Organization and Management of Learning Environment

Organization and Management of Learning Environment
Southeast Alabama Regional Inservice Center Troy University Southeast Alabama Regional Inservice Center, Troy University

Alabama Quality Teaching Standards
Page 1 of handout Standard 2: Teaching and Learning (Organization and Management of Learning Environment) This workshop provides practical strategies and tips for improving classroom management by addressing indicators 2.1, 2.2, and 2.3 of the Alabama Quality Teaching Standards. Standard 2: Teaching and Learning Organization and Management of Learning Environment Southeast Alabama Regional Inservice Center, Troy University

Southeast Alabama Regional Inservice Center, Troy University
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 “A complete list of the indicators along with the rubrics may be found on pages 1-3 of your handout packet.” 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 Southeast Alabama Regional Inservice Center, Troy University

Handouts Provided on a CD Easily modified for personal use “The majority of handouts for this workshop are provided on a CD so you may easily modify the documents to meet your needs.” Southeast Alabama Regional Inservice Center, Troy University

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 “This workshop is based on strategies, techniques, and research presented by: Elizabeth Breaux (pronounced, bro with a long o) Lee Canter, Geoff Colvin, Robert J. Marzano, Ruby K. Payne, Arthur L. Robin, Julia G. Thompson, Sharon K. Weiss, Todd Whitaker, and Harry Wong.” Southeast Alabama Regional Inservice Center, Troy University

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. “I want to share 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.” Southeast Alabama Regional Inservice Center, Troy University

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. “I need your help with our first activity. I want to take time to discuss an unresolved classroom management issue you had in the past and see if someone else can help with a solution. To begin, we will find a partner. Next, we will share our issue. Then, we will listen to the solution our partner offers. To finish this activity, the other partner will share and receive your advice. However, before you begin,…we have procedures for this activity on the next slide.” Note to presenter: These are just the steps in the process. Do not expect participants to begin until the next slide. Southeast Alabama Regional Inservice Center, Troy University

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) During the next 30 seconds, you will partner with someone sitting beside you, and the two of you will decide who will share first. The decision to share first will be based on the month of your birthday. The person who has the earliest birthday of the year will share first. For example, a person with an April birthday will share before the person with an October birthday. If both of you have the same birthday month, use the day to determine who will share first. If you both share the same month and day, flip a coin. If you can not find a partner, ask a group if you may join them. However, one person will not be able to share if there is a group of three.” Note to presenter: Go to the next slide before telling the audience to begin. Southeast Alabama Regional Inservice Center, Troy University

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 partner’s name In the second blank, write who will share first Wait for next slide. Do not begin your discussion yet. “Turn to page 4 in your handout packet. You will have thirty seconds to find a partner and decide who will share first….begin now.” Note to presenter: Set the timer for 30 seconds. Walk around the audience looking for individuals who are not part of a group. Assist with their finding a partner or a group. Occasionally call out the number of seconds remaining. At the end of the 30 seconds, let the timer continue to sound until the audience stops talking and looks at you. It is very important at this moment that you sincerely compliment the audience on listening to the directions, following directions, stopping when the timer sounded, and looking at you prepared to listen for the next set of directions. Southeast Alabama Regional Inservice Center, Troy University

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 “Now, you have one minute to share with your partner and one minute for your partner to offer advice. The timer will sound after the first minute as a signal to stop sharing and then listen to advice from your partner…you may begin.” Note to presenter: Set the timer for one minute. At the end of the one minute, make an announcement that it is now time to stop sharing and listen for advice from your partner. Reset the timer for one more minute. Occasionally call out the number of seconds remaining. Again, at the end of the “advice time,” it is very important to sincerely compliment the audience on listening to the directions, following the directions, stopping when the timer sounded, and looking at you prepared to listen to the next set of directions. Southeast Alabama Regional Inservice Center, Troy University

Second Partner One minute to share One minute for partner to offer suggestions Begin now “Now we will take time to allow the other partner to share. We will follow the same procedures. Begin now.” Note to presenter: After the second session, ask for volunteers to share one of the problems and solutions with the group. Remember to hand out a prize if someone shares. Southeast Alabama Regional Inservice Center, Troy University

Who Will Share? Share the classroom management issue Share the solution Ask volunteers to share one of the problems and solutions with the group. Remember to hand out a prize if someone shares. Southeast Alabama Regional Inservice Center, Troy University

Index Card Briefly write the unsolved issue No complete sentences Two minutes “If your partner could not come up with a solution, write the problem on an index card; and we will discuss your issue at the end of the workshop. It is not necessary to write in complete sentences; just jot down the main problem: Student will not stay in desk. Do not include your name.” Note to presenter: Allow two minutes for the audience to write a problem on an index card. Then ask for a volunteer to collect the cards. Don’t forget to provide a prize for collecting the cards. Southeast Alabama Regional Inservice Center, Troy University

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 “Let’s continue today by taking a mental trip back in time. Think back to the beginning of school. Let’s say (pause) back to the week before your students arrive.” (Pause) Southeast Alabama Regional Inservice Center, Troy University

Tell Me What are you doing? What are you thinking? “Tell me a little about what you are doing in preparation for the arrival of your new students.” Possible answers: Changing things that did not work well last year Preparing lessons Decorating the classroom Note to presenter: Reinforce activities that create a positive, “I’m going to make a difference” mood. “Share your feelings during this week before school begins.” excitement anticipation I’m not going to make that same mistake again this year. Note to presenter: Reinforce feelings that create a positive mood. Southeast Alabama Regional Inservice Center, Troy University

Fast Forward Professional development days Two days before the students arrive “Now, let’s fast forward to the professional development days before school begins. Tell me a little about what you are doing in preparation for the arrival of your new students.” Possible answers: Trainings Workshops Hearing a list of everything students must accomplish to improve performance on DIBELS, SAT-10, ARMT, AHGE Note to presenter: Reinforce activities that create a mood that teachers are overwhelmed with lists of numerous tasks and expectations. Southeast Alabama Regional Inservice Center, Troy University

Tell Me What are you doing? What are you thinking? “Have your feelings changed since the week before? (Pause) Do you suddenly feel overwhelmed? (Pause) Did your focus suddenly change to student performance on assessments?” Note to presenter: Pause and allow time for processing and sharing. Southeast Alabama Regional Inservice Center, Troy University

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. “Based on the decisions you make along with your actions during the first two weeks of school, students will receive one of two messages. First, they may receive the message that you are overwhelmed and have a list of skills to both “cover” and document. Or, they may receive the message that their teacher will not allow any one student or group of students to interfere with the instruction of others.” Southeast Alabama Regional Inservice Center, Troy University

I Hope Students receive the second unspoken message Proactive, assertive, and in control “I hope your students will receive the second unspoken message that you are proactive, assertive, and in control.” Southeast Alabama Regional Inservice Center, Troy University

But How? Expectations and consequences No need to be harsh Follow through with consequences Phone calls to parents Caring, fair, and have self-control “How are you going to do this? Make sure students realize that you have expectations and consequences. There is no need to be harsh; just follow through with consequences and phone calls to parents. When presenting this image of a proactive teacher, remember to demonstrate that you are caring, fair, and have self-control. Southeast Alabama Regional Inservice Center, Troy University

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) “Virtually all of this research points to the beginning of the school year as the linchpin (presenter’s note: essential element) for effective classroom management. He adds… 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.” Southeast Alabama Regional Inservice Center, Troy University

Your Focus First two weeks Primary student goals should be classroom management skills Secondary student goals should be academic skills “During the first two weeks of school, focus on classroom management instead of lessons, assessments, or other academic skills. Now I know what you are thinking. My students have to be ready for, DIBELS, SAT-10, ARMT, AHGE, and the ADAW. And… on top of this, my lesson plans have to include one of those assessment instruments listed beside each objective. And…someone will come into my classroom twice a month to make sure I am teaching the “skills for the month.” And…this class is even weaker than the one I had last year. If I focus on management, valuable teaching time will be lost. In order to prepare my students, I must get started teaching on the very first day of school, and I am not sure that will be enough time!” Southeast Alabama Regional Inservice Center, Troy University

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. “Just to clarify, continue… preparing lessons assessing students teaching academic skills” Note: Lesson plans should include specific activities for teaching classroom management procedures. Southeast Alabama Regional Inservice Center, Troy University

For Two Weeks… Classroom management will take priority Academic goals should be secondary “The teacher’s focus should be on classroom management. All other objectives or goals should be secondary during the first two weeks.” Southeast Alabama Regional Inservice Center, Troy University

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. “You have two choices. Either take care of the majority of management issues at the beginning of the year or allow management issues to interrupt instruction throughout the year.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch Timer Everyone works together Negative consequences Teacher/Student relationships Page 6 of Handout Now, let’s look at the best ways to gain control of a class during those first two weeks. Note to presenter: Ask the audience to turn to page 6 in the handout packet. Southeast Alabama Regional Inservice Center, Troy University

Consistent Why is consistency important in a classroom? “Why is consistency important in a classroom?” Possible answers: Provides the child with a feeling of security that most children do not have at home Students know the boundaries Fosters feelings of respect for the teacher Creates a feeling of fairness Students begin to trust the teacher Provides an emotionally safe learning environment where students are willing to take risks Students come in prepared to learn instead of worried what the teacher is going to be like today Note to presenter: Offer prompts to get the audience to mention any of the above points that were left out. Southeast Alabama Regional Inservice Center, Troy University

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) “Someone mentioned a predictable environment. Look at what Thompson says about a predictable environment.” Note to presenter: Allow the audience time to read the slide. Southeast Alabama Regional Inservice Center, Troy University

What is Insanity? Insanity: doing the same thing over and over again and expecting different results. -Albert Einstein “What is insanity?” Note to presenter: Allow the audience time to read the slide. Southeast Alabama Regional Inservice Center, Troy University

Hard to Do? Why is consistency the hardest skill for most teachers to implement? “Consistency is one small change that will make a big difference in your classroom management plan. Without consistency, there will be no behavior change.” “However, why is consistency the hardest skill for most teachers to implement?” Possible answers: Things change in a classroom: announcements, unexpected safety drills, required paper work, and changes in weather. The teacher is different each day: up all night with a sick child at home, had to rush Aunt Mary to the emergency room after school yesterday, did not have all the materials prepared for the lesson, child came home from college, had to present a program at the ladies club yesterday, arrived home at 1:00 after the out of town game last night. Students are different each day: child watched their pet die after being hit by a car, a teenager has been kicked-out of their home, child sat in the waiting room from 4:00 to 10:00 while mom was with Aunt Mary, there was not enough money for the child to eat supper last night, a student was bullied on the way to school, a breakup with a boy/girlfriend. Note to presenter: Allow time for the audience to process. Southeast Alabama Regional Inservice Center, Troy University

Not in Control of… last minute requests from administrators. events that happen with students at home. unexpected situations in our personal lives. “We are not in control of… last minute requests from administrators. events that happen with students at home. unexpected situations in our personal lives.” Southeast Alabama Regional Inservice Center, Troy University

We Are in Control of Our response Our choices Our behavior “However, we are in control of our response, our choices and our behavior.” Southeast Alabama Regional Inservice Center, Troy University

We May Choose to Whine Take our frustrations out on the students Manage with “class” “We may choose to whine, take out our frustrations on the students, or manage with class.” Southeast Alabama Regional Inservice Center, Troy University

Stay Consistent Consistent Organize procedures “Let’s look at some tips that will help with consistency and management with class. First of all, organize procedures.” Southeast Alabama Regional Inservice Center, Troy University

Organize Procedures Why is it important for teachers to have procedures for how to and when to? “Why is it important for teachers to have procedures for how to and when to?” Possible answers: Helps the teacher stay consistent The teacher doesn’t have to think about what a student should or should not do. The expectations are clear The teacher doesn’t have to think up a consequence in the middle of addressing a problem The consequences are clear If procedures are posted, teachers do not have to answer the same question over and over Southeast Alabama Regional Inservice Center, Troy University

Opening Activity Asked to share a classroom management issue Procedures? Procedures easy to follow? Predict problems that might arise and provide a solution? “Think back to the opening activity when you were asked to share one classroom management issue that had not been resolved. Were procedures used for this activity? What made the procedures easy to follow?” Possible answers: Directions were clear and easy to understand The directions addressed someone who could not find a partner Limited the number of words Used positive statements Visual reminder was provided Specific time limit Timer reminded the facilitator that time was up Complete directions were given first, then they were broken down into sections to be performed one step at a time Handout held participants accountable; initials when task was completed Southeast Alabama Regional Inservice Center, Troy University

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) “Look at the research by Emmer, Evertson, and Worsham.” Southeast Alabama Regional Inservice Center, Troy University

Marzano (2003) 38% decrease in disruptions with the implementation of rules and procedures. “Based on meta-analysis by Robert J. Marzano (2003) there is a 38% decrease in disruptions with the implementation of rules and procedures.” Southeast Alabama Regional Inservice Center, Troy University

Good Line Manners Keep your hands down beside you. Look straight ahead. Stay behind the person in front of you. Stay quiet. Walk. “Let’s look at some procedures that are on the CD.” Note to presenter: Share procedures on next few slides quickly. Southeast Alabama Regional Inservice Center, Troy University

Sharpen Pencils One person at a time… When the timer is on. Before the 8 o’clock bell. During snack. During seat work. Southeast Alabama Regional Inservice Center, Troy University

Wash Hands and Get Water
One person at a time… When the timer is on. Before the 8 o’clock bell. During snack. During seat work. Southeast Alabama Regional Inservice Center, Troy University

Bully Report My Name ______________________ Date ___________________________ Person who bothered me ____________________ This is what happened ______________________ _________________________________________ Witness _____________________________ Southeast Alabama Regional Inservice Center, Troy University

Student Jobs… Put trash cans in the hall Empty the pencil sharpeners Erase the board Girl’s bathroom monitor Boy’s bathroom monitor Girl’s soap Boy’s soap Girl’s paper towels Boy’s paper towels Turn computer on Advance the power point Southeast Alabama Regional Inservice Center, Troy University

Student Jobs Continued…
Snack drinks from lunchroom Turn of lights and close door/ lunch Change the date Boy’s test monitor Girl’s test monitor Boy’s reading log Girl’s reading log Bird seed Pass out papers/homework/assignments Southeast Alabama Regional Inservice Center, Troy University

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 Southeast Alabama Regional Inservice Center, Troy University

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 Southeast Alabama Regional Inservice Center, Troy University

Procedures for Entering the Classroom
Walk to your assigned seat. Complete the warm-up. Remain quiet, with no communication. Wait for instructions. Southeast Alabama Regional Inservice Center, Troy University

Procedures for Changing Classes
Walk to the next class. Line up against the wall. Stay in single file. Enter the room when directed. Southeast Alabama Regional Inservice Center, Troy University

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.. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Follow State guidelines Southeast Alabama Regional Inservice Center, Troy University

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. “This might help with narrowing down if vandalism in bathroom.” Southeast Alabama Regional Inservice Center, Troy University

“These are not really a procedure for students, but they are helpful when addressing situations without interrupting class. Simply drop a “ticket” on the student’s desk while continuing the instruction. The student gets the attention, but it doesn’t stop the flow of instruction.” Southeast Alabama Regional Inservice Center, Troy University

Student Passes Gas? It’s better to let it out and be ashamed… than to hold it in and be in pain. “I know this has probably never happened to you…a student passes gas. All the boys near by begin laughing uncontrollably and instruction stops. Each time you try to return to the lesson, someone else begins to laugh. I like to state my policy, get the attention off the person who passed gas, and direct the attention back on me.” Southeast Alabama Regional Inservice Center, Troy University

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 “Now it is your turn to write a procedure that will actually be used in your room. Think about an activity that causes a disruption in your class, an activity requiring students to show more control, or an activity that interrupts your instruction. Turn to page 7 of the handout packet. You will have five minutes to prepare procedures for that activity.” Note to presenter: Allow the audience about 5 minutes to write a procedure. Southeast Alabama Regional Inservice Center, Troy University

New Academic Skill Introduce Practice Independent work Assessment “Before moving on, there is one more thing to address concerning procedures. (Pause) Just as you would address a new academic skill, a new procedure must be introduced and practiced before students are expected to work independently.” Southeast Alabama Regional Inservice Center, Troy University

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) “According to 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.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward “Besides staying consistent and organizing procedures, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Need a Reward Why do teachers need to provide rewards? “Why do teachers need to provide rewards?” Possible responses: Students work for rewards. Positive reinforcements seem to work better than negative consequences. Makes you feel warm and fuzzy inside “Think back to the beginning of this workshop and to the first question that was asked. I asked everyone to share what you were doing the week before school begins. (Pause) What happened when the audience realized prizes would be awarded? (More volunteers were ready to share.) Was the reward something important for the intended audience? Did I get the behavior I wanted?” Southeast Alabama Regional Inservice Center, Troy University

Rewards Individuals Small groups The whole class “Rewards may be offered for individuals, small groups, or the whole class.” Southeast Alabama Regional Inservice Center, Troy University

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) “The use of disciplinary interventions, such as providing rewards, decreases disruptive behavior.” Southeast Alabama Regional Inservice Center, Troy University

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) “Marzano (2003) reports that there is a 31 percent decrease in disruptions when positive reinforcements are used for disciplinary intervention.” Southeast Alabama Regional Inservice Center, Troy University

Find Positive Rewards Handout pages 8 and 9, “Rewards That Don’t 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 “Now, let’s look at ways to offer positive reinforcement and encourage the behavior we expect. Look at the Rewards That Don’t Cost Much Money sheet on pages 8 and 9 in handout packet. Circle at least ten of the rewards you might offer. During the next five minutes, write down at least five rewards you plan to use, along with your requirements for the individuals, group, or classes to earn them.” Southeast Alabama Regional Inservice Center, Troy University

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. “Some of you have other rewards that have worked in your classroom. I am sending a clipboard around and encourage you to share your ideas with us. Do not feel like you have to write complete sentences; just give us an idea of your special reward. These ideas will be shared at the end of the workshop.” Southeast Alabama Regional Inservice Center, Troy University

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. “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.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract “Besides staying consistent, organizing procedures, and providing a reward, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Sign a Contract Why/When is it helpful to use a contract? “Why/When is it helpful to have a contract?” Possible answers: Use a contract for students who are not functioning in the classroom using the classroom expectations and consequences. Encourage positive behavior. Discourage negative behavior Expectations and consequences are made clear to the student, the parents, and the teacher. Southeast Alabama Regional Inservice Center, Troy University

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 “The basic parts of a contract: identify the persons involved, positive behaviors expected, the consequences that will occur, and signatures.” “Lee Canter suggests that teachers focus on no more than five behaviors at a time, so choose wisely.” Southeast Alabama Regional Inservice Center, Troy University

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. “According to a child’s age, it has taken many years to learn the behaviors. Your efforts may not show up immediately but celebrate any small changes observed.” “Let’s look at two sample contracts. One contract is created by a teacher, and the second contract is created by a parent.” Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

“The teacher contract uses six behavior expectations instead of five because each expectation is worth ten minutes of TV. If all expectations are earned in a day, Student earns one hour of TV after school. Not only were the behaviors listed, but the teacher also explained each of the behaviors so there would not be any questions about expectations.” Southeast Alabama Regional Inservice Center, Troy University

“This is a sample record sheet for the teacher to use.” Southeast Alabama Regional Inservice Center, Troy University

“This is a sample of a parent made contract.” Southeast Alabama Regional Inservice Center, Troy University

Contract for Increasing Commitment
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: Southeast Alabama Regional Inservice Center, Troy University

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). “This is a simple contract. Identify the behavior you want to discourage (asking too many questions, tapping pencil on desk, no work has begun within two minutes after instructions). Provide the student with three numbered craft sticks for them to keep inside their desk. If departmentalized, use one stick and have students collect the sticks from the table when entering the room. Collect one stick each time the behavior is exhibited. Provide a negative consequence if behavior is exhibited after all sticks have been collected.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition “Besides staying consistent, organizing procedures, providing a reward, and using contracts, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

In Transition Why do behavior problems often happen during transitions? “Why do behavior problems often happen during a transition?” Possible answers: Usually students are out of their desk and moving around. It is hard to watch all the students at one time. Students are not following procedures. There are no procedures. Southeast Alabama Regional Inservice Center, Troy University

Solve Transition Problems
Group work Partner with a person sitting beside you Thirty seconds Offer suggestions “You will partner with a person sitting close to you and offer suggestions for a beginning teacher. You will have thirty seconds to discuss possible changes that could be made.” Southeast Alabama Regional Inservice Center, Troy University

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. Possible changes: Avoid having any part of the line out of your sight. Have students stop at assigned spots until you give the signal to continue. This will allow the end of the line to catch up. As the line travels around a blind spot, stand in a place where both parts of the line are in view then give the signal for the line leader to progress to the next stopping point. Have procedures for walking in the halls. Southeast Alabama Regional Inservice Center, Troy University

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. Possible changes: Make sure there are specific procedures for entering the class in the morning, especially for pencil sharpening, morning board work, and talking. Review and practice the procedures every day for two weeks. Have students sign an attendance sheet on a clip board. One student could monitor the attendance sheet to make sure everyone has signed in. The teacher will double check the attendance sign-in sheet before students leave the room. The morning board work should be a review of skills already introduced. Let students know that the last item may be a challenge question, and students are expected to make an attempt. If the work is a review, this will help to hold students accountable for completing the work. Count the morning work as a participation grade. If you are the homeroom teacher, find a co-worker who will provide the morning work and use it for a participation grade. Southeast Alabama Regional Inservice Center, Troy University

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. Possible changes: Stop the transition and get the attention from all students before beginning the announcement. Write the comments on the board. Southeast Alabama Regional Inservice Center, Troy University

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. Possible changes: Greet students as they come in the door. Verbally remind students of the materials needed for that class period, and have a list of materials on the board. Allow one minute for students to prepare their desks and have all materials ready. Use a timer and count down. Keep your eyes on students while they are in transition. This is not the time for teachers to prepare their materials. Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch “Besides staying consistent, organizing procedures, providing a reward, using contracts, and focusing on transitions, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Parents Why is it important to stay in touch with parents? “Why is it important to stay in touch with parents?” Possible answers: Parents often provide support. Prove to your principal that you have tried to get support from the parents. What happens when you send a handwritten note about a behavior problem? Parents have the right to be informed concerning their child’s behavior. Southeast Alabama Regional Inservice Center, Troy University

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 parent’s thoughts (help you see their perspective) Return parent calls promptly Send a (delivery confirmation) letter in the mail Document, document, document “Just some thoughts on involving parents: Teachers often must make the first step in contacting parents. Have a specific request when asking for a parent to help. Make sure you are not calling to unload a list of negative behaviors with the expectation that parents will come up with suggestions. It is helpful to have a conference form completed before speaking with a parent. Contact a parent after a little time has passed (after school), to avoid a tone of anger in your voice. Ask the parent what they think should be done. This may give you an idea of their perspective. Allow the parent to present their thoughts and comments. You do not have to agree, but everyone deserves the right to be heard. Return parent calls promptly. Request a conference by sending a letter through the mail. Document, document, document.” Southeast Alabama Regional Inservice Center, Troy University

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… Southeast Alabama Regional Inservice Center, Troy University

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) “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 page 105) Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch Timer “Besides staying consistent, organizing procedures, providing a reward, using contracts, focusing on transitions, and staying in touch, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

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. “How could a timer help a teacher stay consistent?” Possible answers: A reminder for you and your students. Keeps everyone focused and on task. Two minutes to get in and out of the restroom. One minute to make changes in books and supplies. “Has a timer helped with the management of this workshop? In what ways did we use a timer?” Possible answers? Directions included a time limit. The sounding reminded both the facilitator and the audience. Helps with presenting one task at a time as opposed to multiple tasks. “Does anyone have comments on how a timer is or could be used in your classroom?” Note to presenter: Reward volunteers. Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch Timer Everyone works together “Besides staying consistent, organizing procedures, providing a reward, using contracts, focusing on transitions, staying in touch, and using a timer, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Everyone Works Together
Why is it important for everyone in the class to work together? Together Everyone Accomplishes More. (Team) “Why is it important for the class to work together?” Possible answers: As a team we will move forward. The teacher is the sheriff, and the students are the deputies. Allow students to do as much as the management and policing as possible. It takes the responsibility off the teacher and puts the responsibility on the class. The class as a group may work for a group reward. Team building activities Southeast Alabama Regional Inservice Center, Troy University

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. “When students are involved in a conflict with another student: Don’t solve problems for children. Let them learn the problem solving process. Assign a student mediator. Don’t let the problem solving process interrupt class time, but do find a time for the students to work out the problem. I’ve found the best time for students to solve problems is during lunch, P. E., or break. When this time arrives, students usually tell me the problem has already been solved.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch Timer Everyone works together Negative consequences “Besides staying consistent, organizing procedures, providing a reward, using contracts, focusing on transitions, staying in touch, using a timer, and working together, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Negative Consequences
Why are negative consequences necessary? “Why are negative consequences necessary?” Possible answers: Stop, change, or deter a behavior. Some students do not change their behavior for a reward. When you get a speeding ticket, you have to pay a fine. Does that help you remember not to speed again? Southeast Alabama Regional Inservice Center, Troy University

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 “Just some thoughts: Natural, negative consequences are the best. Have the consequence relate to the action. The child must be made to feel uncomfortable or inconvenienced. If possible, the teacher should not be inconvenienced. Negative consequences may involve: loss of privileges, time-out, conduct cuts, restitution, or after-school detention. If a student’s behavior does not cause a break in the lesson, consider management without your making a break in the lesson. If possible, ignore the behavior. If the behavior is distracting to others or it continues, move closer to the student and make eye contact. Calling on the student for a response, often stops the behavior. However, if you know that student’s response is usually designed to make the class laugh, avoid this choice.” Partner with a co-worker to provide a time-out area. Ask others for help.” Southeast Alabama Regional Inservice Center, Troy University

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) “Remember this?” Southeast Alabama Regional Inservice Center, Troy University

Decrease in Disruptions
Twenty-eight percent when punishment is used Thirty-three percent when both a reward and punishment are used Marzano (p. 29) “Marzano’s findings indicate there is a 28 percent decrease in disruptions when punishment is used. In addition, when both a reward and a punishment are used, there is a 33 percent decrease in disruptions.” (p. 29) Southeast Alabama Regional Inservice Center, Troy University

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 teacher’s room) Isolation during lunch Community service-clean up in the classroom Southeast Alabama Regional Inservice Center, Troy University

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 student’s 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) Southeast Alabama Regional Inservice Center, Troy University

Friday Information Sheet 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 _______ I never used it, but I developed it for a middle school teacher...my thought was to use it maybe the last fifteen minutes of class time on Friday. I would announce that it was time to begin the Friday information sheet. I would call out the names of students who were exempt from completing the assignment because they did not receive a second warning (or second step in the discipline plan) all week. In other words, a student could receive a warning every day that week and still not have to complete the assignment. This would be a daily grade, and you could decide if the students who were exempt would receive an automatic 100 or if they were just exempt. Students, who are exempt, would be able to sit beside their friend and whisper during the work time. I think I would begin the year with everyone completing this on Friday as a daily grade...maybe for about three weeks or more. Then, I would announce on a Monday that students who do not get a second warning all week will be exempt. Then you will have to practice the procedure for whispering during Friday information sheet time. Southeast Alabama Regional Inservice Center, Troy University

Additional Negative Consequence: Think Sheet What I Did Wrong _________________________________________________________ What I Should Have Done ________________________________________________________ I Need Help With Name _________________ Date _________________ Southeast Alabama Regional Inservice Center, Troy University

Will You Share? Share other negative consequences Write on the clipboard Just a few words Read before the close of the workshop “Many of you have found specific consequences that are successful in your classroom, and we hope you are willing to share with the group. Again, complete sentences are not needed; just give us an idea.” Southeast Alabama Regional Inservice Center, Troy University

How? Consistent Organize procedures Need a reward Sign a contract In transition Stay in touch Timer Everyone works together Negative consequences Teacher/Student relationships “Besides staying consistent, organizing procedures, providing a reward, using contracts, focusing on transitions, staying in touch, using a timer, working together, and providing negative consequences, how else may we maintain control?” Southeast Alabama Regional Inservice Center, Troy University

Teacher/Student Relationship
Why is the relationship between a teacher and a student important? “Why is the relationship between a teacher and a student important?” Possible responses: The only behaviors you can control are your own. When humans feel threatened, they tend to retaliate. Many students do not have consistency in their personal lives. Student behavior will not change if there is no respect for the teacher. Student must feel supported by the teacher. Southeast Alabama Regional Inservice Center, Troy University

Marzano (2003) Public school teachers must deal with all of America’s 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) “Public school teachers must deal with all of America’s 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) Southeast Alabama Regional Inservice Center, Troy University

Issues Facing Students Marzano (p. 45) 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. Note to Presenter: If running short on time, just name the subtopics and ask the audience to look at the statistics. 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.) Southeast Alabama Regional Inservice Center, Troy University

Issues Facing Students, Continued
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. 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. “This is a good time to look around the room to see who has been playing with their chenille sticks. ADHD students need motion. Sometimes they tap a pencil on their desk or do something else that is distracting to others. Provide these children with a chenille stick or a piece of yarn. 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.) Southeast Alabama Regional Inservice Center, Troy University

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. 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.) 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.) Southeast Alabama Regional Inservice Center, Troy University

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. “This is where there is an emphasis on class as opposed to room management. Students deserve to be treated with respect and dignity. “Our job is to teach students the social skills that they are not getting at home.” Southeast Alabama Regional Inservice Center, Troy University

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 “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.” Southeast Alabama Regional Inservice Center, Troy University

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.” Southeast Alabama Regional Inservice Center, Troy University

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. Don’t 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. Southeast Alabama Regional Inservice Center, Troy University

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 don’t 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. Southeast Alabama Regional Inservice Center, Troy University

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) “As we all know, there are students who do not conform to the strategies and procedures we have discussed so far. I call these special situations because these students have a special disorder that creates a situation.” Southeast Alabama Regional Inservice Center, Troy University

Kathy D. Robinson, MS, LAPC Auburn University
Special Thanks Kathy D. Robinson, MS, LAPC Auburn University “I would like to acknowledge Kathy D. Robinson for her help in preparing the following section on special situations.” Southeast Alabama Regional Inservice Center, Troy University

Teachers Should Request Help
Non-Compliance Disruptive Behavior Disorders Bullying “This is only an introduction to some disruptive behaviors that may initiate a request for help. Teachers should seek help from administrators and counselors. A request for help should be followed-up with professional development.” Southeast Alabama Regional Inservice Center, Troy University

Non-compliance Resisting directions Not minding Oppositional behavior Defiance “Basically, the student does not successfully fulfill a request by the teacher.” Southeast Alabama Regional Inservice Center, Troy University

Managing Non-Compliance
Short (20 minutes) video presentation Geoff Colvin Southeast Alabama Regional Inservice Center, Troy University

Why do students choose non-compliance?
They… 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. Southeast Alabama Regional Inservice Center, Troy University

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. “Let’s look at each of these individually.” Southeast Alabama Regional Inservice Center, Troy University

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. “When instruction continues, what statement is being made?” Southeast Alabama Regional Inservice Center, Troy University

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. “Providing time to process may allow a student to make a better choice.” Southeast Alabama Regional Inservice Center, Troy University

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. “Now, this is where doing your homework is very important. Teachers must, and I repeat must, have a set of consequences prepared for students who create special situations. Now I know what you are thinking, The students I had last year were so disruptive that there just can not be any more like them left in the world. Surely I will not be assigned more this year. Do you know what I am thinking? I am thinking that someone is setting themselves up for a rude awakening. As long as the school doors are open, students with special situations will walk through. Make sure you are prepared ahead of time with a written set of consequences pre-approved by your administration. Again, you should request professional development related to the disorder.” Southeast Alabama Regional Inservice Center, Troy University

Correcting Non-Compliance
Acknowledge the choice briefly. Continue with instruction. Deliver the consequence. Use a calm and matter of fact manner. “When correcting non-compliance, it is very important to use a calm and matter of fact manner.” Southeast Alabama Regional Inservice Center, Troy University

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 student’s choice. “Notice the first and last suggestion are the same. Do you feel that you have a strategy for working with non-compliance?” Southeast Alabama Regional Inservice Center, Troy University

Disruptive Behavior Disorders
Oppositional Defiant Disorder Conduct Disorder ADHD Bullying “Let’s look at four different disruptive behavior disorders.” Southeast Alabama Regional Inservice Center, Troy University

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 “The pattern of behavior is in excess of what can be expected at the student’s age. One main difference in conduct disorder and oppositional defiance disorder is that ODD does not include the persistent pattern of the more serious behavior.” Southeast Alabama Regional Inservice Center, Troy University

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. Follow up with consequences. Pre-planned consequences are better than consequences that are unexpected by the student. However, do not try to follow through with consequences while the student is exhibiting a defiant behavior. Allow for a cool down time and privacy. Keep routines and consistency. Behavior usually appears when there is an unexpected change. Notify an ODD child ahead of time if a change will take place. Provide choices. Offer the student a choice of completing the work now or while eating lunch. Agree with the child and move on. “Yes, you have a good point. Let’s discuss this later today.” Present the behavior in a positive form. Instead of “Don’t get out of your desk to bring me your paper.” Use “I appreciate your raising your hand for me to pick up your finished papers.” Avoid lectures, reasons, and explanations. Present the information very business like and in private. Tell the student, “I see you can’t stay seated, and I will move your clothes pin from green to yellow. Is there anything I could do differently to help you stay out of trouble?” Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

Diagnostic Criteria for Conduct Disorder
Physical harm to people and animals Destruction of property Deceitfulness or theft Serious violations of rules Bully and intimidation to people Initiates physical fights Uses weapons that cause serious harm to others (bat, brick, knife, gun) Physically cruel to people and animals Mugging Forces someone into sexual activity Destroys property: Sets fires to cause serious damages Destroys property of others Deceitfulness or theft Breaks into a house, building, or car Lies to obtain goods (cons) Steals items of nontrivial value (shoplifting) Serious violations of rules Stays out at night despite parental prohibitions (begin before the age of 13 Runs away from home at least twice without returning for a lengthy period Truant from school beginning before the age of 13 Southeast Alabama Regional Inservice Center, Troy University

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 Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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 Southeast Alabama Regional Inservice Center, Troy University

Hyperactivity People who are hyperactive always seem to be in motion. They can’t 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. Southeast Alabama Regional Inservice Center, Troy University

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 “People who are overly impulsive seem unable to curb their immediate reactions or think before they act. The impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they are upset.” Southeast Alabama Regional Inservice Center, Troy University

Bullying Bullying involves negative and repetitive actions, either physical or verbal, that have hostile intent by the bully. Olweus, 1973,1993 “Bullying is the final disruptive behavior we will discuss. This is a definition that best defines and simplifies the distinct features of bullying. Bullying is not longer a “rite of passage” that builds character. Some experts see it as a special form of child abuse often called peer abuse.” Southeast Alabama Regional Inservice Center, Troy University 138

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 Acronym – R.I.P. Repetitive Intentional Power Southeast Alabama Regional Inservice Center, Troy University 139

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 “These are direct and indirect types of bullying.” Southeast Alabama Regional Inservice Center, Troy University 140

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) “These are additional types of bullying. Forty percent of teens are victimized by cyber bullying, but only 10% tell parents. During cyber bullying: a person is able to remain anonymous there is an unlimited audience, and sexual harassment is common” Question? “Should we ignore complaints of CB because it did not happen on school ground?” Southeast Alabama Regional Inservice Center, Troy University 141

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 “Why does a student want to bully? Can you think of other reasons?” Age Developmental levels Maturity levels Impulse – disregard consequences Competition Environment Southeast Alabama Regional Inservice Center, Troy University 142

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. “Look as some of the differences related to gender. Are these typical of the bullying situations in your situation?” Note to presenter: Allow time for participants to comment. Southeast Alabama Regional Inservice Center, Troy University 143

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) “Take a minute to look at statistics gathered on bullying. Share your thoughts or comments.” Note to presenter: Allow time for participants to comment. Southeast Alabama Regional Inservice Center, Troy University 144

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 “Let’s look at some of the effects of bullying on both the victim and the bully. They may suffer with mental and/or physical issues such as: Depression Anxiety Suicide Psychosis” Southeast Alabama Regional Inservice Center, Troy University 145

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 “Look at the effects of bullying on subjects who are observing the bullying and the effects on schools. Observers were asked what they usually do when they see a student being bullied… 38% nothing, because it is none of my business 27% I don’t do anything, but I think I should help 35% I try to help him or her” (Total of 65% do nothing) Southeast Alabama Regional Inservice Center, Troy University 146

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 “There are signs that may indicate bullying, and they need to be taken seriously. Follow up and explore the situation. The primary signs are more direct. The secondary signs are not as direct and strong. In judging the seriousness of a sign, consider the frequency. Bullies select weaker and defenseless students as their targets and find followers to do the dirty work.” Southeast Alabama Regional Inservice Center, Troy University 147

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 “Bullying has impact on learning for both the bully and the victim. The victim usually has a decline in grades, and the bully spends more time plotting their next move instead of focusing on school work. If left unchecked, bullying creates an atmosphere of intimidation and sends the message that “aggressive & violent” behavior is accepted. Kasser & Colleagues (2004) found that when there is more focus on academics and less chaos, the amount of bullying was lower. Adult engagement, (being proactive, aware, and involved) appears to be effective with bullying.” 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. 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 “K-5 Bulletin boards Interactive websites Curricular approaches Children's literature Inform parents Active engagement vs. lecturing Middle/High Speakers Teacher/students relationships Handbooks, posters, plays, skits, technology” Southeast Alabama Regional Inservice Center, Troy University 149

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 “Look at these interventions. Can you think of others?” “K-5 Bulletin boards Interactive websites Curricular approaches Children's literature Inform parents Active engagement vs. lecturing Middle/High Speakers Teacher/students relationships Handbooks, posters, plays, skits, technology” Southeast Alabama Regional Inservice Center, Troy University 150

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 Southeast Alabama Regional Inservice Center, Troy University 151

“Public awareness efforts can assist schools and communities in raising awareness about bullying and in pointing children and adults to useful resources. In 2004, the Health Services and Resources Administration (HRSA) launched a multi-year public awareness campaign for “tweens” (children aged 9-13) entitled “Take a Stand. Lend a Hand. Stop Bullying Now! This web site has everything you need to assist with bullying.” Southeast Alabama Regional Inservice Center, Troy University 152

Resources Stop Bullying Now! Information, Prevention, Tips, and Games. It's My Life . Friends . Bullies | PBS Kids GO! SafeYouth.org - Violence Prevention Topics – Bullying Pathways Courses - The ABCs of Bullying “These are additional resources.” Southeast Alabama Regional Inservice Center, Troy University 153

Who’s Watching Alabama?
On-line safety Will come to your school and present a program for your students Troy University Southeast Alabama Regional Inservice Center, Troy University

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 Southeast Alabama Regional Inservice Center, Troy University

One More Area That Affects Student Behavior
Society is divided into three economic classes: Poverty Middle Class Wealthy Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

The Wealthy Class Values Connections…
Political Financial Social Southeast Alabama Regional Inservice Center, Troy University

The Middle Class Values…
Work Achievement Material Security Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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 ) Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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: Don’t 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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

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. Southeast Alabama Regional Inservice Center, Troy University

Workshop Review Stay consistent Firm but fair Have procedures prepared Have a plan for disruptive behavior “If you want to see changes in behavior, Stay consistent Firm but fair Have procedures prepared Have a plan for disruptive behavior “Just a reminder, based on a student’s age, it has taken a long time to learn the behavior. Celebrate behavior changes, no matter how small.” Southeast Alabama Regional Inservice Center, Troy University

Sharing Rewards Consequences Situations from index cards “Now it is time for sharing.” Note to presenter: Share list of rewards, share list of consequences, and share situations from the index cards. After reading a situation on an index card, allow time for the audience to solve the problem. They now should have the strategies needed to solve the majority of issues. A large number of situations will require professional development and a request for help from others. Southeast Alabama Regional Inservice Center, Troy University

References Breaux, Elizabeth. (2007) How to Reach & Teach all Students. Larchmont: Eye on Education. Canter, Lee. (1976) Assertive Discipline: A Take Charge Approach for Today’s 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. Southeast Alabama Regional Inservice Center, Troy University

References Continued Colvin, Geoff. (2004) Managing Non-Compliance. Video. Eugene: Iris Media Inc. Levy, Ray. Reinforcing Small Changes in Behavior. SchwabLearning.org A Parent’s 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. Southeast Alabama Regional Inservice Center, Troy University

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, Southeast Alabama Regional Inservice Center, Troy University

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