Work Smarter, Not Harder! How to Work Smarter, Not Harder! How to motivate students to behave, work and motivate students to behave, work and

enjoy schoolenjoy school

Arizona School Counselors AssociationPhilip J. Tompkins, Ed.D.

Proactive Strategies

Reactive Strategies

Time

“2”

Be Proactive

Philosophical AssumptionsPhilosophical Assumptions

“Kids don’t care how much you know, until they know how much you care.”

• Authoritarian

• Permissive

• Authoritative

Punishment does not Punishment does not change behaviors!change behaviors!

If it did, there would be no need for prisons.

Self-ControlSelf-ControlThe “SMARTR” ResponseThe “SMARTR” Response

((SStudent tudent MMood ood AAssessment and ssessment and RRapid apid TTeacher eacher RResponse)esponse)

Conflict is inevitable.Conflict is inevitable.andand

Conflict is essential.Conflict is essential.

Keeping Your Cool….Self Keeping Your Cool….Self ControlControl

Verbal Communication

Nonverbal Communication

Avoid Power Struggles

I UnderstandI UnderstandProbably SoProbably SoNeverthelessNeverthelessI’m SorryI’m Sorry

Conflict is inevitable, but combat is optional!

Classroom ArrangementClassroom Arrangement

“If it’s not fixed, break it”

Unconditional Positive RegardUnconditional Positive Regard(UPR)(UPR)

• Honeymoon Period• Relationships

Contingent InteractionContingent Interaction

• “Thanks for turning in your assignment.”• “Look over chapter 14 for tomorrow”• “Good job of citing the references in your

paper.”• “That’s not quite right. Let’s try #14 one

more time.”

Non-Contingent InteractionNon-Contingent Interaction

• “How’s your day going?”• “What is your pet’s name?”• “What music have you been listening to

lately?”• “Good job in the game last night!”• “Any plans for the weekend?”

TEACH-TO’STEACH-TO’SExtremely Handy Tools…Extremely Handy Tools…

but where did they come from?but where did they come from?

Classroom ManagementClassroom ManagementTwo Essential ElementsTwo Essential Elements

• T.L.C • Teaching Classroom Expectations

–Teaching classroom expectations

–Looking for performance on expectations (monitoring)

–Consequenting behavior – both positive and negative

• Identifying classroom expectations– Student Voice

Teach To’sTeach To’sDirect Instruction Model

ModelLead Test

I do, We do, You do

TEACH TO’STEACH TO’S• Determine what the teach to’s in your

classroom/building• New teachers may need to ask the veterans

what the key rules should be.• Just posting rules in the classroom is not

enough.• Frontload, spend as much time as needed in

the beginning to teach these.

Turning a disruptive moment into a learning

moment

A “win-win” experience for both student and teacher

RESULTS!!!RESULTS!!!

One Schools One Schools ResultsResults

Suspension Totals Year 1September - 13

October - 7November - 4December - 5

January - 1February - 7

March - 1April - 1May - 0June - 0

Suspension Totals Year 2September - 1

October - 3November - 0December - 1

January - 0February - 0

March - 0April - 0May - 0June - 0

Thank YouThank You