RY Classroom Management

Theory and Practice

Classroom Management

The RY Discipline Model

Why use it?You’ll benefit when using it!

It works!

Overview: Topics & How to Proceed

A. Five Key Concepts & Principles1. Prevention as classroom management in RY2. Group formations, activities as prevention3. Ground Rules as preventive interventions4. Skills training as preventive interventions5. Group building behaviors as caring discipline

B. Framework: The RY Hierarchical Approach

Integrating the 5 concepts at 5 levels!

1. Prevention & Classroom Management

Three Key RY Prevention Strategies

1. Screen & invite students to join RY ► Get the “right” group for RY

► Invite, don’t assign

2. Deliver well-prepared, interesting lessons ► Ward off discipline problems; most won’t occur

3. Treat students with respect & dignity ► You’re likely to get what you model & expect

Let’s look at what Respect means, in RY

Treating with Respect & DignityHow it Looks, Sounds & Feels the RY Way

● Trust & Openness vs. Invading & Exposing

● Climate of Change vs. Climate of Security

● The Here & Now vs. The Then & There

● Problems as Opportunities vs. Problems as Trouble

● Demanding Greatness vs. Obedience

● Reversing Responsibility vs. Displacing It

Model it and Avoid Power Struggles

2. Ground Rules as Prevention Essential in the RY Discipline Model-Why?

Establish early- on Day 2. Use immediately & thereafter, practice daily

Content: a code for how to treat each other—communicates expectations (theirs & yours)

Students negotiate these; ownership is shared

Foster loyalty to ground rules—catch students behaving & praise!

Refer to ground rules with respect & dignity when broken—motivate for renewed efforts by all

3. Group Formations, Activities“Keep It Moving”- Prevention that Works!

● Varying activities-active/calming, timing, move

● Props, drama, elements of surprise

● Interaction: individual to dyads, triads, etc.-all get time (avoid “one way only” talk)

● Group arrangements that foster bonding-large circle, tight group work around a poster (avoid sitting at a large table; or in chairs/sofa that are too comfy)

Why do these work for classroom management?

4. Skills Training Behaviors

RY students may misbehave. When they do, assume that’s the best

they know how to do.

4. Skills Training Behaviors

Communicate expectations; invite & teach new/positiveWay the Positive Peer Group behaviors

Motivate: What’s in it for them? Why be a PPG?

Skills Acquisition: Teach all PPG behaviors, e.g., “caring” & “helping” behaviors; showing respect; acknowledging problems as opportunities to learn

Skills Application: Practice and coach; judge as Competent in PPG ways: contract with the group

5. Group Building BehaviorsApplied to RY Group Problem Behaviors

For Prevention of Disruptive Behaviors

# 1 & #2Reinforce, caring, helping,

trust & openness

#5 & #6Get group input, express

confidence in group

For Intervention in Group Problems

#3 & #4Stop, redirect to care/help

#7 & #8How’re we doing on rules?

Place high demands

#9Direct/redirect to take

Responsibility

#10-13Acknowledging problems as opportunities for growth

Summary of Five Key Concepts in RY Discipline ModelReview & Self-Assessment of Competence

1. Using Prevention-especially * Dynamite lessons * Treat with dignity & respect

2. Using Ground Rules-to prevent, call the behavior3. Varying group formations, activities-to prevent4. Skills training: motivating, teaching & coaching

all PPG & ground rule behaviors; students acquire skills5. Group building behaviors-knowing what behavior to use (1-13), when, how & why to PPG

Thumb vote 1-5 finger vote for goal

A Hierarchical Approach to DisciplineIntegrating the 5 Concepts at 5 Levels

Level I: Preventive Strategies

Level II: Minimal Interventions

Level III: Moderate Interventions

Level IV: Serious Interventions

Level V: Critical Interventions

Level I: Preventive Strategies • Keep students engaged

• Teach positive behavior

• Establish and use ground rules effectively

• Build positive peer group

The best prevention is a WELL-PREPARED, INTERESTING LESSON.Students need to experience how each lesson applies to their lives.

KEEP IT MOVING!

Level II: Minimal Interventions

• Individual reminders, verbal or non-verbal

• Group Reminders

• Refer to ground rules

• Reinforce positives

Minimal focus on negative behavior, minimal disruption to class activity. Emphasize the “please do” and constantly praise good behavior!

Level III: Moderate Interventions

• For noticeable, disruptive behaviors

• Individual intervention-teach skills

• Refer to ground rules

• Work with student on solutions

• Work in group on group problems

For noticeable disruptive behaviors, use a full “please don’t…please do…” message! A typical flaw is to start at Level III,

rather than with a Level I and II.

Level IV: Serious Interventions

• Get full attention and insist behavior stop!

• Directly focus on student(s)

• Strong statement of concern

• Establish logical consequences

Used when student/class has multiple offenses, misbehaviorIs serious, and/or there is resistance to changing or to

the discipline.

Level V: Critical Interventions

• Immediate and directive; take charge!• Maintain calm, in control approach• Ensure safety of other students • Give clear, concise directions• Call for support

Required when misbehavior escalates to an insistent, emotional and/ordangerous level. Requires immediacy and a firm, respectful command.

Classroom Management in RY

• Use planning and preparation, the keys to prevention of classroom management issues• Use 5 interrelated concepts & principles• Apply hierarchical approach to integrate concepts

Your Strengths?Rate current skills in use of

Levels 1-5.

Contract to Practice!Set a goal to increase skills

In Levels 1-5.

Classroom Management

(

The RY Discipline Model)

PRACTICE!

What’s next?

• Identify our triggers

• Review Levels 1-5

• Practice! 1. I’ll model what I want you to do 2. Work in pairs—prepare a role play

• Perform—show us how it is done!!

What Triggers Push Your Buttons?

● Whispering● Interrupting● Coming Late● Doing other school work● Leaving the room● Reading magazines● Hassling each other● Put-downs● Other _________

● Cell phones● Sleeping/head down● Non-presence● Fidgeting● Doodling● Sorting through bags● Applying make-up● Eye rolling● Other ______________

Your Assignment: Theory into Practice!

• Choose a trigger you want to practice.

• Work with a partner; you’ll each prepare a role play, practicing responses to your own trigger.

• Each role play (1-2 min) should show:The trigger Level II Intervention Trigger Level III Intervention Trigger Level IV Intervention

• Afterward, explain your choices or we’ll try to identify the specific Leader Behaviors.

Summary

I. Be prepared, teach positive behaviors

II. Reinforce positives—”Please do”

III. Work on solutions—”Please don’t”… Please do…”

IV.Strong statement of concern, establish logical consequences

V. Be calm, ensure safety, get help