Thought for the day… “I’ve come to the frightening conclusion that I am the decisive element...
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Thought for the day… “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is MY
Thought for the day… “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the
Thought for the day Ive come to the frightening conclusion that
I am the decisive element in the classroom. Its my personal
approach that creates the climate. Its my daily mood that makes the
weather. As a teacher, I possess a tremendous power to make a
childs life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations, it is MY response that decides whether a crisis
will be escalated or deescalated and a child humanized or
dehumanized. Hiam Ginott
Slide 2
Discipline Planning and Classroom Management Mid Level Teacher
Institute August 13,2008
Slide 3
The Big Picture
Slide 4
Integrated Service Delivery Academic Non Academic Response to
Intervention Safe and Civil Schools Positive Behavior Support PBIS
EBS Tier 1 Tier 2 Tier 3
Slide 5
Have A Plan Making RTI/ISD work
Slide 6
School Discipline Plan Essential Ingredients Philosophy or
Guiding Principles What is important? Why we do what we do
Procedures Who does what? Includes referral process May include
procedures for staff to follow when a major incident occurs (A/D,
Fight, Assault, etc.) Will conform with process outlined in PAT
contract Some include statements about corporal punishment,
harassment, and diversity
Slide 7
Philosophy (Sample) Positive school and classroom climate
contribute to positive behavior. [School Name]s discipline
philosophy consists of five basic components: high expectations for
student behavior, clear and understandable rules, fair and
equitable enforcement of these rules, reasonable consequences for
infractions of rules, and consistent acknowledgment of positive
behavior and improvement on the part of students.
Slide 8
Philosophy (Sample) All discipline procedures will adhere to
guidelines identified in the HANDBOOK ON STUDENT RESPONSIBILITIES,
RIGHTS AND DISCIPLINE published by Portland Public Schools. This
document will be sent home during the first two weeks of school,
after teachers have taught and reviewed [SCHOOL NAME]s Rules and
Behavioral Expectations. These rules and expectations will be
re-taught throughout the year.
Slide 9
Philosophy (Sample) All educators should assume that students
need explicit instruction about behavior norms in class, in the
halls, and on school grounds. Teachers and the administrator should
be able to articulate what they have done to teach their student
about acceptable and unacceptable behavior. Students must be aware
that all staff members are expected to supervise students and
correct misbehavior when needed.
Slide 10
Procedures (Sample) Teachers use the [School Name] Rules and
Behavioral Expectations to develop rules and expectations for their
classroom. A copy must be turned in to the Principal by [DATE]
Teachers share their Classroom Management Plan with parents at Back
to School Night on September [DATE]. Re-teaching of these rules and
expectations will occur throughout the year, especially after
students have been out of school for an extended time (winter and
spring breaks). Consistent re-teaching will support students in
their learning and understanding of these expectations.
Slide 11
Procedures (Sample) Teachers will establish a routine
discipline response for minor transgressions. This might include:
Proximity or other non verbal signal Praise someone behaving
responsibly Gentle verbal reprimands or warnings
Discussion/conference Short time-out Family contact or conference
Detention Restitution Behavior contracts Referral to
administrator
Slide 12
Classroom Management Be clear from the beginning Establish
procedures for common activities Teach and re-teach your
expectations
Slide 13
Organizing for Success Daily Schedule Physical Space Attention
Signal Beginning/Ending: Routines Classroom Rules
Slide 14
Classroom Rules 3 - 6 rules Stated positively Specific
Referring to observable behavior Posted prominently
Slide 15
Rules vs. Guidelines Rules are: Specific Observable Has
consistent consequences tied to infractions Guidelines are: Broad
Subjective, open to interpretation More like goals something for
your students to strive for
Slide 16
Consequences for Rule Infractions Have a consequence for each
rule Make the consequence one that is easy to implement Assign
consequences unemotionally Address behavior, not the person
(proceed knowing confrontation can trigger the primary brain)
Positive relationship that models conflict resolution
Slide 17
Your Activity Establish your current classroom rules Create a
consequence for breaking that rule that is easy to implement
Consider whether you want to have that rule reinforced by all
teachers at your grade level Meet in small groups to discuss: Why
each rule is needed Why the consequence fits the action Role
play
Slide 18
More on Organizing for Success Student Work Classroom
Management Plan
Slide 19
Classroom Management Plans INCLUDE: Level of Structure
Guidelines for Success Rules/Expectations Teaching Expectations
Monitoring Procedures Encouragement Procedures (Individual and
Class) Pre-Planned Consequences for minor behaviors Procedures for
Assigning Class work /Homework Procedures for managing Independent
Work Periods Procedures for Collecting Completed Work Procedures
for Keeping Records and Giving Feedback to Students Procedures for
Dealing With Missing/Late Assignments
Slide 20
When the Plan is Not Enough Start with data/facts/objective
observations Get help
Slide 21
When and Where to Get Help More on classroom management: Talk
to peers, CHAMPS Consult and/or refer students to building student
staffing teams (BSC, SST) Intervention Resource Team Collaborative
Support Team
Slide 22
Creating Your Plan
Slide 23
Your Task During your work sessions complete a classroom
management plan remembering to consider any school- wide discipline
plan expectations Share with two other colleagues Turn in to
(Joan/Cynthia)
Slide 24
Thank You!! Special Thanks to Those Schools Who Have Created
Materials Used As Models in This Presentation