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Facilitator: Tawanna Billingsley-Patton. Out of your control Circle of Influence Circle of control.

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Presentation on theme: "Facilitator: Tawanna Billingsley-Patton. Out of your control Circle of Influence Circle of control."— Presentation transcript:

1 Facilitator: Tawanna Billingsley-Patton

2 Out of your control Circle of Influence Circle of control

3 There are 3 things that we control that determine the quality of a childs education How well we manage our classrooms The relationship between the adult in the classroom and the student How capable we are as teachers.

4 What are your beliefs about educating children?

5 Believe that everyone deserves to be treated with respect even if they do not reciprocate Believe that everyone deserves to be treated with respect even if they do not reciprocate.

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15 Principle #1: Assess, clarify, and communicate needs and expectations. Principle # 2: Create a warm and nurturing classroom climate. Principle #3: Democratically develop a set of rules and consequences. Principle #4: Develop a daily routine, yet remain flexible. Principle #5: Make learning more attractive and fun for the student. Principle #6: Deal with misbehavior, quickly, consistently, and respectfully. Principle #7: When all else fails, respectfully remove the student from the class.

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17 My Job Your Job

18 My Job Your Job Treat me with respect Be on task/pay attention To learn and master the required content Be supportive/ patient Be cooperative and not disruptive Be proactive Be on time Be prepared Teach the required content Treat you with respect Be patient/supportive Follow the rules and procedures Be prepared Monitor your progress Return papers ASAP Give timely feedback To provide an orderly classroom environment

19 Above the Line Below the Line

20 Above the Line Below the Line Polite words Teamwork Proactive problem solving Profanity Fighting Name calling

21 Principle #2: Create a warm and nurturing classroom climate.

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23 Sounds Like Feels Like Looks Like Respect

24 Sounds Like Feels Like Looks Like Respect

25 Eye contact Taking turns Polite words (i.e. Thank You, and Excuse me) Safe Caring Calm Comfortable

26 Greet students at the door Ask them about their lives The bitter basket Play music as they enter the classroom Get close to students during PQA/Proximity

27 Principle #3: Democratically develop a set of rules and consequences.

28 Clear and specific enough to be understood Clear and specific enough to be understood Address all the major areas that need to be covered Address all the major areas that need to be covered Observable behaviors Observable behaviors Stated in positive terms (when possible) Stated in positive terms (when possible) Enforceable Enforceable Limited to two-five Limited to two-five Developed with the help of students Developed with the help of students Posted in your classroom Posted in your classroom Taught, practiced, evaluated, and re-taught Taught, practiced, evaluated, and re-taught

29 GeneralSpecific Respect others Be on time Be prepared Follow school rules Be in class and in your seat on time. Follow directions the first time they are given. Bring all books and materials to class. Use polite words. Keep your hands, feet, and objects to yourself

30 Principle #4: Develop a daily routine, yet remain flexible.

31 Entering the classroom Getting to work immediately When you are tardy Dismissal Getting a teachers attention Participating in a class discussion/storytelling Keeping your notebook Passing out papers Submitting work What to do if you finish early When you are absent Responding to a fight

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33 Collector/protector $19.99 callowayhouse.com

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35 Hall Pass Timer $29.99 callowayhouse.com Bathroom Pass Student name: ______________ Time: ____________________ Date: ____________________ Teacher: _________________

36 Class entrance: 1. Enter the room quietly and respectfully. 2. Go directly to your seat and read instructions on the projector screen. 3. Secure materials you need to start working. 4. If you finish early, sit quietly-feel free to write me a note or draw me a picture on the back of your paper (school appropriate ).

37 Example of a transitional procedure

38 Gimme five If you can hear the sound of my voice clap one time Show me listening Carwash clap Play music Ring a bell Two fingers in the air Flick the lights Sing a song

39 The power of the clipboard Please restate that without using profanity?

40 Principle #5: Make learning more attractive and fun for the student.

41 Students get to DO stuff (i.e., act out the story, story retell, Human tic-tac-toe, sound effects, in charge of audience participation signs) 10:2 Theory- For every ten minutes of lecture/direct instruction gives students 2 minutes to process (i.e., turn to a neighbor and share two details about the story so far) Personalization: Make the lesson about/relevant to the students Humor (within reason)- Use props! Variety- Use music, video, pictures, technology, etc. Create lessons that address the various learning styles/multiple intelligences of your students.

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43 Preferred Activity Time Earn bonus time for on-task/responsible behaviors Incur penalties for off-task/irresponsible behaviors Time in the bank Materials Youll Need Timer PAT chart Acceptable PAT activities + - Time in the Bank (20 minutes)

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45 Knock it off….. Cool it…… Turn around…… Why did you do that? How many times do I have to tell you…… Open ended questions

46 Would you cooperate just once! Cant you see Im trying to teach a lesson! Stop acting like a jerk! Ive had enough of you! I dont care for your attitude. Get it together.

47 Stated in clear, direct, concrete behavioral terms. Words supported by actions. Compliance expected and required. Provide information needed to make acceptable choices and cooperate. Provide accountability. Do not ignore the misbehavior. Do not plead, bargain, negotiate, repeat, lecture, warn, reason, bribe, argue or debate!!!!! Follow Through!!!!!!

48 Its not okay to interrupt. Stop pushing now. I expect you back in five minutes. You wont be ready to leave until your desk is clean. If you yell again you will have to go to the time-out area.

49 Logical When students misuse school equipment. - Separate the student from the item temporarily.

50 Logical When students arrive to class unprepared. -Teach responsibility with a classroom rental center.

51 Logical When students make messes. -Have them clean up.

52 Logical When students behave aggressively. -Separate the aggressive student from others temporarily.

53 Logical When students are talking to a neighbor without permission. -Separate the student from the neighbor.

54 More Logical Consequences When students hook you into arguments. -Separate yourself from the child temporarily.

55 More Logical Consequences When students waste or misuse instructional time. -Have them make up wasted time.

56 More Logical Consequences When students fail to master basic skills. -Have them practice the skill.

57 More Logical Consequences When students bring unacceptable items to class. -separate the student from the item temporarily.

58 When learning materials are lost, damaged, or stolen due to carelessness, misuse, or lack of responsibility. -Dont repair or replace the lost or damaged items until enough time has passed for students to experience the loss. When students make a habit out of forgetting. -Dont remind them or take away their responsibility by doing for them what they should do for themselves. When students fail to do their part. -Let them experience the result. When students dawdle or procrastinate. -When possible, let them experience the consequence of their procrastination

59 You have two choices you can either ______ or _______. The choice is yours. Would you rather _________ or _________? Would it be better for you to ________ or ________? I prefer ________, but maybe there is a better choice for you. Let me know. Youre welcome to ________ or ________. Feel free to ___________ or ___________. End with……… I know youll make the best decision. I know youll make the right choice.

60 John you have a choice to either sit down or leave the room. I know you will make the best decision. Would you rather put the paper away or get it from me after class? I know youll make the right choice. Would you rather play by the rules, or learn about the game by watching the others play? Let me know what you think. Would you rather wear your coats out to recess, or would you rather carry them?

61 Select an appropriate time-out area. Use a two-stage procedure for persistent disruption. Introduce time-out to your students before using it. Use a timer. For limit-testing, set up time-out with limited choices. After time-out, provide a clean slate. Hold children accountable for time missed from class.

62 Evil eye Proximity/Circulate around the room Proximity/Praise (catch another student being good) Use students name Silent communication Do the unexpected Get them to think (give them the look and write something down)

63 Touch the student (If appropriate) Be ready for challenges -If a student says, I wasnt doing anything, Say, Thats right what should you be doing? Thanks, and walk away. If a student says, What was I doing? Say, Nothing. What should you be doing? If the student responds say, Thanks for understanding., and walk away.

64 If the student is confrontational and says, What did I do? What did I do?, with an edge in the tone of his voice say, -Sounds like an argument. Arguments are held after school., and walk away; or say, Nice try. I dont argue with my students. If you want to argue, go argue with the Dean/Principal. You can argue with the Dean/Principal or you can get back to work.

65 Save it for…… Feel free…. Whats the procedure? Do you understand what you need to do? What are you supposed to be doing? Do you think this will be a problem in the future? I hope not. Thanks.

66 Is that against our rules? Yes or no? How do you plan to solve the problem. What do you need to do to accomplish the task? Whats your best guess as to what will happen if…? Let me know later. Which one of these consequences will help you change your behavior?

67 What are you doing? (no answer) I noticed… What should you be doing?

68 Is that against the rules? (no answer) It is against our rules. What should you be doing?

69 Whats your plan? (no answer) "This is what I need you to do?

70 What do you think will happen if…? (no answer) "Here is what will happen if…. And well talk about it later.

71 Is that against our rules? (no answer) Ill take your silence as a yes and I need you to open your book and start reading.

72 Show Stoppers I dont care or I dont know -Lead with empathy: How sad. -Ask questions: Restate in a true/false way. What dont you know so I can help you? or Whats your best guess?

73 Challenges So what? Thats not fair. Thats stupid. I hate you. Why are you picking on me? -Use Fogging technique/Broken record technique or To You/ To Me statements. Then ask a question or give instructions.

74 Fogging Technique: Could be, Thats possible, You may be right Thanks for sharing, Thats an interesting opinion. ( After using the fogging technique redirect by restating what you want them to do, what you will do, see them later, give them a choice, or ask a question). i.e. Could be, I need you to…

75 Broken Record Technique: Start every sentence with, I understand… or Thats not the point… then tell them what you need them to do.

76 To You/ To Me Statement: To you _______. To me _______ and ________. To you its funny calling someone a name, to me its disrespectful. I need you to open your book and start working. (Or Well talk about it later.)

77 Refuse to fight (argue): Nice try. I will not argue. or Nice try, I dont argue with students. I teach. If you want to argue you can see….

78 Acknowledge their feelings: You sound angry. We can talk later. You look upset. Can you get to work or do you need five? Did you always (feel, think, believe) that way about me? Lets talk about it after class.

79 Principle #7: When all else fails, respectfully remove the student from the class.

80 Stage 1 takes place in the students immediate classroom for a predetermined period of time. Set the timer for minutes. Stage 2 should take place in a buddy teachers classroom for twice the usual period of time. The buddy teacher keeps track of time. Student returns to class when time is over.

81 Parent Notification Form Teachers Name: __________________________________ Date: __________ Room: ________ Notice # _______ This is to inform you that _____________________ missed ____________ minutes of class time today because he/she continued to disrupt the class after being asked to stop. The problem was handled at school and no further assistance is required at this time. Please indicate that you received this notice by signing and returning it with your child tomorrow. If you have any questions, please call. Thank you.

82 Dont ask You questions: Whats your problem? Whats wrong with you?

83 Dont ask Why questions: Why did you do that?

84 Dont get into a debate.

85 Dont say, Im your teacher. Dont talk to me like that.

86 Dont interrupt. Allow the student to finish venting.

87 Dont back them into a corner in front of their peers.

88 Dont use now.

89 Dont physically try to remove them or physically stand between them and the door.

90 Dont take it personally.

91 Stay calm and in control.

92 Use short, clear, firm requests I need…. I want…. I need you to calm down and sit down.

93 Lead with empathy. Let them know you hear them, but bring them back to your directions: Thats not the point, and… Use and not but or however

94 Use calm repetitive statements. I see you are upset and I need you to sit down.

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96 Keep your students supervised. Keep your students safe. Minimize the risk to your students and to yourself.

97 ( i.e., throwing potentially harmful objects) Order students to quickly exit the classroom and line up outside the door. Join them at the door and send student for back up support (security, Dean). Keep an eye on destructive student. If possible calmly and repeatedly use short, clear, firm requests… (use students name if known) Brent, put the chair down.

98 Remove crowd/bystanders/classmates (send for back up support if possible).

99 Calmly and repeatedly use short, clear, firm requests to separate parties from the source of danger. Stop!-Use students name if known

100 Provide cool down time to deescalate the situation and restore control.

101 Send for backup support.

102 What two things can you immediately employ in your classroom?

103 How to be an effective Teacher the First Days of School- Harry K Wong and Rosemary T. Wong Practical Strategies for Working with Difficult and At-Risk Students- Spencer Henry: (The words for dealing with misbehaviors come from this book) Setting Limits in the Classroom (Revised)- Robert J MacKenzie, ED.D Teaching with Love and Logic- Jim Fay and David Funk


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