PBS – Respect & Responsibility

ClassroomManagement

Proven Strategies Now

Region XV

Presented by: Don Rolfe

July 15,2011

Logistics

• Lunch time- 11:30

• Breaks- Mid-morning and Afternoon.

• Meet your needs.

• Zero Noise Signal

• Feel free to ask questions.

Opening Activity• Meet and Greet.

• Discover the names of 5 participants.

• Re-inforce them for being here.

• Find out what inspires them.

• Be prepared to share the information you discovered.

Objectives

• Discuss the needs of the current generation of students.

• Examine the generational implications for the classroom.

• Examine the classroom structure requirements.

Objectives

• Discuss the challenges facing the classroom.

• Discuss the concept of “No Limits”.

• Examine your role in surpassing limits.

• Examine the role of inspiration in the classroom.

Objectives

• Review the components of behavior.

• Review the instructional requirements for the current and Y generations.

• Discuss relationship building strategies.

Objectives

• Examine the importance of Self-Determination.

• Review the impact of Sensory Integration in the classroom and ways to support those needs.

• Conduct role-plays utilizing learned behavioral management strategies.

Trends

• There is limited time for Self-Determination component work.

• There is a greater need for instruction that agrees with Visual/Movement Learning Systems.

Trends

• There have been generational changes.

• Needs of this current generation will impact instruction and classroom management.

• Dealing with parents of the current will be challenging.

Generational Work

• This is a great insight into where and why we are.

• It helps to form lines of communication with students and parents.

• It is important to understand it is just a limit to overcome..

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Generational Work

• Know your Generations

– 4 Generations Birth Years

– Traditionalists 1925-1942

– Baby Boomers 1943-1960

– Generation X 1961-1981

– Generation Y 1982-2002

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Generational InformationTraditionalists 1925-1942

• Work style and value

– Respect for rules, hierarchy and authority

– Dedication, hard work

– Loyalty

– Sacrifice

– Duty before fun

– Value Tradition13

Generational WorkSupportive Behaviors and Tips for

Communicating with Traditionalists

• By nature Traditionalists are private, the “Silent Generation”. Don’t expect members of this generation to share their thoughts immediately.

• For the traditionalist an educator’s word is his/her bond, so it’s important to focus on words rather than body language on inferences.

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Generational Work

• Face to face or written communication is preferred.

• Don’t waste their time or let them feel as though their time is being wasted.

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Generational WorkBaby Boomers 1943-1960

Work Style and values

• Work is a priority

• Optimistic

• Personal Fulfillment

• Competitive

• Value meaning

•

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Generational Work

Supportive Behaviors and Tips For Communicating with Boomers

• Boomers are the “show me” generation, so your body language is important when communicating.

• Speak in open, direct style but avoid controlling language.

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Generational Work

• Present options to demonstrate flexibility in your thinking.

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GENERATIONAL Work

Generation X 1961- 1981

• Work style and values

– Self-reliance

– Desire flexibility

– Skepticism

– Technology

– Informal

– Value Balance (work/life)

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Generational Work• Supportive Behaviors and Tips for

Communicating with Gen Xer’s.

• Use email as a primary communication tool.

• Talk in short sounds bites to keep their attention.

• Share information with them on a regular basis and strive to keep them in the loop.

20

Generational Work

• Use an informal communication style.

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Generational Work

Generation Y 1982-2002• Work style and values

–Fast paced (multi-tasking/multi media)–Tenacity/Directness–Entrepreneurial–Global diversity (people/ perspective/access)–Technology savvy–Value fun

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Generational WorkSupportive Behaviors and Tips for

Communicating with Y’s.– Use action words and challenge them at every

opportunity.

– They will resent it if you talk down to them.

– Seek their feedback constantly and provide them with regular feedback.

– Use humor and create a fun learning environment. Don’t take yourself too seriously.

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Generational Work

• Encourage them to take risks so that they can explore new ways of learning.

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Generations and K-12 Schools(2006)

• Civic Leaders: Boomers

• Superintendents: Boomer

• Teachers: Boomer, X Gen

• HS students: Gen Y:Parents: Boomers

• K-6 parents: X; Students : Y

• Pre-school parents: X; Students: Homeland25

Generations and K-12 schools (2016)

• Superintendents: More X than Boomers

• Teachers: Boomer, X Gen, Y Gen

• HS students: Gen X:Parents: Y

• K-6 parents: X; Students : Homeland

• Pre-school parents: Y; Kids: Homeland26

Generational Thinking........

• In the Millennial youth era, Gen X adults are not as willing as Boomers to believe that the brightest of their generation became K-12 teachers and administrators.

• And so they have become the leading advocates of vouchers, school choice and home schooling.

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Adolescent Influences1950’s 1960’s 1970’s Today

1 Home Home Peer TV/Media

2 School Peers TV Peers

3 Church TV Home School

4 Peers School School Church

5 TV Church Church Home

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Collaboration is the key....so what do we do

about it?• M E E T

– M- Make time to discuss

– E- Explore difference

– E- Encourage respect

– T- Take responsibilty

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Meeting the Challenge

• Structure in the Classroom must be examined.

• Components of behavior must be understood.

• Instruction for these students must be adapted.

Meeting the Challenge

• Relationships must be built and students must be challenged.

• Sensory Integration must be understood.

• The uniqueness of these generations must be understood and adequately addressed.

Other Challenges

• School-wide Positive Behavior Interventions and Strategies are not fully implemented.

• The impact of meth is being felt.

• Modern medical break-thrus will impact how we educate our children.

Other Challenges

• Limited college curriculum relating to Behavior Management/Discipline..

• The Rigor of STAAR.

Meeting the Challenge

• This is what happens if the challenge is not met.........

Managing “Limits”

• An incredible story.

• Looking “IN”

• Comparable to Conscious Discipline.

• Cleaning that which separates you.

Structure

Few positive SW expectations defined, taught, & encouraged

Establish 3 to 5 Clearly Stated, Positive Expectations

SOY RESPETUOSO

SOY RESPONSABLE

HAGO LO MEJ OR QUE PUEDO!

SHEPPARD SHEPPARD SENSE!!SENSE!!

Cubs’ Pride!Cubs’ Pride!

Respect

Responsibility

Enthusiasm

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning MeetingEyes on speaker.

Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

HomeworkDo own work.

Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.

Keep hands to self.Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as

intended.Have plan.

Ask.

Independent WorkUse inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to SolveStop, Step Back,

Think, ActStop, Step Back,

Think, ActStop, Step Back,

Think, Act

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Acknowledge & Recognize

Recognize Expected Behavior (Students & Staff)

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Student Learning Teams

• The most effective approach to classroom management for cooperative learning is to create a team-based positive reward system.

• This simply means giving your attention to the teams with right behavior.

Student Learning Teams

• Research shows that if you pay attention to negative behavior observed in the classroom, the frequency of these behaviors will increase.

Student Learning Teams

• Cooperative Learning Standards

– Practice Active Listening

– Help and encourage each other

– Everyone participates

– Explain your ideas/ Tell “why”.

– Complete tasks

Student Learning Teams

• 4-5 to a team.

• Use the Zero noise signal.

• Ask 3 before me.

• Special Recognition

• Numbered Heads Together

• Think/Pair/Share

The Meet and Greet

• Meet and greet at the door.

• Look into the student eyes with warmth and a smile.

• Acknowledge them for being in your class.

• You reduce the probability of acting out behavior

Behavior

Components of Behavior• The Setting Events- Where the event takes place?

• The Triggers- What happened right before the Behavior?

• The Behavior- Can you observe it and measure it?

• The Consequences- What happened right after the behavior?

• The Function of the Behavior- What are they trying to get or avoid?

Components of Behavior• The Setting Events- How can the setting event be

changed to address the problem?

• The Triggers-Set up your own triggers to change behavior.

• The Behavior- How can you directly change behavior?

• The Consequences- How can you change the consequence?

• The Function of the Behavior- It is always key to understand the function(s) of behavior.

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

What would you do?

“Tim”• Describe the setting event.

• What were the triggers?

• What were the behaviors?

• What were the consequences?

• What was the functions of the behaviors?

• What would you change to affect behavior?

• How does your role apply to the code of conduct?

What would you do?

Basic Needs• Power- knowledge.

• Belonging- love and attention.

• Fun-learning.

• Freedom-movement.

• Safety- Most important for learning.

• These needs hold the keys to problem-solving behavioral issues.

Instruction

Learning Systems

• E. Arwood.

• Auditory Learning System

• Movement/Visual Learning System

• Patterns vs. Concepts

• Talk about it. Draw about it. Write about it.

Cognitive Collaboration

• Students explain their understanding of materials.

• “Tell me more.”

• Students discover their limits.

• A way to get material re-explained.

Generational Considerations

• Fast paced.

• Teach in chunks.

• Use graphic organizers.

• Utilize SESIR.

• Challenge with Prediction.

Relationships

The Triangle

• Rapport- The meet and greet is a great place to establish rapport.

• Respect- You create the kind of respect you want in the classroom.

• Leadership- Students will force you to be the leader in the classroom.

Power Struggles

• You will never win.

• You can never teach if you are in a power struggle.

• Remember, you are the adult and teacher.

• Always maintain dignity and respect.

Power Struggles

• Avoid them if you can and yet address discipline issues.

• Review strategies.

• Move on and teach.

• Develop more psychological distance.

Power Struggles

• Be aware of vicarious re-inforcement.

• Horses and rhinos.

• Consideration of skill streaming and anger management.

• Moral reasoning development.

Self-Determinatio

n

Self-Determination

• Components

– Self-awareness- Identify needs, interests, strengths, limitations and own values.

– Self-advocacy- Assert wants, rights. Determine support needs. Conduct own affairs.

Self-Determination

• Components

– Self-efficacy- Expect to obtain goals.

– Decision making- Set goals. Set standards. Identify information needed. Consider options. Consider best options. Develop plan.

– Independent performance- Start tasks on time. Use self management strategies.

Self-Determination

• Components

– Independent strategies- Follow thru on plan.

– Self-evaluation- Monitor task performance. Compare performance to standard. Determine whether plan is completed and goal met.

Self-Determination

• Components

– Adjustment- Change goal, standards, plan, strategies, support , persistently adjust and use feedback.

SensoryIntegration

Sensory Integration– What is it?

• It’s the mind’s signal to the body to encourage what is needed to pay attention and be alert.

• Wall/ Desk.

• Shoe tapping...Pencil tapping.

• Doodling. Who was the best?

• The book strategy.

• Jar Exercise- Heavy Muscles.

• Students will always tell you what they need.

Role-Plays

Role-Plays-A1. The meet and greet at the door.

2. Teach the expectations for walking into the cafeteria.

3. Teach the expectations for starting to work in the classroom.

4. Address a student talking too much.

5. Address a student tapping his pencil.

Role-Plays-B1. Address student who doesn’t want to

answer the math problem 3x3.

2. Address student who wants to take over class.

3. Address student who wants to follow you around in class.

4. Address student who does not turn in homework.

Role-Plays-C1. Address student who has an academic

deficit.

2. Write 3-5 expectations for the classroom.

3. Acknowledge the work of a student.

4. Acknowledge the conduct of a student who has followed the rules.

5. Acknowledge a student who excelled.

Role-Plays-D1. Acknowledge a student who has

shown leadership skills.

2. Acknowledge a student who self advocated.

3. Acknowledge a student who followed thru on a plan.

4. Acknowledge a student who made a good choice.

Our Goal

My job is to make sure that students have the supports they need to

excel as they work hard to make their dreams a reality.