Class Management with Trust, Respect and

Responsibilityby Tim 'n' Senna

Why are we doing this session?

Our class management was effective. But it wasn't New Tech.

• We embarked on a journey to reinvent our class management around trust, respect, and responsibility.

Now, we think we have something to share.

Directions and Consequences

You are observing a class. The teacher says:

• Here is what I want you to do. When class begins at 9:26 a.m., be sitting in your assigned seat. Have last night's homework out, and be in the process of logging on to your computer.

• The first time you don't do this, you're going to owe me a five-minute detention. The second time, you're going to owe me a ten-minute detention. The third time, there will be a conference with the principal. The fourth time, there will be a conference with your parent and the principal...and so on...

The Scenario at Your Table

Read aloud the scenario. Then...

1) Read the scenario2) Discuss “typical teacher” responses

3) Determine how they could undermine TR&R4) Give an alternative response that promotes TR&R.

Prepare a 30-second presentation for the whole group

Problem of Practice

Write down, for yourself, a "problem of practice."

This could be anything in your class management or a colleague's class management that you have observed, that you feel isn't compatible with trust, respect, and responsibility.

It can be anything that "doesn't sit right with you" about class management.

Save this problem for later.

How to Manage a Classby Tim 'n' Senna

How to Manage a Classby Tim 'n' Senna

We

Trust, Respect, and Responsibility

(Anonymous, voluntary survey of our learners,

Spring 2013)

Trust: "You're at the adult table now."

Things you can trust kids with

• Choosing when to leave the classroom

• Answering the phone/operating the thermostat

• Evaluating and reporting their own homework scores

• Within constraints, how to use their time

Your Trust WILL be abused

Give it anyway.

Let the trust abuser earn it back.

A lot about respect

Much more of this slideshow is about respect

than trust or responsibility. Maybe it's the

most NEEDED aspect of class management.

Or maybe it's the most DIFFICULT.

The phrase "to command respect"

Command (v):

1) To require authoritatively, demand

2) To deserve and receive

(http://dictionary.reference.com/browse/command)

They Don't Care How Much You Know

until they know how much you care.

(quote is unverified)

You are NOT in Charge

You are asking for cooperation. Constantly. (Fred Jones, Positive Classroom Discipline)

Model respectfulness when asking for cooperation!

Nothing communicates the value of the words

"please" and "thank you" like using them.

Maintain your personal composure.

Demonstrating to teenagers that you haven't

got mastery over yourself sends a strong

signal that they shouldn't allow you to

influence them.

Just sayin'.

Dealing with

A Challenge to Care

A Game - "Disrupt

Authority's Agenda."

Jackassery

Deal with Jackassery as Privately as Possible

Don't embarrass the learner - meet the challenge to care.

Lose as little of your agenda as possible - disallow the game of disruption.

Priority 1 - Redirect

Priority 2 - Private Conversation

Avoid if possible - involving anyone else

When You Have to Have a Private Conversation

It's not about "trouble."

Use "I" statements.

Say "I need your help..." (also works well with parents)

What the kid did wrong IS NOT AS IMPORTANT as what you NEED the kid to do now.

Procedures and Routines (and a rant about rules)

The written rules are TOTALLY IRRELEVANT

The ENFORCED rules are the ONLY RULES

If you're going to have a rule, procedure or routine, be ABSOLUTELY SURE it matters (and works!)

Getting and Keeping Attention

This is our only routine.

Ask + Wait = Disaster!

Ask + Wait + Cooperate = GOLD!

Bring peer pressure to bear on attention-getting.

Value the Class's Airtime

If you're going to demand everyone's attention:

1) Make sure it's important to everybody

2) Keep it short and simple

Responsibility

Ways you can facilitate learners of responsibility

Give them something to do, but let them schedule

when to do it

“Offer” workshops, often multiple times (facilitates

choice)

Make groups responsible to each other instead of

individuals responsible to teachers

Transition to kids “driving” themselves

"In order for people to learn to be responsible with something, they have to have it."-Paula Hanzel

A Final Thought: Mastery

Mastery of class management (or really, anything) is like this exponential curve: We will approach the ideal, but never quite reach it. And that's okay. In fact, that's what makes it interesting.

("Drive" by Daniel Pink)

What was that? What is this?

The scenarios were the "hook" to get your attention.The presentation was the "input."Now, let's take the input you've experienced and apply it to

plan new action.

Discuss practices that support TR&R

What do you already do that supports TR&R?

What do you want to do?

Prepare a 40-second presentation.

Return to your problem of practiceDescribe your problem of practice.

Describe what you think you want to do about it.

Get feedback from your group.

Prepare a 41-second presentation.

What's ONE change you'll makeas a result of this session?

each individual report to the group