Southeast Alabama Regional Inservice Center, Troy University 1
Organization and Management of Learning Environment Southeast
Alabama Regional Inservice Center Troy University Slide 2 Southeast
Alabama Regional Inservice Center, Troy University 2 Alabama
Quality Teaching Standards Page 1 of handout Standard 2: Teaching
and Learning (Organization and Management of Learning Environment)
Slide 3 Southeast Alabama Regional Inservice Center, Troy
University 3 Indicators 2.1 Designs a classroom organization and
management system built upon age- appropriate expectations and
research- based strategies 2.2 Creates a climate that promotes
fairness and respect 2.3 Creates a safe, orderly, and stimulating
learning environment that nurtures motivation and engagement of
learners Slide 4 Southeast Alabama Regional Inservice Center, Troy
University 4 Handouts Provided on a CD Easily modified for personal
use Slide 5 Southeast Alabama Regional Inservice Center, Troy
University 5 References Elizabeth Breaux Lee Canter Geoff Colvin
Robert J. Marzano Ruby K. Payne Arthur L. Robin Julia G. Thompson
Sharon K. Weiss Todd Whitaker Harry Wong Slide 6 Southeast Alabama
Regional Inservice Center, Troy University 6 Just a Few Reminders
State law requires local boards of education to have a student
discipline policy. Teachers must be familiar with and follow school
board policy on student discipline. Teachers must review the school
student code of conduct. Board policy supersedes school policy.
Whenever possible, administer discipline in private, out of the
view and hearing of others. If you are not following board policy,
the board will not be able to support your actions. Slide 7
Southeast Alabama Regional Inservice Center, Troy University 7
Unresolved Classroom Management Issue Find a partner. Share the
issue. Listen to a possible solution. Reverse roles. Please, do not
begin yet; wait for the procedures on the next slide. Slide 8
Southeast Alabama Regional Inservice Center, Troy University 8
Procedure for Selecting a Partner Thirty (30) seconds to select and
decide who will share first Earliest birthday of the year will
share first Example: The person with an April birthday will share
before the person with an October birthday Same birthday month? Use
the day Same month and day, flip a coin Unable to find a partner,
join another group Wait for the signal to begin selecting your
partner (on next slide) Slide 9 Southeast Alabama Regional
Inservice Center, Troy University 9 Find a Partner Turn to page 4
of your handout packet, and follow the directions for Select a
Partner Thirty seconds Find a partner Decide who will share first
In the first blank, write your partners name In the second blank,
write who will share first Wait for next slide. Do not begin your
discussion yet. Slide 10 Southeast Alabama Regional Inservice
Center, Troy University 10 Share First person has one minute to
share a classroom management issue Second person has one minute to
offer a suggestion Initial at the bottom of page 4 when finished
Begin now Slide 11 Southeast Alabama Regional Inservice Center,
Troy University 11 Second Partner One minute to share One minute
for partner to offer suggestions Begin now Slide 12 Southeast
Alabama Regional Inservice Center, Troy University 12 Who Will
Share? Share the classroom management issue Share the solution
Slide 13 Southeast Alabama Regional Inservice Center, Troy
University 13 Index Card Briefly write the unsolved issue No
complete sentences Two minutes Slide 14 Southeast Alabama Regional
Inservice Center, Troy University 14 Mental Trip Back in Time Back
to the beginning of a school year Back to the week before school
begins Back to the time you are in your classroom preparing for the
new school year Slide 15 Southeast Alabama Regional Inservice
Center, Troy University 15 Tell Me What are you doing? What are you
thinking? Slide 16 Southeast Alabama Regional Inservice Center,
Troy University 16 Fast Forward Professional development days Two
days before the students arrive Slide 17 Southeast Alabama Regional
Inservice Center, Troy University 17 Tell Me What are you doing?
What are you thinking? Slide 18 Southeast Alabama Regional
Inservice Center, Troy University 18 Your Actions Send a Message
During the first two weeks of school, students receive unspoken
messages from their teacher. These messages are based on the
decisions you make and the actions you take. Which message are you
sending? I am overwhelmed with a list of skills to cover and
document. I will not allow any one student or group of students to
interfere with the instruction of others. Slide 19 Southeast
Alabama Regional Inservice Center, Troy University 19 I Hope
Students receive the second unspoken message Proactive, assertive,
and in control Slide 20 Southeast Alabama Regional Inservice
Center, Troy University 20 But How? Expectations and consequences
No need to be harsh Follow through with consequences Phone calls to
parents Caring, fair, and have self-control Slide 21 Southeast
Alabama Regional Inservice Center, Troy University 21 Marzano
(2003) Virtually all of this research points to the beginning of
the school year as the linchpin for effective classroom management.
Even if the research were not so clear, common sense dictates that
devoting the first few days of the year, the semester, or the
quarter to classroom management has the potential to ward off many
future problems. (p. 93) Slide 22 Southeast Alabama Regional
Inservice Center, Troy University 22 Your Focus First two weeks
Primary student goals should be classroom management skills
Secondary student goals should be academic skills Slide 23
Southeast Alabama Regional Inservice Center, Troy University 23
Just to Clarify Teachers Continue with Preparation of lessons
Assessment of students Instruction of academic skills Note: Lesson
plans should include specific activities for teaching classroom
management procedures. Slide 24 Southeast Alabama Regional
Inservice Center, Troy University 24 For Two Weeks Classroom
management will take priority Academic goals should be secondary
Slide 25 Southeast Alabama Regional Inservice Center, Troy
University 25 Two Choices Take care of the majority of management
issues at the beginning of the year. Allow management issues to
interrupt instruction throughout the year. Slide 26 Southeast
Alabama Regional Inservice Center, Troy University 26 How? C
onsistent O rganize procedures N eed a reward S ign a contract I n
transition S tay in touch T imer E veryone works together N egative
consequences T eacher/Student relationships Page 6 of Handout Slide
27 Southeast Alabama Regional Inservice Center, Troy University 27
Consistent Why is consistency important in a classroom? Slide 28
Southeast Alabama Regional Inservice Center, Troy University 28
Predictable Environment Thompson (1998) Consistent classroom
management allows a teacher to create a predictable environment
where students know what to expect and thus can make choices based
on established rules, boundaries, and consequences. (p. 323) Slide
29 Southeast Alabama Regional Inservice Center, Troy University 29
What is Insanity? Insanity: doing the same thing over and over
again and expecting different results. -Albert Einstein Slide 30
Southeast Alabama Regional Inservice Center, Troy University 30
Hard to Do? Why is consistency the hardest skill for most teachers
to implement? Slide 31 Southeast Alabama Regional Inservice Center,
Troy University 31 Not in Control of last minute requests from
administrators. events that happen with students at home.
unexpected situations in our personal lives. Slide 32 Southeast
Alabama Regional Inservice Center, Troy University 32 We Are in
Control of Our response Our choices Our behavior Slide 33 Southeast
Alabama Regional Inservice Center, Troy University 33 We May Choose
to Whine Take our frustrations out on the students Manage with
class Slide 34 Southeast Alabama Regional Inservice Center, Troy
University 34 Stay Consistent C onsistent Organize procedures Slide
35 Southeast Alabama Regional Inservice Center, Troy University 35
Organize Procedures Why is it important for teachers to have
procedures for how to and when to? Slide 36 Southeast Alabama
Regional Inservice Center, Troy University 36 Opening Activity
Asked to share a classroom management issue Procedures? Procedures
easy to follow? Predict problems that might arise and provide a
solution? Slide 37 Southeast Alabama Regional Inservice Center,
Troy University 37 Emmer, Evertson, and Worsham (2003) It is just
not possible for a teacher to conduct instruction or for students
to work productively if they have no guidelines for how to behave
or when to move about the room, or if they frequently interrupt the
teacher and one another. Furthermore, inefficient procedures and
the absence of routines for common aspects of classroom life, such
as taking and reporting attendance, participating in discussions,
turning in materials, or checking work, can waste large amounts of
time and cause students attention and interest to wane. (Marzano
p.17) Slide 38 Southeast Alabama Regional Inservice Center, Troy
University 38 Marzano (2003) 38% decrease in disruptions with the
implementation of rules and procedures. Slide 39 Southeast Alabama
Regional Inservice Center, Troy University 39 Good Line Manners
Keep your hands down beside you. Look straight ahead. Stay behind
the person in front of you. Stay quiet. Walk. Slide 40 Southeast
Alabama Regional Inservice Center, Troy University 40 Sharpen
Pencils One person at a time When the timer is on. Before the 8
oclock bell. During snack. During seat work. Slide 41 Southeast
Alabama Regional Inservice Center, Troy University 41 Wash Hands
and Get Water One person at a time When the timer is on. Before the
8 oclock bell. During snack. During seat work. Slide 42 Southeast
Alabama Regional Inservice Center, Troy University 42 Bully Report
My Name ______________________ Date ___________________________
Person who bothered me ____________________ This is what happened
______________________ _________________________________________
Witness _____________________________ 1-866-444-6996 Slide 43
Southeast Alabama Regional Inservice Center, Troy University 43
Student Jobs Put trash cans in the hall Empty the pencil sharpeners
Erase the board Girls bathroom monitor Boys bathroom monitor Girls
soap Boys soap Girls paper towels Boys paper towels Turn computer
on Advance the power point Slide 44 Southeast Alabama Regional
Inservice Center, Troy University 44 Student Jobs Continued Snack
drinks from lunchroom Turn of lights and close door/ lunch Change
the date Boys test monitor Girls test monitor Boys reading log
Girls reading log Bird seed Pass out papers/homework/assignments
Slide 45 Southeast Alabama Regional Inservice Center, Troy
University 45 Student Jobs Continued Timer in the mornings Note
about paper towels Make sure all the chairs are up Put paper in the
printer Put marbles in the jar Change marble number on the board
Pick up paper in the afternoon Check board work in the morning
Slide 46 Southeast Alabama Regional Inservice Center, Troy
University 46 Student Jobs Continued Apples off the tree Put
clothespins back in the morning Straighten book bags in the morning
Lock the door at 8:00 AM Nurse Collect papers/homework/assignment
Reading log sheets Take notes to the office Take assignments to ISS
Slide 47 Southeast Alabama Regional Inservice Center, Troy
University 47 Procedures for Entering the Classroom Walk to your
assigned seat. Complete the warm-up. Remain quiet, with no
communication. Wait for instructions. Slide 48 Southeast Alabama
Regional Inservice Center, Troy University 48 Procedures for
Changing Classes Walk to the next class. Line up against the wall.
Stay in single file. Enter the room when directed. Slide 49
Southeast Alabama Regional Inservice Center, Troy University 49
Beginning of Class Everyday, the directions for the day will be on
the upper right hand corner of the board. The steps are numbered in
the order they should be completed. Ask questions as I go over the
directions. Begin with number one after the review.. Slide 50
Southeast Alabama Regional Inservice Center, Troy University 50
Procedures before Standardized Testing: Use the restroom; you will
not be allowed to leave the room during testing. Blow your nose.
Have a tissue on your desk. Take off your shoes, if you like. Enjoy
a peppermint, if you like. Slide 51 Southeast Alabama Regional
Inservice Center, Troy University 51 Procedures during Standardized
Testing Work only on the section assigned by your teacher. General
questions will be answered, but your teacher may not answer
questions about specific items on the test. Stay at your desk
during testing. However, if you need to vomit, get to a trash can
quickly. If your pencil point breaks, raise your hand. Your teacher
will bring you another one. If another tissue is needed, raise your
hand. Your teacher will bring one. If additional scratch paper is
needed, raise your hand. Your teacher will bring one. Slide 52
Southeast Alabama Regional Inservice Center, Troy University 52
Procedures during a Standardized Test, Continued Read very
carefully. Make sure you understand what the item is asking you to
do. There are answers on the test designed to trick people who work
in a hurry. Take your time. If you do not know the answer, skip
that item and come back to it later. When skipping an item in your
test booklet, make sure to skip it on the answer document also.
Making yourself a note on the scratch paper may help you remember.
From time to time, double check to make sure the question and the
space on your answer document are the same. Slide 53 Southeast
Alabama Regional Inservice Center, Troy University 53 Procedures
after Completing a Standardized Test: Sit quietly so that you do
not disturb your classmates. Check over your work. Make sure your
answer circles are filled in completely. Erase any marks hanging
out of the bubble circles. Erase all stray marks. Do not look at
any other part of the test. Place your answer document inside the
front cover of your test booklet. You may lay your head down, or
you may draw on your scratch paper. After this session, scratch
paper will be collected and shredded. Slide 54 Southeast Alabama
Regional Inservice Center, Troy University 54 Students Leaving the
Room Sign the folder with your name and the time you are leaving.
Ask the time keeper to initial next to the time. Complete a hall
pass. Look at the amount of time allowed for your leaving the room.
Restroom: four minutes Office: five minutes Locker: three minutes
Mark the time when you return. Ask the time keeper to initial next
to the time. Slide 55 Southeast Alabama Regional Inservice Center,
Troy University 55 Slide 56 Southeast Alabama Regional Inservice
Center, Troy University 56 Student Passes Gas? Its better to let it
out and be ashamed than to hold it in and be in pain. Slide 57
Southeast Alabama Regional Inservice Center, Troy University 57
Your Turn Think about a situation that needs a procedure. Look at
handout page 7. Prepare a set of procedures for that activity. Five
minutes Slide 58 Southeast Alabama Regional Inservice Center, Troy
University 58 New Academic Skill Introduce Practice Independent
work Assessment Slide 59 Southeast Alabama Regional Inservice
Center, Troy University 59 New Procedures Elizabeth Breaux (2007)
Teach, Practice, and Implement Teach: The teacher must literally
teach the students exactly how a particular procedure is to be
done. Practice: the teacher must allow the students to try the
procedure themselves. Implementation: The teacher begins the
consistent implementation of what has been taught and practiced.
(p.24) Slide 60 Southeast Alabama Regional Inservice Center, Troy
University 60 How? C onsistent O rganize procedures Need a reward
Slide 61 Southeast Alabama Regional Inservice Center, Troy
University 61 Need a Reward Why do teachers need to provide
rewards? Slide 62 Southeast Alabama Regional Inservice Center, Troy
University 62 Rewards Individuals Small groups The whole class
Slide 63 Southeast Alabama Regional Inservice Center, Troy
University 63 Disciplinary Interventions Marzano (2003) To
illustrate, a meta-analysis by Scott Stage and David Qurioz (1997)
included 99 studies, 200 experimental comparisons, and more than
5,000 students. Their overall finding was that, in general,
disciplinary interventions resulted in a decrease in disruptive
behavior among almost 80 percent of the subjects in the studies
they analyzed. (p. 28) Slide 64 Southeast Alabama Regional
Inservice Center, Troy University 64 Positive Reinforcements
According to meta-analysis by Marzano(2003) When using positive
reinforcements as a disciplinary intervention Thirty-one percent
decrease in disruptions (p.29) Slide 65 Southeast Alabama Regional
Inservice Center, Troy University 65 Find Positive Rewards Handout
pages 8 and 9, Rewards That Dont Cost Much Money Circle at least
ten (10) rewards you might use List rewards and requirements on
page 10 of the handout packet Five minutes Slide 66 Southeast
Alabama Regional Inservice Center, Troy University 66 Will You
Share? Share other positive reinforcement ideas. Write on the
clipboard using just a few words. Ideas will be shared before the
close of the workshop. Slide 67 Southeast Alabama Regional
Inservice Center, Troy University 67 Just to Clarify There are
times when punishment is warranted and must be applied, especially
for repeat offenders, defiance, or disregard for safety. However,
once a reward is earned, do not take it away as punishment. Find
something else for punishment. Slide 68 Southeast Alabama Regional
Inservice Center, Troy University 68 How? C onsistent O rganize
procedures N eed a reward Sign a contract Slide 69 Southeast
Alabama Regional Inservice Center, Troy University 69 Sign a
Contract Why/When is it helpful to use a contract? Slide 70
Southeast Alabama Regional Inservice Center, Troy University 70
Basic Parts of a Contract Persons involved Positive behaviors
expected (Lee Canter suggests that educators focus on no more than
five behaviors at a time) Consequences Signatures Slide 71
Southeast Alabama Regional Inservice Center, Troy University 71
Keep in Mind It has taken many years for the behaviors to be
learned. Your efforts may not show up immediately. Celebrate any
small change. Slide 72 Southeast Alabama Regional Inservice Center,
Troy University 72 Behavior Plan for Student These are the
behaviors that Student needs to have. These are the rewards Student
will receive. These are the consequences for Student. Slide 73
Southeast Alabama Regional Inservice Center, Troy University 73
Slide 74 Southeast Alabama Regional Inservice Center, Troy
University 74 Slide 75 Southeast Alabama Regional Inservice Center,
Troy University 75 Slide 76 Southeast Alabama Regional Inservice
Center, Troy University 76 This is what I can do to be more
successful: This is my plan for making more of an effort to be more
successful: This is what might keep me from making my plan a
success: This is what I can do to stay away for those things that
keep me from being successful: These are other people at school who
can help me be successful: These are fair consequences that I
should face if my plan does not work: Contract for Increasing
Commitment Slide 77 Southeast Alabama Regional Inservice Center,
Troy University 77 Simple Contract Identify behavior. Provide the
student with three (more or less) numbered craft sticks. Collect
one stick each time the behavior is exhibited. Provide a negative
consequence if behavior is exhibited again that day (that period or
that week). Slide 78 Southeast Alabama Regional Inservice Center,
Troy University 78 How? C onsistent O rganize procedures N eed a
reward S ign a contract In transition Slide 79 Southeast Alabama
Regional Inservice Center, Troy University 79 In Transition Why do
behavior problems often happen during transitions? Slide 80
Southeast Alabama Regional Inservice Center, Troy University 80
Solve Transition Problems Group work Partner with a person sitting
beside you Thirty seconds Offer suggestions Slide 81 Southeast
Alabama Regional Inservice Center, Troy University 81 Solution? 1.
A teacher is walking with her students to lunch. She is a smart
teacher and knows to walk at the end of the line to keep all of the
students in view. However, when the front of the line turns the
corner, the first two students in line engage in a fist fight.
Slide 82 Southeast Alabama Regional Inservice Center, Troy
University 82 Solution? 2. A teacher is conducting beginning of the
class duties of taking roll and collecting homework assignments. He
knows to have a bell ringer activity on the board for students to
complete as soon as they enter the classroom. The teacher notices
that very few students are completing the assigned work, and the
majority of students are both talking and walking around the room.
Slide 83 Southeast Alabama Regional Inservice Center, Troy
University 83 Solution? 3. During dismissal, the teacher suddenly
remembers a few important steps that should have been included in
the homework assignment. Since this teacher wants her students to
be successful, she tells them about these steps. The next day, only
four of the students in the class have that information included in
that assignment. Slide 84 Southeast Alabama Regional Inservice
Center, Troy University 84 Solution? 4. When the teacher begins
class, there are constant interruptions because students need
supplies such as: pencil, paper, sharpened pencil, completed
homework assignment, a text book, or a dictionary. This teacher had
already allowed time for students to prepare for the class while he
was speaking briefly with the teacher next door. Slide 85 Southeast
Alabama Regional Inservice Center, Troy University 85 How? C
onsistent O rganize procedures N eed a reward S ign a contract I n
transition Stay in touch Slide 86 Southeast Alabama Regional
Inservice Center, Troy University 86 Parents Why is it important to
stay in touch with parents? Slide 87 Southeast Alabama Regional
Inservice Center, Troy University 87 Working with Parents Take the
first step Have a specific request in mind Contact the parent after
a little time has passed (avoid a tone of anger) Allow parents to
present their point of view (everyone deserves the right to be
heard) Ask for parents thoughts (help you see their perspective)
Return parent calls promptly Send a (delivery confirmation) letter
in the mail Document, document, document Slide 88 Southeast Alabama
Regional Inservice Center, Troy University 88 Meeting with Parents
First, state the facts (out of the first 20 days of school, Student
has not had math homework on 10 different days) Next, let the
parent know that this is not typical of a student this age or at
this grade level Finally, present the request (In order for Student
to be successful, he/she will need to Slide 89 Southeast Alabama
Regional Inservice Center, Troy University 89 Parents Need to Feel
Successful If you make a point of helping parents feel successful
about their children, you will find them more willing to work
successfully with you. Thompson (1998) (p 105) Slide 90 Southeast
Alabama Regional Inservice Center, Troy University 90 How? C
onsistent O rganize procedures N eed a reward S ign a contract I n
transition S tay in touch Timer Slide 91 Southeast Alabama Regional
Inservice Center, Troy University 91 Timer How could a timer help a
teacher stay consistent? How has it been used today? Name specific
activities when you might use a timer. Slide 92 Southeast Alabama
Regional Inservice Center, Troy University 92 How? C onsistent O
rganize procedures N eed a reward S ign a contract I n transition S
tay in touch T imer Everyone works together Slide 93 Southeast
Alabama Regional Inservice Center, Troy University 93 Everyone
Works Together Why is it important for everyone in the class to
work together? Together Everyone Accomplishes More. (Team) Slide 94
Southeast Alabama Regional Inservice Center, Troy University 94
Conflict Resolution Provide procedures so students may solve
problems instead of the teacher solving the problems. Assign a
student mediator. Find a time for solving the problem, but do not
let it interrupt instruction. Slide 95 Southeast Alabama Regional
Inservice Center, Troy University 95 How? C onsistent O rganize
procedures N eed a reward S ign a contract I n transition S tay in
touch T imer E veryone works together Negative consequences Slide
96 Southeast Alabama Regional Inservice Center, Troy University 96
Negative Consequences Why are negative consequences necessary?
Slide 97 Southeast Alabama Regional Inservice Center, Troy
University 97 Just Some Thoughts Natural consequences Feel
uncomfortable or inconvenienced Loss of privileges, time-out,
conduct cuts, restitution, or after-school detention Management
without making a break in the lesson Time-out (co-worker) Ask
others for help Slide 98 Southeast Alabama Regional Inservice
Center, Troy University 98 Marzano (2003) To illustrate, a
meta-analysis by Scott Stage and David Qurioz (1997) included 99
studies, 200 experimental comparisons, and more than 5,000
students. Their overall finding was that, in general, disciplinary
interventions resulted in a decrease in disruptive behavior among
almost 80 percent of the subjects in the studies they analyzed. (p.
28) Slide 99 Southeast Alabama Regional Inservice Center, Troy
University 99 Decrease in Disruptions Twenty-eight percent when
punishment is used Thirty-three percent when both a reward and
punishment are used Marzano (p. 29) Slide 100 Southeast Alabama
Regional Inservice Center, Troy University 100 Suggested Negative
Consequences Take away break time for the same amount of time that
the class is talking Have parent spend a couple of hours in the
classroom Silent lunch/sit near the teacher Lose free play on
Friday Detain student in the classroom for one minute after other
students leave (no excuse for tardiness in another class) No
treasure chest or ice cream on Friday Remove the students from the
room if disruptive child will not leave Exclusion from a fun
learning activity (time in another teachers room) Isolation during
lunch Community service-clean up in the classroom Slide 101
Southeast Alabama Regional Inservice Center, Troy University 101
Negative Consequences Continued Communicate with other faculty and
staff members, especially if the student is involved in a club,
extracurricular activities, or a sport Take away time from the
students favorite activity Detention (break, before school. after
school) Community service (Clean up classroom or other area of the
school) Apology to offended party Isolation during class Character
education Disciplinary essay about the negative behavior (requires
student and parent signature) Loss of computer privileges Think
sheet (on slide ahead) Slide 102 Southeast Alabama Regional
Inservice Center, Troy University 102 Each Friday, you will
complete this sheet with information learned during the week.
Students who do not get a second warning are exempt from this
assignment and may sit beside a friend and talk quietly. Re-write
the information below as a paragraph. This is a graded assignment.
One fact I learned this week is ________________________
________________________________________________ A second fact I
learned this week is ____________________
_________________________________________________ A third fact I
learned this week is ______________________
________________________________________________ Name
_________________________ Date _______ Friday Information Sheet
Slide 103 Southeast Alabama Regional Inservice Center, Troy
University 103 What I Did Wrong
_________________________________________________________ What I
Should Have Done
_________________________________________________________
________________________________________________________ I Need
Help With _________________________________________________________
Name _________________ Date _________________ Additional Negative
Consequence: Think Sheet Slide 104 Southeast Alabama Regional
Inservice Center, Troy University 104 Will You Share? Share other
negative consequences Write on the clipboard Just a few words Read
before the close of the workshop Slide 105 Southeast Alabama
Regional Inservice Center, Troy University 105 How? C onsistent O
rganize procedures N eed a reward S ign a contract I n transition S
tay in touch T imer E veryone works together N egative consequences
Teacher/Student relationships Slide 106 Southeast Alabama Regional
Inservice Center, Troy University 106 Teacher/Student Relationship
Why is the relationship between a teacher and a student important?
Slide 107 Southeast Alabama Regional Inservice Center, Troy
University 107 Marzano (2003) Public school teachers must deal with
all of Americas children with the exception of incarcerated teens
and children and teens in mental hospitals. These students enter
the classroom with a staggering array of serious issues in their
lives. (p. 45) Slide 108 Southeast Alabama Regional Inservice
Center, Troy University 108 Homelessness 12 million people are
homeless annually Depression 5% of youth between 9 and 17 years old
are depressed, and only a minority are treated Suicide Among youth
15 to 19 years old, suicide is responsible for more deaths than any
disease. Suicide is the 4th leading cause of death for 10 14 year
olds. Violence A majority of violent and aggressive students who
have been suspended or expelled have identifiable substance abuse
or mental health disorders. More than 56 percent of youth who are
victims of violence, report the emotional and physical assault
occurred in school. Twenty percent of all children have diagnosable
developmental, behavioral, and/or emotional problems that increase
their risk of becoming victims and/or perpetrators of violence.
Issues Facing Students Marzano (p. 45) Slide 109 Southeast Alabama
Regional Inservice Center, Troy University 109 Eating disorders
Fifteen to 18 percent of high school students manifest bulimic
symptoms. Alcoholism Twenty percent of children in the United
States grow up in alcoholic families. Attention Deficit and
Hyperactivity Disorder Three to seven percent of school-age
children experience ADHD disorder. Approximately 50 percent of the
1.6 million elementary school-aged children with ADHD also have
learning disorders. Sexual orientation Six percent of students
describe themselves as homosexual or bisexual, and 13 percent are
uncertain about their sexual orientation. Homosexual and bisexual
students have higher than average rates of mental health problems
and eating disorders They are also concerned about sexual
victimization. Issues Facing Students, Continued Slide 110
Southeast Alabama Regional Inservice Center, Troy University 110
Issues Facing Students, Continued Incarcerated parents Ten million
young people have had a mother a father or both behind bars at some
point in their lives. Poverty Approximately 15.7 million children
live in households with incomes below the poverty line. Almost 50
percent of all children in mother-only families are impoverished.
Sexual and physical abuse In 1993, 1.55 million children were
reported as maltreated, and another 1.22 million were in imminent
danger. Slide 111 Southeast Alabama Regional Inservice Center, Troy
University 111 Class This is where there is an emphasis on class as
opposed to room management. Students deserve to be treated with
respect and dignity. We need to teach students the social skills
that they are not getting at home. Slide 112 Southeast Alabama
Regional Inservice Center, Troy University 112 Avoid Arguing with a
student Using sarcasm to control behavior Administering punishment
in front of the class Punishing the whole class due to the behavior
of a few students Slide 113 Southeast Alabama Regional Inservice
Center, Troy University 113 Power Struggle: Student and Teacher
Lose Use nonverbal cues: eye contact, proximity, or hand gestures.
Avoid raising your voice. Do not negotiate. Be consistent. Deal
privately with situations. Take a little time. You know I am pretty
upset right now. I think it is best if we deal with this later.
Slide 114 Southeast Alabama Regional Inservice Center, Troy
University 114 Review of Managing a Room with Class Create routines
and procedures for the day-to- day operation of class and enforce
them. Post your class rules and teach them to students. Enforce
class rules for all students every day. Dont threaten students.
When you tell them something, mean what you say. Be prepared and
organized so that you will find it easier to make those tough quick
decisions each day. Slide 115 Southeast Alabama Regional Inservice
Center, Troy University 115 Continued Prevent discipline problems
from starting or getting out of hand. Hold everyone accountable for
the same high standards for behavior and academic performance. See
page 12 for suggested accommodations of academic work, if needed.
Listen carefully to your students, but dont be a pushover for too
many excuses. Thompson (1998 p. 324) Intervene early when students
are having problems. Use class time well. Keep all students engaged
in meaningful work from the start of class until the end of class.
Slide 116 Southeast Alabama Regional Inservice Center, Troy
University 116 Special Situations Marzano (2003) School may be the
only place where the needs of many of these children facing extreme
challenges are addressed. In studies by Jere Brophy (Brophy, 1996
and Brophy & McCaslin, 1994) teachers who were most effective
classroom managers tended to employ different strategies with
different types of students. (p. 48) Slide 117 Southeast Alabama
Regional Inservice Center, Troy University 117 Special Thanks Kathy
D. Robinson, MS, LAPC Auburn University Slide 118 Southeast Alabama
Regional Inservice Center, Troy University 118 Teachers Should
Request Help Non-Compliance Disruptive Behavior Disorders Bullying
Slide 119 Southeast Alabama Regional Inservice Center, Troy
University 119 Non-compliance Resisting directions Not minding
Oppositional behavior Defiance Slide 120 Southeast Alabama Regional
Inservice Center, Troy University 120 Managing Non-Compliance Short
(20 minutes) video presentation Geoff Colvin Slide 121 Southeast
Alabama Regional Inservice Center, Troy University 121 Why do
students choose non- compliance? get their own way and get to do
what they want to do. get out of doing something they do not wish
to do. become engaged in a power struggle with the teacher. They
Slide 122 Southeast Alabama Regional Inservice Center, Troy
University 122 Establishing Compliance and Correcting
Non-Compliance List of the Basic Steps Maintain the flow of
instruction. Present request. Offer consequence for non-compliance.
Allow time for processing. Slide 123 Southeast Alabama Regional
Inservice Center, Troy University 123 Maintain the Flow of
Instruction The actions by the teacher communicate that
non-compliance receives as little attention as possible.
Instruction is the primary focus for both the teacher and the
students. Slide 124 Southeast Alabama Regional Inservice Center,
Troy University 124 Present Request Secure the attention of the
non- compliant student. Present the request in clear and easy to
understand language. Allow sufficient time for the student to
process what is required. Slide 125 Southeast Alabama Regional
Inservice Center, Troy University 125 A Choice Has Been Made The
student now is held accountable. Compliance will earn a brief
acknowledgement while instruction continues. Non-compliance will
result in a negative consequence while instruction continues. Slide
126 Southeast Alabama Regional Inservice Center, Troy University
126 Correcting Non-Compliance Acknowledge the choice briefly.
Continue with instruction. Deliver the consequence. Use a calm and
matter of fact manner. Slide 127 Southeast Alabama Regional
Inservice Center, Troy University 127 Review of Strategies for
Maintaining Cooperation and Correcting Non- Compliance Maintain the
flow of instruction for the class. Secure attention before making a
request in a respectful manner. Clearly specify the request. Allow
time for the student to process the request. If the request is
fulfilled, provide reinforcement immediately. If the request is not
fulfilled, present the choices of fulfilling the original request
or facing a small negative consequence. Allow time for the student
to process the choices. Follow through based on the students
choice. Maintain the flow of instruction for the class. Slide 128
Southeast Alabama Regional Inservice Center, Troy University 128
Disruptive Behavior Disorders Oppositional Defiant Disorder Conduct
Disorder ADHD Bullying Slide 129 Southeast Alabama Regional
Inservice Center, Troy University 129 Oppositional Defiance
Disorder: There is a pattern of negativistic, hostile, and defiant
behavior lasting for six (6) months or more with at least four (4)
of the following: Looses temper Argues with adults Actively defies
Refuses to comply or accept punishment Angry and resentful Blames
others for his/her mistakes Vindictive or spiteful Appears
unaffected by what the teacher does or says Slide 130 Southeast
Alabama Regional Inservice Center, Troy University 130 How to
Handle an ODD Student If possible, ignore behavior. Follow up with
consequences. Keep routines and consistency. Provide choices. Agree
with the child and move on. Present the behavior in a positive
form. Avoid lectures, reasons, and explanations. Slide 131
Southeast Alabama Regional Inservice Center, Troy University 131
Conduct Disorder Repetitive and persistent pattern of behavior that
violates the basic rights of others. Children and adolescents with
this disorder have great difficulty following rules and behaving in
a socially acceptable way. Slide 132 Southeast Alabama Regional
Inservice Center, Troy University 132 Diagnostic Criteria for
Conduct Disorder Physical harm to people and animals Destruction of
property Deceitfulness or theft Serious violations of rules Slide
133 Southeast Alabama Regional Inservice Center, Troy University
133 Conduct Disorder and the Family Parents of children with
conduct disorder are often blamed as poor disciplinarians or bad
parents. As a result, these parents may be reluctant to engage with
schools or other authorities. There is a strong correlation between
children diagnosed with conduct disorder and a significant level of
family dysfunction, poor parenting practices, an overemphasis on
coercion and hostile communication patterns, verbal and physical
aggression and a history of maltreatment. Encyclopedia of Mental
Disorders Slide 134 Southeast Alabama Regional Inservice Center,
Troy University 134 Attention Deficit Hyperactivity Disorder (ADHD)
The essential feature is a persistent pattern of inattention,
hyperactivity, or impulsivity that is more frequently displayed and
more severe than is typically observed in individuals at the same
level of development. Slide 135 Southeast Alabama Regional
Inservice Center, Troy University 135 Inattention Has a hard time
keeping their mind on one thing May get bored with a task after
only a few minutes May give effortless automatic attention to
activities and things they enjoy Has difficulty focusing attention
on organizing and completing a task Slide 136 Southeast Alabama
Regional Inservice Center, Troy University 136 Hyperactivity People
who are hyperactive always seem to be in motion. They cant sit
still. These children squirm in their seat or roam around the room.
They might wiggle their feet, touch everything, or noisily tap
their pencil. Hyperactive teens and adults may feel intensely
restless. Slide 137 Southeast Alabama Regional Inservice Center,
Troy University 137 Impulsivity Unable to think before acting Hard
to wait for things Hard to wait for turn in a game May grab a toy
or hit others when angry Slide 138 Southeast Alabama Regional
Inservice Center, Troy University 138 Bullying Bullying involves
negative and repetitive actions, either physical or verbal, that
have hostile intent by the bully. Olweus, 1973,1993 Slide 139
Southeast Alabama Regional Inservice Center, Troy University 139
Distinct Features of Bullying Harassment of the victim occurs over
time (Repetitive) Intent behind the harassment is either mentally
or physically harmful to the victim (Intentional) Imbalance of
power is evident (Power) R. I. P. Flynt & Collins, 2008 Slide
140 Southeast Alabama Regional Inservice Center, Troy University
140 Types of Bullying Verbal bullying including derogatory comments
and bad names Bullying through social exclusion or isolation
Physical bullying such as hitting, kicking, shoving and spitting
Bullying through lies and false rumors Slide 141 Southeast Alabama
Regional Inservice Center, Troy University 141 Types of Bullying
Continued Having money or other things taken or damaged by students
who bully Being threatened or being forced to do things by students
who bully Racial bullying Sexual bullying Cyber bullying (via cell
phone or internet) Slide 142 Southeast Alabama Regional Inservice
Center, Troy University 142 Students Bully Strong need for power
and (negative) dominance Find satisfaction in causing injury and
suffering to other students Are often rewarded in some way for
their behavior with material or psychological rewards Slide 143
Southeast Alabama Regional Inservice Center, Troy University 143
Gender Differences in Bullying Most studies find that boys bully
more than girls. Boys report being bullied by boys; girls report
being bullied by boys and girls. Boys are more likely than girls to
be physically bullied by their peers. Girls are more likely to be
bullied through rumor-spreading, sexual comments, social exclusion.
Slide 144 Southeast Alabama Regional Inservice Center, Troy
University 144 Statistics on Bullying Approximately 3 in 10
children are affected as a bully, a victim or both. (National
Institute of Child Health and Human Development, 2001) It is
estimated that 30 percent of teens in the U.S. were involved in
bullying in some form or fashion. (The National Youth Violence
Prevention Resource, 2006) As many as 1 in 7 students has reported
being the victim of bullying. (Substance Abuse and Mental Health
Services Administration, 2006) Approximately 25% of elementary and
high school students report being bullied at least once per week.
(National Center for Education Statistics, 2003) A nationwide
survey highlighted by the Centers for Disease Control and
Prevention (CDC) found that 6.6 percent of students in grades 9-12
had missed at least one day of school during the 30 days preceding
the survey because they felt unsafe at school or on their way to or
from school. (2001) Slide 145 Southeast Alabama Regional Inservice
Center, Troy University 145 Effects of Bullying Victim Depression
Low self-esteem Health problems Poor grades Suicidal thoughts
Homicidal thoughts Bully Get into frequent fights Steal and
vandalize property Drink alcohol and smoke Report poor grades
Perceive a negative climate at school Carry a weapon Slide 146
Southeast Alabama Regional Inservice Center, Troy University 146
Effects of Bullying Observer Fearful Powerless to act Guilty for
not acting Tempted to participate The School Develops an
environment of fear and disrespect Students have difficulty
learning Students feel insecure Students dislike school Students
perceive that teachers and staff have little control Slide 147
Southeast Alabama Regional Inservice Center, Troy University 147
How Do You Spot a Victim of Bullying? Primary Signs Repeatedly
teased, name calling, threatened Made fun of Picked on, pushed, hit
Involved in fights in which they are defenseless Books/money taken
or damaged Physical signs Secondary Signs Alone and excluded from
peer groups Chosen last for team games May stay close to teacher
Difficultly speaking in class Appears distressed School work
deteriorates Slide 148 Southeast Alabama Regional Inservice Center,
Troy University 148 Prevention Arnette, J. L., & Walsleben, M.
C. (1998). Combating fear and restoring safety in schools.
Washington, DC: Office of Juvenile Justice and Delinquency
Prevention, U.S. Department of Justice. Rules against bullying that
are publicized, posted school-wide, and accompanied by consistent
sanctions Student and adult mentors who assist victims to build
self-esteem and to foster mutual understanding of and appreciation
for differences in others A "buddy system" that pairs students with
a particular friend or an older student who is aware of the buddy's
class schedule and is available if help is needed An on-campus
parents' center to recruit parents to participate in the
educational process, volunteer, and assist in school projects and
activities Slide 149 Southeast Alabama Regional Inservice Center,
Troy University 149 Prevention Arnette, J. L., & Walsleben, M.
C. (1998). Combating fear and restoring safety in schools.
Washington, DC: Office of Juvenile Justice and Delinquency
Prevention, U.S. Department of Justice. Parenting and anger
management classes for adults Behavior contracts signed by students
and parents, and written behavior codes for students, teachers, and
staff members Discipline policies that emphasize positive behaviors
rather than punishments for wrong behaviors Training for all adult
supervisors in cafeterias, playgrounds, or other "hot spots" where
bullying is known to occur Classroom and school-wide activities
designed to build self-esteem (for those who are bullied) by
spotlighting special talents, hobbies, interests, and abilities of
all students Slide 150 Southeast Alabama Regional Inservice Center,
Troy University 150 Interventions The Olweus Bullying Prevention
Program core elements for school-level interventions in this
program include: Assessing school needs and goals by using an
anonymous questionnaire to poll the student body on the nature and
extent of bullying problems Forming a bullying prevention
coordinating committee Providing in-service days for teachers to
review findings of the questionnaire, discuss the problem, and plan
the prevention efforts Holding school-wide events to launch the
program and incorporating anti-bullying themes and activities into
the curriculum Slide 151 Southeast Alabama Regional Inservice
Center, Troy University 151 Interventions (The Olweus Bullying
Prevention Program, continued) Increasing supervision in areas that
are known "hotspots" for bullying, including the cafeteria and
playground Developing school-wide rules and consistent consequences
for violations against bullying Developing a system to reinforce
positive behaviors Holding staff discussion groups to enhance
understanding and motivation Involving parents in school activities
Ensuring that both parents and schools are aware of available
resources in the community Make sure bystanders know they have more
power than the bully Slide 152 Southeast Alabama Regional Inservice
Center, Troy University 152
http://www.stopbullyingnow.hrsa.gov/kids/ Slide 153 Southeast
Alabama Regional Inservice Center, Troy University 153 Resources
Stop Bullying Now! Information, Prevention, Tips, and Games. Stop
Bullying Now! Information, Prevention, Tips, and Games. It's My
Life. Friends. Bullies | PBS Kids GO! It's My Life. Friends.
Bullies | PBS Kids GO! SafeYouth.org - Violence Prevention Topics
Bullying SafeYouth.org - Violence Prevention Topics Bullying
http://www.clemson.edu/olweus/ http://www.clemson.edu/olweus/
Pathways Courses - The ABCs of Bullying Pathways Courses - The ABCs
of Bullying Slide 154 Southeast Alabama Regional Inservice Center,
Troy University 154 Whos Watching Alabama? On-line safety
http://whoswatchingalabama.org http://whoswatchingalabama.org Will
come to your school and present a program for your students Troy
University Slide 155 Southeast Alabama Regional Inservice Center,
Troy University 155 Review of Special Situations Different behavior
disorders require different strategies Know when to ask for help
Consistency will help with behavior modification Celebrate any
small changes in behavior Whenever possible, maintain the flow of
instruction Know ahead of time how you will manage the behavior
when it happens Slide 156 Southeast Alabama Regional Inservice
Center, Troy University 156 One More Area That Affects Student
Behavior Society is divided into three economic classes: Poverty
Middle Class Wealthy Slide 157 Southeast Alabama Regional Inservice
Center, Troy University 157 Students Living in Poverty Ruby K.
Payne, Ph. D. (2003) Individuals bring with them the hidden rules
of the class in which he/she was raised. Schools and businesses
operate from middle-class norms and use the hidden rules of the
middle class. Students living in poverty do not have the skills to
self-regulate their behavior. We can neither excuse students nor
scold them for not knowing: as educators we must teach them and
provide support, insistence, and expectations. Slide 158 Southeast
Alabama Regional Inservice Center, Troy University 158 The Wealthy
Class Values Connections Political Financial Social Slide 159
Southeast Alabama Regional Inservice Center, Troy University 159
The Middle Class Values Work Achievement Material Security Slide
160 Southeast Alabama Regional Inservice Center, Troy University
160 Families in Generational Poverty Value Relationships
Entertainment Survival Earlier we discussed the importance of
student/teacher and parent/teacher relationships. If a relationship
is established first, it is more likely that discipline (when
needed) will be accepted. Slide 161 Southeast Alabama Regional
Inservice Center, Troy University 161 Behaviors Related to Poverty
Payne (2003) Laughs when disciplined. Argues loudly with the
teacher. Angry response. Inappropriate or vulgar comments.
Physically fights. Hands always on someone else. Cannot follow
directions. Extremely disorganized. Only completed part of a task.
Disrespectful to the teacher. Cheats or steals. Constantly talks.
(pp. 103-104) Slide 162 Southeast Alabama Regional Inservice
Center, Troy University 162 Laughs When Disciplined A way to save
face in a matriarchal poverty. Intervention: Understand the reason
for the behavior. Tell the student three or four other behaviors
that would be more appropriate. Slide 163 Southeast Alabama
Regional Inservice Center, Troy University 163 Argues Loudly with
the Teacher Poverty is participatory, and the culture has a
distrust of authority. Sees the system as inherently dishonest and
unfair. Intervention: Dont argue with the student. Have them
complete a set of questions that identify the behavior, give a
reason for the behavior, list at least four other actions that
could have been used, and tell what he/she will do next time. Slide
164 Southeast Alabama Regional Inservice Center, Troy University
164 Angry Response Anger is based on fear (loss of face).
Intervention: Respond in the adult voice. When the student cools
down, discuss other responses that could be used. Slide 165
Southeast Alabama Regional Inservice Center, Troy University 165
Inappropriate or Vulgar Comments They rely on casual register
(language of a type that is appropriate to a social situation or
used for communicating with a particular set of people), may not
know formal register. Intervention: Make students generate or teach
students other phases that could be used to say the same thing.
Slide 166 Southeast Alabama Regional Inservice Center, Troy
University 166 Physically Fights Necessary to survive in poverty.
Only know the language of survival. Does not have language or
belief system to use conflict resolution. Sees himself as less than
a man if he does not fight. Intervention: Stress that fighting is
unacceptable in school. Examine other options the student could
live with at school. Slide 167 Southeast Alabama Regional Inservice
Center, Troy University 167 Hands Always on Someone Else Poverty
has a heavy reliance on nonverbal data and touch. Intervention:
Allow them to draw or doodle. Have them hold their hands behind
their backs when in line or standing. Give them as much to do with
their hands as is possible in a constructive way. Slide 168
Southeast Alabama Regional Inservice Center, Troy University 168
Cannot Follow Directions Little procedural memory used in poverty.
Sequence is not used or valued. Intervention: Write steps on the
board. Have them practice procedural self-talk. Have them write at
the top of the paper the steps needed to finish the task. Slide 169
Southeast Alabama Regional Inservice Center, Troy University 169
Extremely Disorganized Lack of planning, scheduling or prioritizing
skills. Not taught in poverty. Also, probably does not have a place
to put things at home so they can be found. Intervention: Teach a
simple color-coded method of organization in the classroom. Use the
five-finger method for memory at the end of the day. Make students
give a plan for their own organization. Slide 170 Southeast Alabama
Regional Inservice Center, Troy University 170 Only Completed Part
of a Task No procedural self-talk. Does not see the whole task.
Intervention: Write on the board all the parts of the task. Make
student check off each part when finished. Slide 171 Southeast
Alabama Regional Inservice Center, Troy University 171
Disrespectful to the Teacher Has lack of respect for authority and
the system. May not know any adults worthy of respect.
Intervention: Tell students that approach is not a choice. Have
students either generate other options. Give students alternative
verbal phrases. Slide 172 Southeast Alabama Regional Inservice
Center, Troy University 172 Cheats or Steals Indicative of weak
support system, weak role models/emotional resources. May indicate
extreme financial need. May indicate no instruction/guidance during
formative years. Intervention: Use metaphor story to find the
reason or need the cheating met. Address the reason or need. Stress
that the behavior is illegal and not a choice at school. Slide 173
Southeast Alabama Regional Inservice Center, Troy University 173
Constantly Talks Poverty is very participatory. Intervention: Make
students write all questions and responses on a note card two days
a week. Tell students they get five comments a day. Build
participatory activities into the lesson. Slide 174 Southeast
Alabama Regional Inservice Center, Troy University 174 To Review
Schools operate using the hidden rules of the middle class. We may
need to teach the hidden rules to students who are living in
generational poverty. Education provides an opportunity for
students to move out of poverty. Behaviors are learned over a
period of time, so it will take time to change behaviors. Students
need to learn there are behavior expectations at home and behavior
expectations that may be different at school. Slide 175 Southeast
Alabama Regional Inservice Center, Troy University 175 Workshop
Review Stay consistent Firm but fair Stay consistent Have
procedures prepared Stay consistent Have a plan for disruptive
behavior Stay consistent Slide 176 Southeast Alabama Regional
Inservice Center, Troy University 176 Sharing Rewards Consequences
Situations from index cards Slide 177 Southeast Alabama Regional
Inservice Center, Troy University 177 References Breaux, Elizabeth.
(2007) How to Reach & Teach all Students. Larchmont: Eye on
Education. Canter, Lee. (1976) Assertive Discipline: A Take Charge
Approach for Todays Educator. Los Angeles: Lee Canter and
Associates. Canter, Lee and Marlene Canter. (1991) Parents on Your
Side. Santa Monica: Lee Canter and Associates. Charney, Ruth
Sidney. (1998) Teaching Children to Care, Management in the
Responsive Classroom. Greenfield: Northeast Foundation for
Children. Slide 178 Southeast Alabama Regional Inservice Center,
Troy University 178 References Continued Colvin, Geoff. (2004)
Managing Non-Compliance. Video. Eugene: Iris Media Inc. Levy, Ray.
Reinforcing Small Changes in Behavior. SchwabLearning.org A Parents
Guide to Helping Kids with Learning Difficulties. Marzano, Robert
J. (2003) Classroom Management that Works. Alexandra: Association
for Supervision and Curriculum Development. Payne, Ruby K. (2003) A
Framework for Understanding Poverty. Highlands: aha! Process, Inc.
Robin, Arthur L. and Sharon K. Weiss. (1997) Managing Oppositional
Youth. Video. Plantation: Specialty Press. Thompson, Julia G.
(1998) Discipline Survival Kit for the Secondary Teacher. San
Francisco: Jossey-Bass. Wong, Harry K. and Rosemary T. Wong. (2001)
The First Days of School. Mountain View: Harry K. Wong
Publications. Slide 179 Southeast Alabama Regional Inservice
Center, Troy University 179 Research: Brophy, J. E., (1996)
Teaching problem students. New York: Guilford. Brophy, J. E., &
McCaslin, N. (1992) Teachers reports of how they perceive and cope
with problem students. Elementary School Journal, 93, 3-68. Emmer,
El T., Evertson, C. M., & Worsham, M. E. (2003). Classroom
management for secondary teachers (6th ed.) Boston: Allyn &
Bacon. Stage, S. A. & Quiroz, D. R. (1997). A meta-analysis of
interventions to decrease disruptive classroom behavior in public
education settings. School Psychology Review, 26, 333 368
