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Part 2: Gaining Compliance While Promoting Self-Discipline Your “Do Now” Activity: How would you describe your most-used method for attempting to regain.

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Presentation on theme: "Part 2: Gaining Compliance While Promoting Self-Discipline Your “Do Now” Activity: How would you describe your most-used method for attempting to regain."— Presentation transcript:

1 Part 2: Gaining Compliance While Promoting Self-Discipline Your “Do Now” Activity: How would you describe your most-used method for attempting to regain student attention, stop disruption, or gain compliance? - Short, direct commands (Respectful or harsh tone?) - Q- Q- Q- Questions: “What should you be doing right now?” - O- O- O- Offer acceptable options from which kids can choose - S- S- S- Shame, yell, berate, scream, or threaten - O- O- O- Other (please identify) - H- H- H- Have you found your approach to be effective in: - Reducing the need to utter them? (Reduced frequency) - Producing & sustaining more of desired behavior? - Creating a positive, high-participation learning environment?

2 2 Giving “Directions”: Providing Guidance to Students When You Want Them to Engage in an Action^ In order to promote self-discipline and student use of internal direction In order to promote self-discipline and student use of internal direction Use the least amount of guidance necessary. Use the least amount of guidance necessary. Increase the “directiveness” of the guidance as necessary. Increase the “directiveness” of the guidance as necessary.

3 3 Guiding Student Actions: Degrees of Directiveness ^ 1. Describing the problem 2. Asking a question 3. Giving choices 4. Giving information 5. I message 6. Send a Note 7. Short statement or non-verbal signal 8. Clear, concise command 1. -with reason for needing compliance 2. -with statement of which penalty can be avoided.

4 4 Describing the Problem ^ Verbalize a botheration in need of attention, but offer no suggestions or directions. Verbalize a botheration in need of attention, but offer no suggestions or directions. Simply state your observation of something in need of attention. Simply state your observation of something in need of attention. Observe whether the student takes ownership of the problem and resolves it. Observe whether the student takes ownership of the problem and resolves it. If so: “Thank you.” If so: “Thank you.” If not: Move to a more directive form of command. If not: Move to a more directive form of command. The student must possess the necessary The student must possess the necessary knowledge knowledge skills skills in order to respond appropriately to prompts. in order to respond appropriately to prompts.

5 5 Imagine the situation in which these statements were made. Identify the problems implied in the statements. Then “Describe the Problem”. ^  (For example) “ How many times do I have to tell you? Quit yelling out the answers!”  “I hear answers, but I don’t see hands raised.”  “You’re not at home. Pick up your mess.”  “The art table is messy. I expect to see it looking better in 3 minutes.”  “Hey Keisha…Don’t be spilling potting soil on my floor and skulking away.”  “Keisha…It seems that some potting soil has fallen on the floor.”  If this approach doesn’t work, give a bit more direction by “Asking a question”.

6 6 Avoiding the Pitfalls (or climbing out) ^ To prevent contrary students from retorting, preface the description with: “I see that you’ve been working hard on that task. I thought you’d want to know that…” (the drawing materials are still out; the dictionary is open on the counter; the coat is on the floor; etc.) “I see that you’ve been working hard on that task. I thought you’d want to know that…” (the drawing materials are still out; the dictionary is open on the counter; the coat is on the floor; etc.) After a nasty retort, sneer, or rolling of eyes: “Whoa…Easy there. I know that you’re good at taking responsibility, so that’s why I didn’t come right out and tell you to do it. I just wanted to bring your attention to something you might have missed.” “Whoa…Easy there. I know that you’re good at taking responsibility, so that’s why I didn’t come right out and tell you to do it. I just wanted to bring your attention to something you might have missed.”

7 7 Where should your bottom be right now? Ask students what they should be doing at that moment. Ask students what they should be doing at that moment. This method, which requires a response, spurs them to think about the present situation, and increases the chances of correct actions being displayed now and in the future. This method, which requires a response, spurs them to think about the present situation, and increases the chances of correct actions being displayed now and in the future. Assumption: Assumption: The knowledge & behavior is in their repertoire.

8 8 2. Using Questions to Direct Student Actions ^ “Wie Jie, where should everybody be when the bell rings?” “Wie Jie, where should everybody be when the bell rings?” “Julio, how do we sit when we’re on the rug?” “Julio, how do we sit when we’re on the rug?” “Esther, after we borrow from the 10’s column, what do we do next?” “Esther, after we borrow from the 10’s column, what do we do next?” “Ebony, when is the time for learning centers?” “Ebony, when is the time for learning centers?” Chang, how do we hold the microscope when we carry it? Chang, how do we hold the microscope when we carry it? “Ali, who is the board cleaner today?” “Ali, who is the board cleaner today?” Use any of “reporter questions” other than “ Why ”. Use any of “reporter questions” other than “ Why ”. Given these examples, consider “Cosmo”. Given these examples, consider “Cosmo”.

9 9 “Hey Cosmo. COSMO!! Do I have to put up a neon sign to get your attention? What are you doing? doing? (Cosmo looks blankly at the teacher.) teacher.) Why isn’t there a notebook and pen on your desk? Get your head in the game. game. (The student gives a shocked look of recognition, smiles meekly, pulls his backpack around to his lap, and searches for the zipper tab while looking over at a kid who just called him “Dork”.) Hey! Hey! Get to it. Let’s go. go. (Cosmo anxiously shuffles through the materials in his backpack.) backpack.) You always take too much time to do things. It’s this way every day. Get out your notebook now, not next week. week. (The embarrassed student nervously hurries to locate the correct materials while others look uncomfortable with the proceedings.) proceedings.) Put your hands on it boy. Geesh, I’ve seen faster moves from a 3-legged turtle with a hernia. Get a move on, slow poke.” At At this point, a more assertive student interjects and says: “Knock it off!! Leave him alone you bully.” Some other students say “ Yeah.” “ Yeah.” Others are thinking it.

10 10 Don’t use a sledge hammer to swat a fly. It causes lots of damage It causes lots of damage … and we rarely succeed in our goal. … and we rarely succeed in our goal. What question might we have asked of Cosmo? What question might we have asked of Cosmo?

11 11 3. Limited & Acceptable (to you) Choices. ^ Bottom of the barrel (“Do it or else” format): “You’ve got a choice: Do it now or head down to the office.” “Do you choose to follow my direction or lose recess?”

12 12

13 13 Choices ^ Better (Pleasant voice & some time/distance provided): “Would you like to complete the assignment now or later today? I have a 3 o’clock and a 3:15 appointment open. Take a minute and let me know what you decide.” “If you prefer to do it later, it can be during lunch or after school. However, if you’d like to do it now, I can help you get started. After I answer Coretta’s question, I’ll be back to hear what you’ve decided.”

14 14 Choices ^ Best: (offer options for completing the task/direction) “Your participation on the clean-up crew this week is very important. Would you like to be the sweeper, wiper, organizer, table captain, supply checker, or supervisor?”

15 15 A student fails to start writing in his/her journal as is the daily routine. When you ask “What do you need to be doing right now?” s/he states A student fails to start writing in his/her journal as is the daily routine. When you ask “What do you need to be doing right now?” s/he states “I’m not in the mood to write in my log today.” Instead of “Start writing or I’ll write an ‘F’ in my grade book.”, think of some novel ways of completing the writing task that would be acceptable to you. Instead of “Start writing or I’ll write an ‘F’ in my grade book.”, think of some novel ways of completing the writing task that would be acceptable to you. List various options for the: List various options for the: Instrument used to make marks on paper Instrument used to make marks on paper Form Form Content. Content.

16 16 Acceptable (to me) Choices Would you like to use: Would you like to use: My green pen? My green pen? My red pen? My red pen? A felt tip marker? A felt tip marker? The computer before printing it out ? The computer before printing it out ? The marker you’ve been using to write graffiti all over the lockers? The marker you’ve been using to write graffiti all over the lockers? A pencil to sketch a drawing that illustrates an important happening from the last 24 hours? (Then ask the student to give it title & short description.) A pencil to sketch a drawing that illustrates an important happening from the last 24 hours? (Then ask the student to give it title & short description.) The feather that I dip into the blood I’m going to draw from you if you don’t get to work imMEDIATELY ! ? The feather that I dip into the blood I’m going to draw from you if you don’t get to work imMEDIATELY ! ?

17 17 4. Giving Information “Fran, paint dries up unless the cover is put back on the jar.” “Fran, paint dries up unless the cover is put back on the jar.” “Sushma, alcohol evaporates unless the cap is placed back on the bottle.” “Sushma, alcohol evaporates unless the cap is placed back on the bottle.” If possible: Say it softly. Keep it private. The student has to think: “Why is the teacher telling me this informational tidbit? What’s it got to do with me?” The student has to think: “Why is the teacher telling me this informational tidbit? What’s it got to do with me?”

18 18 Sharing Our Knowledge Select one of two situations about to be shown. Provide the student with information, facts, and/or knowledge related to the offence you noticed. 1. A student is touching the leaves of your prized plant. Follow your immediate emotional response of “ Don’t touch that!” with a controlled and respectful statement of information as to why hands should not touch your flora. 2. A youngster removes a DVD and tosses it across the long work table. It comes to rest near the wall radiator. Instead of saying “ Whoa! What’s wrong with you? The DVD is going to melt!” you utter…

19 19 Strategies For Students Who Might Reject Our Input ^ Keep moving as you speak. Keep moving as you speak. Obtain permission to offer advise/information. Obtain permission to offer advise/information. (Up next on our agenda) (Up next on our agenda) Model use of the knowledge via problem solving. Model use of the knowledge via problem solving. (Soon…after seeking permission) (Soon…after seeking permission)

20 20 Obtaining Permission Especially effective with oppositional/defiant/non-compliant students Especially effective with oppositional/defiant/non-compliant students (although it’s effective with all kids) (although it’s effective with all kids) “People who get hit don’t want to be friends. Would you like to learn a better way to make friends?” “People who get hit don’t want to be friends. Would you like to learn a better way to make friends?” “Welp, I guess you found out that cursing out the art teacher and storming out of the room can bring some pretty heavy penalties down on your head. Mind if I suggest a way that you can make your point to others without all the verbal fireworks? “Welp, I guess you found out that cursing out the art teacher and storming out of the room can bring some pretty heavy penalties down on your head. Mind if I suggest a way that you can make your point to others without all the verbal fireworks?

21 21 Demonstrate Problem Solving While Giving Information Arrange for the two of you to be in the same area & pretend to have a problem similar to that of the student. Teacher: “Ooh no. No. No. No.” Student: “What’s wrong?” Teacher: Oh…, I’ve been given an order by my supervisor that I don’t want to follow because: -I think it’s the wrong way to do things. -I don’t like the nasty way I was told to do it. -I don’t think that I have the skill to do it well. -I’m just not in the mood.” (Use the reason(s) that are recurrent for the often-defiant kid.)

22 22 Problem Solving (Gordon) ^ Identify the problem (already done) Identify the problem (already done) Brainstorm solutions Brainstorm solutions Discuss benefits and problems with each Discuss benefits and problems with each Select one for use Select one for use Place it into practice (Role play it first, if possible) Place it into practice (Role play it first, if possible) Evaluate the outcome Evaluate the outcome

23 23 You Again!? Eye Messages? You Again!? Eye Messages? I, my, me, us, we, our… I, my, me, us, we, our… Let’s move on to #6 on the list: Sending Notes. Let’s move on to #6 on the list: Sending Notes.

24 24 7. Notes 7. Notes Preventive: Keep the wrong behavior from ever happening by supporting appropriate actions. 33 Preventive: Keep the wrong behavior from ever happening by supporting appropriate actions. 33

25 25 A preventive note for groups.

26 26 You can use preventative notes at home too!

27 27 Cute reminders from things that couldn’t possibly have written them. 36

28 28 This is a Good Place for a “Stick-Up” “Hector, please turn to page 14 and answer the first four questions.” “Hector, please turn to page 14 and answer the first four questions.” “ I ain’t openin’ up your stupid book. This stuff is baby crap.” “ I ain’t openin’ up your stupid book. This stuff is baby crap.”38

29 29 Public Image Public message: “This stuff is uninteresting or far below my ability. Therefore I refuse to do it.” Public message: “This stuff is uninteresting or far below my ability. Therefore I refuse to do it.” Hidden message: “This stuff is way too hard for me. I don’t have the skills to do it well. It’s reminding me of my frailties and confronting me with another failure experience (or mind-exhausting work). It’s threatening my private and public image.” Hidden message: “This stuff is way too hard for me. I don’t have the skills to do it well. It’s reminding me of my frailties and confronting me with another failure experience (or mind-exhausting work). It’s threatening my private and public image.” CHOICES: ‘Bad’ vs. ‘Dumb’. CHOICES: ‘Bad’ vs. ‘Dumb’.

30 30 If You Detect That a Youngster Needs Assistance ^ 1. Continue to teach the lesson (while moving slowly toward the student). (while moving slowly toward the student). 2. As you teach, write on a ‘post-it note’: “ Do you want (not need) help ?” 3. Keep walking,but look back at some point. 4. Watch for a “ Yes ” or “ No ” cue. 5. If “ Yes ”, write another note: 6. “ From me or another student ?”

31 31 8. Laconic Language: Keep It Short.

32 32 9. Give A Clear, Concise Direction ^ In a restrained volume & respectful, but firm tone of voice: In a restrained volume & respectful, but firm tone of voice: State the students name ~ State the students name ~ Precede the command with the “magic word”. ? Precede the command with the “magic word”. ? Provide a precise description of the actions that you want the pupil to display. Provide a precise description of the actions that you want the pupil to display.

33 33 Enhance The Impact of Your Precision Direction How so? How so? Give a reason for compliance Such as? Give a reason for compliance Such as? Serious face Serious face Tell what consequence can be avoided with compliance (“…so you can keep all of recess.”) Tell what consequence can be avoided with compliance (“…so you can keep all of recess.”) rather than penalty to be implemented for continued non- compliance rather than penalty to be implemented for continued non- compliance Stand up and/or Close the Distance (maybe) Stand up and/or Close the Distance (maybe) Gestures Examples? Gestures Examples? Gesture Quiz: Gesture Quiz: What standard North American gestures might be offensive to some groups? What standard North American gestures might be offensive to some groups?

34 34 Oh My!! “Thumbs up” “Thumbs up” “OK” “OK” “V” for victory “V” for victory Stars on stellar papers. Stars on stellar papers. C’mon…They’re in America (Canada) now. They know that we mean by these signs. C’mon…They’re in America (Canada) now. They know that we mean by these signs.

35 35 Direction Followed By Encouragement Follow directions with statements that convey: “ I know I can count on you ” EXAMPLES: Elsie is having problems with memorizing the “8s” and “9s” times tables. The teacher overhears her say “I’m stupid. I can’t do this stuff.” Elsie is having problems with memorizing the “8s” and “9s” times tables. The teacher overhears her say “I’m stupid. I can’t do this stuff.” “Elsie, do you remember how you mastered the 6s & 7s times tables?” “Elsie, do you remember how you mastered the 6s & 7s times tables?” “I kept trying and I didn’t give up.” “I kept trying and I didn’t give up.” “Right. Now it’s time to do what worked before. With effort and our teamwork, we’ll master those 8s & 9s.” “Right. Now it’s time to do what worked before. With effort and our teamwork, we’ll master those 8s & 9s.” Setting: Voc. Ed. HS for students with EBD, LD, MMR Setting: Voc. Ed. HS for students with EBD, LD, MMR “Chef Cook” notices off task student during preparation of pumpkin bread: Motivated the pupil with a direction, a belief statement & an offer of support. “Chef Cook” notices off task student during preparation of pumpkin bread: Motivated the pupil with a direction, a belief statement & an offer of support. “Willis, please grease your pan and place your loaf in it. It’s going to taste great right out of the oven with a pat of melting butter dripping over a steaming hot slice. Call me over if you need a hand.” “Willis, please grease your pan and place your loaf in it. It’s going to taste great right out of the oven with a pat of melting butter dripping over a steaming hot slice. Call me over if you need a hand.” The student smiled and re-engaged in the activity. The student smiled and re-engaged in the activity.

36 36 Are Our Reassurances Reassuring? “C’mon, it’s easy.” “C’mon, it’s easy.” (Spoken by teacher or other students) (Spoken by teacher or other students) “You know how to do it. You did it yesterday.” “You know how to do it. You did it yesterday.” “Maybe if you pay really close attention this summer, you might be able to pass the exam.” “Maybe if you pay really close attention this summer, you might be able to pass the exam.”

37 37 Mike: Offensive words on board How could you describe the problem? How could you describe the problem? “The board is full: “The board is full: and I need to use it.” and I need to use it.” of words that will get this class in trouble if… of words that will get this class in trouble if… How would you phrase a question? How would you phrase a question? What choices would you give? What choices would you give? What information would you give? What information would you give? sexual harassment charges sexual harassment charges offend others offend others result in disciplinary measures result in disciplinary measures make one look “immature” make one look “immature” can hurt one in social situations can hurt one in social situations will cause important people to reject you will cause important people to reject you will eliminate you from certain jobs with public will eliminate you from certain jobs with public Tell the student the derivation of the word? Tell the student the derivation of the word? What “I message” could you give? What “I message” could you give? How would you revise the teacher’s short statement? How would you revise the teacher’s short statement? What direction would you utter? What direction would you utter?

38 38 Write a note? “Erase the board!” “Use me now.” signed, The Eraser.

39 39 Two students, Crystal & Reuben, have grabbed the bottom edges of their textbook covers and are moving them up and down. They are pretending that the books are flying birds. You are concerned that the extreme angle of the backward folding might damage the bindings. Devise a response for each of the following strategies. Two students, Crystal & Reuben, have grabbed the bottom edges of their textbook covers and are moving them up and down. They are pretending that the books are flying birds. You are concerned that the extreme angle of the backward folding might damage the bindings. Devise a response for each of the following strategies. Describing the problem - Describing the problem - Asking a question – Asking a question – Giving choices - Giving choices - Short statements – Short statements – Giving information – Giving information – Sending a note Sending a note Describing how you feel (I message) – Describing how you feel (I message) – Concise direction (with reason for compliance or to avoid a penalty) - Concise direction (with reason for compliance or to avoid a penalty) -

40 40 Writing a Note Write a message on a piece of paper Utilize your skill in Orgami Make a crane Glide it over to them!

41 41 Other ideas for when students fail to rein in their behavior (and that of others) ^ Check out BehaviorAdvisor.com (#1 behavior management site on the planet) Check out BehaviorAdvisor.com (#1 behavior management site on the planet)BehaviorAdvisor.com Managing the behavior of groups Managing the behavior of groups Promoting positive peer pressure Promoting positive peer pressure Self monitoring (group version) Self monitoring (group version) Ways to catch ‘em being good Ways to catch ‘em being good Managing behavior with your teaching style Managing behavior with your teaching style Bulletin Board ~ Bulletin Board ~

42 42 Your Thoughts? How would you use that strategy with…? How would you use that strategy with…? I disagree with… I disagree with… I’ve used… and found that… I’ve used… and found that…

43 43 Mission Impossible? Your assignment, should you decide to accept it…. See the final two pages of your handout. Engage in the activities that place into practice the strategies we’ve covered thus far. See the final two pages of your handout. Engage in the activities that place into practice the strategies we’ve covered thus far. I’ll be watching. I’ll be watching. And I get cranky if mean-natured interventions are used with kids. If I see disrespectful practices, you’ll get a note (written from your memory) that says “Remember to use those evidence- based ideas.” And I get cranky if mean-natured interventions are used with kids. If I see disrespectful practices, you’ll get a note (written from your memory) that says “Remember to use those evidence- based ideas.”

44 44 Talking about notes… GO HOME ! SOON… Please wait a few minutes while we address a couple of things.


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