A

Break It Down/Person 4 (Yellow) B

Management Signals Agenda WIIFY/Goals Team Builder The Seven Position Structure: Right Now Validation ABCD of Disruptive Behaviors 3 Pillars Structure: Language of Choice Structure: Target, Stop, Do Structure: Same Side Chat Win-Win Philosophy Reflection

“Win-Win Discipline is an effective approach to classroom discipline. It is designed to handle problems at the moment of the disruption

with powerful and proven discipline strategies.”

Dr. Spencer Kagan, 2002

1. Understand the difference between disruptive behaviors and positions.

2. Learn the 4 disruptive behaviors and 7 positions

3. Experience the power of Win-Wino Preventative Procedureso Moment – of – Disruptiono Progressive Follow -Ups

4. Appreciate the importance of the 3 Pillars of Win-Win Discipline

2a. Creating an Environment of Respect and Rapport

2c. Managing Classroom Procedures 2d. Managing Student Behavior

Person “1” will start by asking person 2 if they have felt any of these emotions this last week

Person “2” will answer the question. Person “3” will make a connection Person “4” will validate or praise Person “2” Everyone will cross out that monkey Person number “2” will now become person

number “1” and continue

Think Time: Why are team builders important in a Win, Win Classroom?

When signal is given, Person “4” will start by sharing for 15 seconds their answer

When the team hears, “Switch” Person number “1” will share for 15 seconds and so on

Win, Win will be more difficult to manage if you do not have some form of student engagement in your classroom.

Position are the place a student is “at” As Win-Win teachers, we always accept a

student’s position. Positions are part of the universal human

condition. We are all sometimes in each of the seven

positions. The question is: Do we have responsible

ways to meet the needs of each position?

Seeks attention from the teachero Indicators: Clowning around, asking

questions, wild hair, inappropriate dress, and draws attention

o Preventative Measures: Greet them, smile, appreciate them, affirm them, acknowledge feelings, and use their name

o Responding: Ignore it, proximity, lavish attention, appropriate touch, and instant star

Attempts to avoid public embarrassmento Indicators: refuses to work, Does not

participate, Off-task, Makes excuseso Preventative Measures: Private

Feedback, Don’t put on the spot, Encourage, Signals, Use gambits

o Responding: Rally Coach, Monitor and Adjust, Appreciation, Promote Optimism, Tutor, Team-Pair-Solo

Feels anger or acts aggressivelyo Indicators: Physically abusive,

threatens others, yells at others, calls others names, destroys property

o Preventative Measures: Monitor anger, apply rules fairly and equally, cool down area, and discuss anger

o Responding: Draw it out, write it out, guided imagery, and humor

Seek to control others or situationso Indicators: Bossy, refuses to do what

others say, always want to lead not follow

o Preventative Measures: Choices, responsibility, team roles, class roles

o Responding: Same side, maintain respect, calm consequences, sidestep the power play

Possesses excess energyo Indicators: walks around, restless,

plays with objects, unfocusedo Preventative Measures: Brain

breaks, stretches, hands on, calming music, movement

o Responding: Relaxed breathing, breaks, sponge, mental retreats

Uninterested in the topic or learningo Indicators: Daydreaming, doodling,

off-task, listlesso Preventative Measures: Novelty,

personal interest, name dropping, stories, projects

o Responding: Challenge student, instructional shifts, drama, Stroll – Pair - Share

Does not know or understand proper conducto Indicators: Breaks rules inadvertently,

doesn’t know how to act, doesn’t understand rules

o Preventative Measures: Tutors, buddy, adult mentor, requesting help, verbal and nonverbal cues

o Responding: Positive models, rule reminder, proximity, restate, check understanding

Person “1” Think of sea animal and the way it moves

Person “2” Think of a sport and the way that athlete moves

Person “3” Think of a carnival ride and one movement you experience on it

Person “4” Think of a mode of transportation and how it moves

On a scrap piece of paper write down. Follow me and move like a _______________

Example: Follow me and move like a hammer pounding a nail.

Each person will be in charge of leading their team in a movement

Demonstrate Caring Model Communication Skills Elicit Change 4 ways to Validate:

o Validation Gambitso Validation Noteso Non-Verbal Communicationo Structures:

• Right Now Validation• Acknowledge Student Power

Validate the Student’s Positiono Experience Empathyo Use Validation Gambitso Check for understanding of position

Communicate the disruptive behavioro “It is not/never acceptable to…”o Explain why

Request Responsible Behavioro The responsible thing to do is….o Explain why

Offer Supporto “One way I can help you is…”

All Write Round Robin Starting with person “1” Look at row 1 column 1 for

the position you will be dealing with State out loud your validation of the position For Example, “I understand you are angry and

sometimes I get angry when things don’t go my way. It is not acceptable to throw books around the room because it causes a disruption. A better way to deal with your anger is to go to the cool down spot. As soon as I can I will come talk to you about what made you angry.”

Everyone write it down Person number “2” will continue until all your

column two spaces are filled up

3 probable ways students basic needs are played out in the classroom:Students’ needs are being met and they are not posing a discipline problemStudents’ needs are not being met, but they are handling their needs in a mature and responsible wayStudents’ needs are not being met and they act out and become a discipline problem

Fold a Paper into 4 boxes Label your Boxes ABCD

A student tries to hurt someone elseoBehaviors are: Making fun, name calling,

kicking, hitting, tripping, threatening, teasing, profanity

oQuestions to Consider• Is the student a threat to self or others?•Have I controlled my reaction?•Does the student have strategies to control aggression?

A: AggressionA: AggressionStudentStudent StudentStudent

One WayOne Way

Two WayTwo Way

A student attempts to undermine a teacher’s control

Disruptive Behaviors:oArguingoMocking

Questions to Consider:oHave I controlled my reactions?oHave I given the student choices?

C: C: ConfrontationConfrontation

StudentStudent TeacherTeacher

One WayOne Way

A student withdraws from the learning process.

Disruptive Behaviors:o Doodlingo Clowning Around

Questions to Consider:o Have I used a variety of teaching strategies?o Have I used effective management

techniques?

D: D: DisengagementDisengagement

StudentStudentOff TaskOff Task

Tuning OutTuning Out

HyperactiveHyperactive

Use three before B What that means is when categorizing

disruptive behavior use ACD before you categorize in B

Why?o Aggression, Confrontation, and

Disengagement are specific and give us more information. Breaking the rules is extensive and gives us the least amount of information

o Example: When a student hits another student it is breaking the rules but it is aggression. Aggression classifies which structures are best used in the situation.

A student intentionally or unintentionally breaks a rule.

Disruptive Behaviors: Cheating, Whistling, Running in class, Tipping chairs, Misusing Equipment or supplies

Questions to consider:1. Does the student recall the rule?2. Does the student buy into the rule?3. Can the student apply the rule?

B: Breaking the B: Breaking the RulesRules

Timelines

MaterialsDress CodeBehavior

Take 4 pieces of scrap paper Think Time: Think of the disruptive

behaviors of students in your classroom When the signal is given anyone may start

and say one disruptive behavior that students exhibit in their classroom and write it down and throw it in the middle (Once it an idea is said no one can repeat it).

Keep going until all the scraps of piece of paper are in the middle.

If time is not called continue to generate ideas

Each member needs one 3x5 cardo Person 1: Write Aggressiono Person 2: Write Breaking the Ruleso Person 3: Write Confrontationo Person 4: Write Disengagement

Categorize the disruption with these rules in mindo Use Three before Bo Aggression towards teacher is = Confrontationo When done discuss where most of the

behaviors fell and why they did? (Be ready to share out one thought)

1. Can I relate to where the student is coming from?Advantages:

Students feel accepted and cared forStudents less likely to disruptStudent like class; achieve more

Sam

e S

ide

2. Did we create the solution together?Advantages:Students don’t reject their own solutionStudents understand, identify with solutionStudents feel on the same side

Colla

bora

tive

Solu

tions

3. Is it more likely that the student will act responsibly in the future?

Advantages: Litmus test for effective discipline

program Avoid future disruptions Students acquire life skills

Learn

ed

Resp

onsi

bili

ty

1. Validate student or positiono Solidifies empathetic understanding of studento Positive results follow when a student feels you are on the same side

2. State responsible behavior (add rationale)o Firm Tone Positive Phrasing Eye

Contacto Private NO I need/You need

3. State the consequences (The Choices)o Certainty stateo Not Punitive, instructiveo Not to heavy, Not to Light just right

4. It’s your choiceo Entirely up to you – your choice

5. Encouragemento Expect responsible behavioro Thank in advance

6. If non-verbal, non-complianto It is evident by your actions and or behavior that you have chosen to

… Is that correct?

Which of the 3 pillars does “Target, Stop, and Do” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions Responsibility

1. Schedule a Meetingo Choice of timeso Private (visible place)o Focus: outside of school

2. Meeto Reaffirming it is not about school

3. Stay in student comfort zoneo Give Choice Be empathetic Don’t Interpret Paraphraseo Follow lead of student Ask for details Ask Genuine

Questions

4. Positive closureo Express Appreciationo Share something you learnedo Open the door for future chats

Stand Up, Hand Up, Pair Up Partner A will be the teacher with the most

biological children Partner A will be the interviewer Partner B will be the interviewee When the signal is given begin to walk and talk

with your partner. Partner A will ask questions about Partner B’s life and interests to get to know them. THANK YOU for not talking about school

When stop is called partner A will share one thing they learned about Partner B

When signal is given reverse roles

Which of the 3 pillars does “Same-Side Chat” fulfill? Explain Your Reasoning.

Collaborative Learned

Same Side Solutions Responsibility

We are all in each position sometimes Positions are associated with needs Disruptions are irresponsible attempts to meet

needs Our Job: teach responsible ways to meet needs We win: fewer disruptions, we get to do what we

do best – teach Students win: learned responsibility serve them

for a lifetime

Jeremycenteno.weebly.com

1. What is one thing I plan to try when I get back to my classroom?

2. What is one way my thinking has changed about discipline because of the professional development?

3. What do you feel was the most important part of today’s professional development?

4. Think of one student in your classroom. Practice validation on that student.