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EffectiveClassroom
Management
educator internship program
2 | effective classroom management
© Aveda Corporation revised 8-10-2010.
lesson plan quickreference symbols:
DVD
EXAMINE/DEBRIEF
FACILITATOR SCRIPT
FACILITATOR NOTE
GROUP ACTIVITY
HANDOUT
LEARNING JOURNAL
POWERPOINT®
QUESTIONS/ANSWERS
REVIEW
SHARE/DISCUSS
SWING BACK
WEBSITE
WRITTEN TASK
table of contents
Overview ......................................................................................3
Wellness.......................................................................................5
To Do List .....................................................................................6
Lesson #1: Effective Classroom Management...............................7
effective classroom management | 3
During this module, you will have an opportunity to observe educators
teaching in the classroom and clinic environments. You will also learn
techniques for effective classroom management.
© Aveda Corporation revised 8-10-2010.
overviewManaging a classroom efficiently and effectively is critical to creating an environment that
facilitates learning and supports the achievement of learning outcomes.
4 | effective classroom management
© Aveda Corporation revised 8-10-2010.
effective classroom management | 5
© Aveda Corporation revised 8-10-2010.
WellnessOur breathing changes in response to our physical or emotional state. When
we exert ourselves physically, our breathing increases. When we experience
a strong emotion, such as fear or anxiety, our breathing also changes–it
becomes rapid and shallow.
It is important to realize that this relationship between our physical and
emotional states and our breath goes both ways. Just as our physical and
emotional state changes our breath, so can our breathing change our
physical and emotional state.
When we focus on deep, measured breathing, we can increase our physical
ability. We can also reduce our anxiety and physical experience of fear by
focusing on breathing as if we were relaxed and at ease. This exercise
focuses on deep breathing for relaxation and visualizing our ability to send
out positive energy. You can utilize this technique whenever you wish to
increase your personal energy and calm anxiety or fear.
A Meditation to Increase Positive Energy
Sitting in a relaxed position, eyes closed, begin to focus on your breathing.
Consciously focus on bringing your breath deep into your belly. As your belly
fills with air, push out your abdomen, like a balloon filling. As you exhale,
push the breath from your abdomen, up through your body, exhaling.
Continue breathing while you focus on filling your abdomen and exhaling
slowly.
Stay focused on your breathing. As any thoughts intrude, push them away
and return your attention to your breathing. As you continue to breathe
imagine you are breathing in a beautiful light that fills your body. It is warm
and relaxing. As you exhale, imagine the light extending from your body, out
into the world. As you continue to breathe, notice how the light expands.
6 | effective classroom management
© Aveda Corporation revised 8-10-2010.
effective classroom management | 7
© Aveda Corporation revised 8-10-2010.
overviewDuring this module, you will have an opportunity to observe educators
teaching in the classroom and clinic environments. You will also learn
techniques for effective classroom management.
concept: perception
perform
refine
inform
image
attend
connect
extend
practice
1
23
4Perceptions
Share
Five Key Focus Areas
for Effective
Classroom
Management
Stretching
Home Play
Your Learning
Type as a Coach
Managing Group
Behavior
Cause and Effect
Choosing Your
Response
perception
Lesson #1: Effective Classroom Management
Expectations
8 | effective classroom management
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation revised 8-10-2010.
Lesson #1: EffectiveClassroom Management
connect | perceptions
QUESTION:
• What perception do you think your educators had of you when you were
attending school?
• If your educators were all asked to share their perceptions of you, how
would they be similar? How might they be different?
attend | share
GROUP ACTIVITY:
In your small group, write down all the factors you believe contribute to the
perception we create of others. Next, write down all the ways you believe
others’ perception of you impacts your thoughts and actions. Be prepared to
share with the larger group.
FACILITATOR NOTE:
Have each group share their thoughts on the perception questions. If you
are working with one Intern, it is especially helpful if you can share some
of your own experiences with perception.
DEBRIEF:
• Why do you think perceptions might have differed?
• How did perceptions impact the way they interacted with you?
• How did your educator’s perception of you impact you?
• Did others’ perception of you impact how you perceived yourself, both
positively or negatively?
effective classroom management | 9
© Aveda Corporation revised 8-10-2010.
image | expectations
POWERPOINT®:
Show PowerPoint®. Ask Interns: What do you notice about the students? As
you view each student image, ask yourself if you would expect this student
to be motivated? A high performer? A challenging student?
NOTE TO FACILITATOR:
The intent of this exercise is for the Intern to notice their perceptions and
expectations of students.
inform | five key areas foreffective classroom management
“You are sending out signals all the time. These messages are blueprints
for other people to find you, react to you, and connect with you in a certain
way. What you are is reflected in every person, action, and event around
you. Everything you think and feel is experienced and reacted to by the
environment and by the people around you. To a great extent, you are what
you believe you are and the world responds accordingly.”
-Laura Day, The Circle1
LEARNING JOURNAL:
Review page 7 of the Learning Journal.
PerceptionsWhat we perceive is based on our past experiences and our belief system.
Our perceptions are the thoughts that shape our reality. How we choose to
view an experience determines how we will act and react in that experience.
To be an effective educator, one must constantly reflect on one’s own
perceptions and beliefs about learning and the learning process. It is
also important to pay attention to the perceptions of others. The role of an
educator is to support the learner in developing positive perceptions of their
ability and overcoming negative perceptions.
1Source: Day, Laura, The Circle. NewYork: Penquin Putnam. (2001)
10 | effective classroom management
perform
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practice
2Source: Haberman, Martin, StarTeachers: The Ideology and BestPractice of Effective Teachers ofDiverse Children and Youth inPoverty, (1995)
Dr. Martin Haberman, a distinguished professor at the University of
Wisconsin at Milwaukee, has spent over 40 years studying the beliefs,
perceptions and behaviors of what he refers to as “star” teachers. In his
book, Star Teachers: The Ideology and Best Practice of Effective Teachers of
Diverse Children and Youth in Poverty, Haberman addresses the reality of
education in America and the key skills and beliefs that future educators
must possess to shift that reality.
According to Haberman’s study2 some of the perceptions that Star Teachers
share:
- Star teachers know that when they are able to motivate students that
learning skyrockets and teaching becomes less stressful.
- Star teachers know their role is to create students who will be
independent and not need them.
- Star teachers believe that mistakes are part of the learning process.
They frequently model the acceptance of mistakes, and, on occasion,
use it as a teachable moment.
- Star teachers believe they can reach students by using different
approaches. They also realize that one approach will not work for all
learners.
Haberman points out that great teachers are not born with exceptional
skills. They have to develop and refine these through a continuous process
of reflection and trial-and-error. As with any other skill, teaching skill is
directly proportional to the amount of effort put into the process.
WEBSITE:
For more information on Dr. Haberman, you can visit his site at
www.habermanfoundation.org. You will find useful articles on the beliefs
and behaviors of effective teachers.
© Aveda Corporation revised 8-10-2010.
effective classroom management | 11
© Aveda Corporation revised 8-10-2010.
practice | reflecting onyour own perceptions
WRITTEN TASK:
Page 8 of the Learning Journal.
Read through the following and write down your perceptions. This exercise
is most effective if you write down the first response that comes to mind:
• Students that do the best in this school are...
• Students complain about issues because...
• The most capable students are those that...
DEBRIEF:
Ask for volunteers to share what they notice about their perceptions.
practice | cause and effect:which is which?
FACILITATOR NOTE:
Have the Intern(s) review the Negativity and Positivity cycles. Ask, “Where
do you think the cycles begin?” The intent of this visual is to show that:
1) perceptions impact behavior
2) behavior impacts perceptions
SHARE:
You might ask, “Where does change begin? How can an educator shift a
negative cycle into a positive cycle?” The key insight is that the educator is
the individual who creates the positive or negative learning environment by
choosing her perceptions and behaviors.
12 | effective classroom management
perform
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image
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extend
practiceThe Cycle of Negativity
The Cycle of Positivity
SWING TO INFORM
FACILITATOR NOTE:
Have the Intern(s) read through the perceptions on page 10 of the Learning
Journal. Ask them to share any statements that are particularly meaningful
to them.
inform | perceptions that supportan effective learning environment
• Every learner is capable
• Every learner has potential
• Every learner wants to be challenged and wants to learn
• The intrinsic desire to learn is the strongest motivation for performance
What student does:Challenge, complain and do the
minimum
What student perceives:Focus is on control, not learning;
treated like children
What educator perceives:Students are unmotivated and
will do the minimum unless
pushed; try to get away with as
much as possible
What educator does:Micro-manage, limit freedom,
enforce tighter rules and focus
on disciplinary action
What student does:Work to exceed expectations,
stretch out of their comfort zone
What student perceives:Support and safety, educator’s
belief in their potential and
commitment to their growth
What educator perceives:Are capable, responsible and
honor the system when they
know “Why”
What educator does:Involves students in decisions,
listens, gives honest feedback,
empowers
© Aveda Corporation revised 8-10-2010.
effective classroom management | 13
• The educator’s behavior can shift the behavior of the learner
• Every student can be reached with the right technique
• The educator and the student are engaged in the same process: learning
practice | reflection
WRITTEN TASK:
Reflection: What perceptions do you have that will support you in being
successful as an educator? Are there any perceptions you might need to
focus on shifting?
SWING BACK TO INFORM
LEARNING JOURNAL:
Have Interns review pages 11-12 of the Learning Journal
inform | leadership in the classroom:modeling respect through words and action
This module focuses on five key areas:
1-Building a Positive Learning Community
2-Defining Expectations
3-Building Self-Esteem
4-Reinforcing Desired Behaviors
5-Giving Timely and Specific Feedback
Building a Positive Learning CommunityPositive words, and actions that align with those words, create a positive
perception of the learning environment. Students that feel like they belong
to a learning community are more motivated with higher attendance and
performance.
Some ways that educators can build positive learning communities:
© Aveda Corporation revised 8-10-2010.
14 | effective classroom management
perform
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image
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practice• Address all learners by name–we all respond with heightened interest
to any statement that begins with our name. Calling a learner, by name, bothrecognizes the learner and acknowledges your respect for them. Rather thansaying, “Will you pick this up for me?,” you might ask, “Shelley, will you helpme with this?” Or, in a group situation, instead of saying, “Class, did you hearwhat she said?” you might say, “Class, did you hear what Shelley justshared?”
• Use positive framing–focus on the performance you want and choosewords that convey this. Rather than saying, “I don’t want to see anyonemoving around, until we are done,” a positively-framed statement wouldsound like, “I would like everyone to really focus on their project. Once youhave completed this step, then you may take a break.”
• Model respect–the way an educator speaks and acts toward students,guests and colleagues is the most powerful teaching technique. Be respectfulof the knowledge and experience that the learner brings to the experience.
• Recognize collective accomplishment–acknowledge the progressand contributions of the larger group. This builds a sense of belonging. It alsodevelops trust in the individual learner that everyone will do their part.
• Focus on performance, rather than personality–the most effectivecoaches separate performance from personality. Focus on developing andcoaching behaviors that will lead to greater performance. Feedback shouldbe frequent, specific, positive and performance-focused.
• Engage everyone–by constantly shifting approaches, the effectiveeducator is able to engage all learners in each step of the learning process.When appropriate, allow the learners to become the teachers.
• Limit focus on competition–occasional, light-hearted competition canbe fun. However, to build community it is important to focus oninterdependence and the class as one whole team.
• Rotate groups–assign groups for projects with the conscious intent ofgiving learners opportunities to work with different people. Make sure tohave project teams change frequently. This helps avoid the cliques that canform when students are allowed to self-select project teams.
• Praise in public, coach in private–When it is necessary to coach astudent on a serious performance issue, make sure it is done in private. Also,be careful to keep the conversation private.
• Recognize the strengths of students–Every student will have areaswhere they will excel. Give learners the opportunity to support the learningof other students, especially in their particular area of strength.
• Create rituals that honor the “tribe”–When a class creates rituals thathave symbolic meaning, they build their sense of belonging. Some ideas onrituals: class songs, movement, wellness, quotes of the day or jokes of the day.
• Reach out to the larger tribe–the Aveda network. When designingclasses, invite salon professionals to participate by conducting demonstrations.
© Aveda Corporation revised 8-10-2010.
effective classroom management | 15
practice | choosing your response
LEARNING JOURNAL:
Refer to page 13 of the Learning Journal.
Leading a learning community includes dealing with performance issues.
Tardiness is an issue all teachers deal with on a daily basis. What approach
might have the most powerful impact on a student?
Within your group, or with your facilitator, review the following approaches
and rank them from least powerful to most powerful.
1—Most Powerful 4–Least Powerful
Possible Educator responses:
3 “When you are late, it shows a lack of respect for me and your fellow
students. I would really appreciate it if you could get here on time.”4 “If you are late again, I will have to write you up.”1 “When you choose to go to work in a salon or spa, how important is it
to you that the leader of that business respect you? You have shared
with me that your vision is to ultimately own your own salon, right?
How important is your time to you? To most people, time is the most
precious thing they have. To be a leader, to own your own business, to
even develop your clientele to one day own a business, you have to
develop the habit of respecting other’s time by being on time.”2 “Have you ever waited at a salon or spa for your appointment because
the stylist was running behind, or even worse, hadn’t come to work yet?
How many times would you allow that to happen before you found a
new stylist? To be successful in the real world, you have to respect other
people’s time.”
FACILITATOR NOTE:
Warnings or constant reminders to follow-through on procedures are a way of
avoiding consequences. By warning a student, the educator sends a message
that, “you will get a free pass on this behavior that we have already agreed
is inappropriate.” The most effective classroom management is based on
agreements made between the student and the educator. When a student
breaches an agreement, the educator follows-up with the agreed-upon
consequences.
“Until you value yourself, you
won’t value your time. Until
you value your time, you will
not do anything with it.”
–M. Scott Peck
© Aveda Corporation revised 8-10-2010.
16 | effective classroom management
perform
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image
attend
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practiceQUESTION:
Ask, “What if the class decided what consequences existed for lateness?”
This dialogue will set up the next focus area in classroom management:
defining expectations.
SWING BACK TO INFORM
LEARNING JOURNAL:
Review page 14.
inform | defining expectations
Managing the expectations of students is an essential part of the process of
teaching. Students come to the learning experience with a set of expectations.
Every experience they have in the classroom determines what they will begin
to expect in future experiences.
Based on past experience, the students learn to expect:
• What the consequences are for not completing a project.
• The amount of participation that is required.
• How much effort they must exert.
• That conflict in the classroom is accepted.
• That conflict in the classroom is not tolerated.
• To be honored and acknowledged for their strengths.
• To be made to feel stupid.
• What happens when you are late.
• What the test will cover.
• That they will be challenged and motivated every day.
• That they will be bored .
The key to effective classroom management is to clearly define what you
want the learner’s expectations to be. Then, consciously choose your actions
to support those expectations.
Some ways that an Educator creates Positive Expectations:
• Giving clear directions on tasks.
• Beginning every day by reviewing where you are in the content and
previewing where you are going next.
© Aveda Corporation revised 8-10-2010.
“The source of all
unhappiness in life is
unmet expectations.”
–unknown
effective classroom management | 17
• Defining clearly how a student will be assessed on a project. By giving the
learner the criteria for grading before they begin the project, the student
learns what level of quality is expected.
• Defining with the entire class what the consequences will be for
lack of performance or undesirable behavior. For example, what is the
consequence for being late? For not doing your part in a team project?
• Establishing rituals that support the type of learning environment you
wish to create .
• Acknowledge the larger group when they are performing, as expected. For
example, “The questions you are asking really tell me that you all are
grasping this quickly.”
• Be consistent in your words and actions. Actions are viewed as more
significant than words. Follow-through on all commitments.
practice | managing expectations
QUESTION:
What are some other effective ways that you have observed educator’s
defining and managing expectations?
FACILITATOR NOTE:
This is an opportunity to have a dialogue on the observations of the
educators regarding the performance level of students in your campus.
Do the Interns see educators holding students accountable?
Be prepared to share several examples of how you define classroom
expectations. It is also important to give examples of appropriate
consequences for lack of performance in your campus.
SWING BACK TO INFORM
LEARNING JOURNAL:
Review page 16.
© Aveda Corporation revised 8-10-2010.
18 | effective classroom management
inform | building self-esteem
Imagine a kindergarten teacher asking her students, “Who is a good
singer?” How many hands do you think would go up? As young learners, we
believe we can do anything. We are open to new possibilities and willing to
take risks. The most joyful learning environments build our self-esteem
through respect, encouragement and supportive interaction.
Low self-esteem contributes to many problems in the classroom: negativity,
low participation, conflict and poor achievement. By focusing on building
student self-esteem, an educator eliminates many of the negative by-products
of low student self-esteem.
There are many ways that an educator conveys her respect for students. By
displaying respect in the classroom, the educator builds the self-esteem of the
learner. Some of the ways that an educator can build student self-esteem:
• Give students ownership in the structure of the learningenvironment–allow students to be part of defining what is the
acceptable behavior and determining consequences for unacceptable
behavior.
• Take the time to share the “Why?”–Show respect by acknowledging
the importance learners place on understanding the reason behind
techniques, procedures and requests.
• Teach thinking skills–When an educator takes the time to explore the
thought process a learner uses to solve a problem, she demonstrates a
broader interest in the student, beyond the task at hand.
• Hold students accountable–Create an environment free from
excuses. Do not ask for excuses for lack of performance and do not accept
excuses.
practice | esteem-buildingcommunication
Communication skills are especially critical to creating a learning
environment that builds learner self-esteem.
WRITTEN TASK:
Refer to pages 17-18 of the Learning Journal.
© Aveda Corporation revised 8-10-2010.
effective classroom management | 19
Review the following phrases. Does each statement diminish, enhance ormaintain self-esteem? Notes to facilitator are in bold.1. “Thank you for your concern, I know that Julie would appreciate your
wanting to know why she wasn’t in class.”Enhances self-esteem by acknowledging the concern for others.
2. “Why did you do it like that?”Diminishes self-esteem by putting the learner on the defensive.
3. “You should know better than to put Enlightener under the dryer.”Diminishes self-esteem by diminishing the student’s thinking process.
4. “How do you plan on getting a job if you are afraid to do guests on theclinic floor?”Diminishes self-esteem.
5. “I have every confidence that with some practice you are going to begreat at long layers/Elemental Nature Skincare Consultation.”Enhances self-esteem by building confidence in the learner’s ability.
6. “You have been late for class too often. What ideas do you have forgetting here on time?”Maintains self-esteem by holding the learner accountable and engagingin defining solutions.
7. “I didn’t see that outfit described in the professional dress section of thestudent manual.”Maintains self-esteem. This statement brings up the issue, but not in themost effective manner. The question to ask the Intern: “Is this the bestway to hold the student accountable?”
8. “Would you prefer some time to work alone?”Enhances self-esteem by acknowledging that the learner can determinetheir learning needs.
9. “Why don’t you put together an action plan for how you intend to catchup on the information you missed?”Enhances self-esteem by holding the learner accountable for their ownlearning.
10. “Don’t you get it?”Diminishes self-esteem.
11. “Tell me a little more about your thinking. What made you decide to do itthat way?”Enhances self-esteem by showing interest in the thinking process of thelearner.
12. “I think you did a great job on the perimeter line, let’s talk a little moreabout the graduation.”Enhances self-esteem by acknowledging progress and pointing outimprovement.
© Aveda Corporation revised 8-10-2010.
“What lies behind us and what
lies before us are tiny matters
compared to what lies within
us.”
–Ralph Waldo Emerson
20 | effective classroom management
QUESTION:
For those that you think would diminish self-esteem, how might you
re-phrase the question or statement?
SWING BACK TO INFORM
LEARNING JOURNAL:
Review page 19 of the Learning Journal.
inform | reinforcing desired behaviors
By focusing attention on what the learner is doing right, you reinforce the
desired learning behaviors. Be very conscious of focusing the majority of
your attention on what is working through acknowledgment and recognition.
Use positively-framed statements to convey the results you expect.
Some ways to reinforce desired behavior:
• Simply sharing “Good Job!”
• Notice desired behavior–what you pay attention to will be repeated
• Give spontaneous feedback
• Balance coaching conversations about what needs improvement with
what is working
Verbal acknowledgment of desired behaviors is highly effective, especially
when targeted to the larger group. This is an alternative to pointing out the
few learners who might not be engaged in the desired behavior. For example:
• “We are all focusing on completing our sectioning right now.”
• “Ok, so everyone is taking notes on Sandra’s presentation now.”
• “When we are done, you will be sharing the visual you are working on
right now.”
Positive vs. Negative
When you acknowledge gossip or undesired behavior it can, at times,
reinforce the behavior. Some behavior requires immediate action. At other
times, it may be more effective to point out what other learners are doing
right. How would you decide the best way to address a behavior?
© Aveda Corporation revised 8-10-2010.
perform
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effective classroom management | 21
practice | reinforcement
WRITTEN TASK:
LEARNING JOURNAL:
Refer to page 20 of the Learning Journal.
List three times that you remember offering positive reinforcement in the past
week. What was the situation and how did you communicate your message?
• When should you offer reinforcement?
• Why is it so important?
• Positive Reinforcement vs. Negative Reinforcement?
• When do you ignore behavior?
FACILITATOR NOTE:
An educator can ignore negative behavior and still address this behavior. An
effective way to do this is to focus on communicating and acknowledging
the desired behaviors. For instance, if one or two learners are not on task,
the educator might say, “Everyone is filling out their consultation forms
now.” This technique focuses the attention of the learners, without directly
addressing students that are off-task.
SWING BACK TO INFORM
LEARNING JOURNAL:
Refer to page 21.
© Aveda Corporation revised 8-10-2010.
22 | effective classroom management
inform | timely and specific feedback
Feedback is used to share information intended to either facilitate growth or
offer reinforcement for a job well done. Ideally, it should include both
acknowledgement and ideas for improvement.
Steps to giving feedback
Using all of the communication skills you have practiced up until now:
1. Share positive feedback. Ask them what is working.
2. Encourage the learner to evaluate their own work. Ask what they would
do differently.
3. Offer your ideas, suggestions when invited or given permission. For
example, you might ask, “Can I offer a suggestion?”
4. Express confidence in their ability to be successful with the solutions. Set
up a time to follow up, when needed.
practice | giving feedback
WRITTEN TASK:
Think about a situation where you would be required to give feedback to a
student. Write out how you would phrase the feedback, using the four-step
model. Notes to Facilitator are in bold.
• Share something you like about what they did. Ask them what they liked.
“Mark, your sectioning looks great–very clean and precise.”
• Ask what they would do differently. Let them offer ideas.
“Are there any areas you see where you would like to improve?” or “Was
there any part of this process where you struggled?” The learner’s
response will provide a source for coaching.
• Offer your ideas, suggestions when invited or given permission.
For example, you might ask “Can I offer a suggestion?”
“Can I share with you what I see?” or “Would you like to see a way to
make this easier?”
• Express confidence in their ability to be successful with the solutions.
“You are making great progress. This will go much easier for you next time.”
© Aveda Corporation revised 8-10-2010.
effective classroom management | 23
GROUP ACTIVITY:
Role-play with your partner.
LEARNING JOURNAL:
Refer to page 22 of the Learning Journal.
inform | asking for feedback
Feedback is an essential part of the learning and the teaching process.
If your expectation is that students will embrace feedback as a learning
opportunity, then you must model the behavior by welcoming and soliciting
feedback on your performance.
practice | asking for feedback
What are some ways that you can gain feedback?
• On your impact as an educator?
• On your contribution to your team?
• On your communication with your students?
• On your teaching style?
• On your coaching style?
SWING BACK TO INFORM
inform | our actions
Our Actions: Chapter ReviewReview Milady’s Master Educator, “Results-Oriented Classroom
Management.”
FACILITATOR NOTE:
Assign the reading of the chapters, before the beginning of this module.
© Aveda Corporation revised 8-10-2010.
24 | effective classroom management
practice | techniques fordifficult learner behaviors
WRITTEN TASK:
Refer to page 23 of the Learning Journal.
Answer the following questions:
1. Identify a technique you feel comfortable utilizing for each of the
following difficult learner behaviors:
• Constant attention-seeking
• Chronic tardiness
• Too shy to participate
• Sleeping in class
• Distracting side conversations
• Doubt and pessimism
• Inattentiveness or preoccupation
• Having all the answers
• Constant interruptions
2. What techniques have you observed other educators using that you
found particularly effective in managing classroom behavior?
3. Write down what questions you have about effectively managing
classroom behavior. You will review these questions with your facilitator
before completing this module.
extend | managing group behavior
DISCUSS:
Review page 25 of the Learning Journal.
© Aveda Corporation revised 8-10-2010.
effective classroom management | 25
Situations that may occur:
Student:
• Arrives late and disrupts the class.
• Is disinterested or has a confused facial expression.
• Is falling asleep.
• Is reading other material (magazine, personal letters, etc.).
• Is talking with others or making noises.
• Is looking or walking around the room.
• Is clowning around, disrespectful or fighting with another student.
• Uses a challenging tone of voice.
• Expresses disagreement (“I don’t think…” “Where did you get that…?”
“The other Educator told me…” “My uncle is a massage therapist and he
says…”).
• Displays defensive or antagonistic body position.
When these situations arise your initial response may be:
1. Take it personally
2. Ignore it
3. Try to get “bigger” than the distraction
4. Become defensive
5. Withdraw / back down
Strategies or possible ways to handle the situation:
• Ignore the situation.
• Call the student’s name.
• Use delivery skills (eye communication, movement, gestures, voice).
• Ask questions for clarity and/or involvement.
• Take a break (stretch break or full break).
• Open up to the group.
• Use “Yes, and…” vs. “Yes, but…”
• Be willing to admit when unclear, “My fault…let’s try that again.”
• Acknowledge participant’s concern.
• Handle “off-line.”
• Summarize or repeat information.
GROUP ACTIVITY:
Come up with two scenarios that could take place for each of these
situations. One scenario should be what NOT to do, and one should be
what TO do. Using the communication skills and techniques shared in this
module, prepare for a role-play for both scenarios.
© Aveda Corporation revised 8-10-2010.
26 | effective classroom management
FACILITATOR NOTE:
Key focus areas for the debrief of this role-play:
• Does the educator lead the conversation to a positive outcome?
• Does the educator use positive language to reinforce the desired behavior?
• Is the educator holding the student accountable?
refine | learning typesas communicators and coachesREVIEW:
Read through the descriptions of “Learner Types as Coaches” on pages
27-28 of the Learning Journal.
The Type One, as a coach:
- Is highly aware of the learner's feelings
- Listens well
- Speaks with empathy
- Keeps the learner informed
- Expresses concerns openly
- Has a genuine interest in the learner
To stretch:
- Get past the feeling level
- Ask questions that lead to concrete actions
- Cultivate the ability to be straightforward
- Speak to bottom-line concerns
- Stay with valid data in conflict situations
The Type Two, as a coach:
- Is precise and clear
- Seldom exaggerates
- Admits when they do not know
- Speaks only when they are sure
- Asks the right questions
- Focuses on the important things
© Aveda Corporation revised 8-10-2010.
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To stretch:
- Speak to the big picture
- Include possibilities in your conversation
- Share your feelings
- Ease up on judgments
- Ask questions that convey an openness to change
- Consider and honor the learner's feelings
The Type Three, as a coach:
- Tells it straight
- Gets right to the heart and is able to simplify
- Communicates more with their actions than with their words
- Is clear, there is no ambiguity
- Explains things well, step-by-step
To stretch:
- Speak about your feelings
- Honor the process, as well as, the final product
- Allow the learner to do the work
- Suspend certainty, at times
- Be patient
The Type Four, as a coach:
- Can see possibilities
- Can get others excited
- Is verbally astute
- Communicates authentically
- Connects ideas to enhance the learner's understanding
- Gives genuine praise
To stretch:
- Pay attention to established procedures
- Listen, really listen, and don't interrupt
- Stay focused and be consistent
- Reflect before you speak
QUESTIONS:
• What do you believe is your strength? What will you focus on improving?
• How might you stretch?
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28 | effective classroom management
GROUP ACTIVITY:
Have participants read the “stretches” and highlight their focus areas.
FACILITATOR NOTE:
As the educator begins to facilitate classes for students, it is important to
observe their classroom management skills. After observing the educator
teaching, it will be helpful to review this module and identify two or three
key focus areas for the educator’s development.
perform | projects and home play
REVIEW:
• Milady Master Educator, Results-Oriented Classroom Management
and Enabling
- Industry Needs and Enabling exercise.
- Student Evaluation and Testing and Enabling exercise.
- Teaching to Diverse Learning Styles and Enabling exercise.
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© Aveda Corporation revised 8-10-2010.
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