Strategies for Great Classroom Management Create the classroom culture Punishment vs. Discipline Praise or Encouragement

Teaching Optimism Optimism – belief that setbacks are normal and can be overcome by our own actions Pessimists are more prone to depression Children can recognize and dispute their negative thinking Why teach students optimism?

Attribution Theory Attribution Statements: Persuasion Statements: "You seem to know your chemical equation assignments very well." "You really work hard in science." "You're trying more, keep at it!" Persuasion Statements: "You should be good at science." "You should be getting better grades in science." "You should be doing well in science." Reinforcement Statement: "I'm proud of your work." "I'm pleased with your progress." "Excellent progress." Attribution theory is concerned with the ways in which people explain (or attribute) the behavior of others. It explores how individuals "attribute" causes to events and how this cognitive perception affects their motivation. Think of "explanation" as a synonym and "why" as the question to be answered. The following quote explains the attribution theory: "The foolish deer feels that God saved him from the injured lion, forgetting the swift legs that God gave." Srijit Prabhakaran

Four Basic Principles of Discipline with Love and Logic The student’s self-concept is always a prime consideration. An equal balance of consequences and empathy replaces punishment whenever possible. Be aware of the unstated and implied messages that either enhance or reduce self-concept. Great teachers spend most of their time asking questions and giving choices where reasonable. Let the consequences do the teaching Use thinking words rather than fighting words. Great teachers demand responsible behaviors. The child is always left with a feeling that he/she has some control. The student is required to do more thinking than the adult. 4

Implementing Love and Logic Take care of yourself by setting limits. Give choices when reasonable. Let consequences with empathy do the teaching Three things to remember when implementing love and logic 5

Enforceable Statements Unenforceable Please sit down, I am going to start. Open your books to page 54. Please stop talking and listen. Raise your hand if you want to talk. Enforceable I’ll begin, as soon as you are seated. We’ll be working from page 54. I teach when there are no distractions. I listen to students with their hand raised. Enforceable statements: Give students the opportunity to think when choices are an option Help teachers to keep from looking foolish when students won’t do what is said Make students less likely to resist when some control is shared Help teachers to avoid getting pulled into trying to control something that can’t Setting limits by using enforceable statements by replacing fighting words with thinking words 6

Delayed or “Anticipatory” Consequence In the real world classrooms, immediate consequences typically create more problems than they solve. Most of us have great difficulty thinking of one while we are teaching. We are forced to react while we and the student are upset. We often end up making threats we can’t back up. Take care of yourself and give yourself a break! Using delay or anticipatory consequence allows you time to “anticipate” possible support you might need, student reaction, and follow through with the logical consequence. 7

Reasons to Delay Consequences Allows for individualization of consequences. Student does some thinking Gives time for everyone to return to a calm state Helps to establish positive relationships Story – lipstick on mirrors 8

Avoid Power Struggles NEVER reason with a student – reasoning turns into a power struggle. Student, “That’s not fair” Teacher, “Probably so” or “Nice try” without sarcasm Accommodate student concerns by: Having designated times for student conferences (always in an open room or in presence of others) Make a conference sign up calendar Make appointment cards to give students Broken Record Technique Sarcastic teachers do not know when the student is going to get even with them – they just know that they will! 9

Ways to avoid power struggles Use thinking words not fighting words Never tell a student what to do, tell them what you are going to do Set limits without telling students what to do Share control Avoid power struggles by sharing control. 10

Share Control All human beings have a need for control. Share control by providing choices Force decision making Deliver content message (bad news) with a positive relationship message (smile) use questions Share control by offering choices 11

Reasons Behind the Use of Choices Choices create situations in which students are forced to think. Choices provide opportunities for students to make mistakes and learn from the consequences. Choices help us avoid getting into control battles with students. Choices provide an opportunity for students to hear that we trust their thinking abilities builds self-confidence builds relationships between adults and children Why give choices? Give students an opportunity to think helping them work on their critical thinking skills Helps to avoid power struggles Provides a chance for students to build self-confidence 12

Examples of Choices “Would you rather have homework due Monday or Tuesday?” “Would you like to edit your own paper or have a partner do it?” “Will you be turning in your work on time, for full credit or later, for partial credit?” “Would you rather listen without interrupting or move to another seat?” What are some examples of giving choices? CAUTION! -- It is very easy to turn your choices into threats. (“Would you rather turn in your work or go to the principals office?”) 13

Rules for Giving Choices Always be sure to select choices that you like. Never give a choice that you do not like (that does not match your value system). Never give choices when danger is involved. Never give choices unless you are willing to decide for the student in 10 seconds. Delivery is important “You’re welcome to ________ or ________. “Would you rather ________ or ________. “What would be best for you, ________ or ________. Do not provide one choice you like and one you don’t, because the student will usually select the one you don’t like. You must be willing to allow your student to experience the consequence of any choice offered. You must be willing to make the choice for the student in the event he/she does not choose. Deliver your choices with a smile. 14

Why Guide Students to Solve their Own Problems? Teaches students to be responsible Gives students opportunities to make good decisions. Students dignity and self-respect remain when they can choose the best solution Lets the consequences be the bad guy – teachers are viewed as helpers not judges – this improves teacher-student relationship How do you help students that have a problem? A student isn’t getting along with a lab partner. A student is caught cheating. (Your school might have a set of procedures to follow.) Guiding students to solve their own problems lets students keep their dignity and self-respect. The teacher is not the “bad guy,” but a good guide. 15

Steps that Guide Students to Solve their Own Problems Empathy Power Message Choices Student takes ownership Give permission / follow-up Five step method for helping students solve problems. Who owns the problem? The teacher or the student? 16

Steps One and Two (sometimes combined) Empathy “How sad.” “I bet that hurts.” Power Message “What do you think you’re going to do?” “Would you like to hear what other kids have tried?” Showing empathy tells students that you really care Sending a power message gives ownership of the problem to the student 17

Step Three Offer Choices “Would you like to hear what other kids have tried?” Offer a variety of choices that range from bad to good. It is usually best to start out with the poor choices. Each time a choice is offered, go on to step four. Offering choices gives guidance to the student 18

Step Four Have the child state the consequences. “And how will that work?” Having students respond makes them take responsibility 19

Step Five Give permission for the child to either solve the problem or not solve the problem. “Good luck. I hope it works out.” Have no fear. If the child is fortunate enough to make a poor choice, he/she may have a double learning lesson. Giving encouragement tells the student that you have faith in them and builds self-confidence 20

Classroom Interventions Useful when consequences do not apply dealing with a difficult student Two Types One-Sentence Intervention Disciplinary Interventions Classroom Interventions can be a quick fix to a classroom situation 21

One-Sentence Intervention For the damaged student with low self concept A way of building a positive relationship with a difficult student The goal is to get the student to feel good about you, the teacher The student will do something for you, but for nobody else including himself. TEST: when you can say “Would you try that just for me? Thank you” and the student performs the task. One-sentence interventions often work for very difficult students by satisfying a need for inclusion, affection and recognition. It is an instrument to help you view the student in a more positive way. Over time (twice a week for three weeks) say to the student “I’ve noticed” while maintaining eye contact and smiling. This technique can help to establish a positive student-teacher relationship, and the student may begin to behave. 22

Disciplinary Interventions Most appropriate when the teacher: wants an immediate change of behavior is instructing wants to restore order without making a situation a major issue is circulating the classroom wishes to enhance her relationship with the student Classroom interventions work when: You are instructing and need an immediate change of behavior Want to restore order without making a scene Wish to enhance, not damage, a relationship with the student 23

Disciplinary Interventions Do not need to perform in order. Do not go from one extreme to another or begin with the most severe Choose the most appropriate interventions 24

Most Common Mistakes Stating limits as demands Choosing unenforceable limits Forgetting to consider consequences in advance Neglecting to get support or approval from administration Remember to use an enforceable statement with a calm voice. “I will accept all papers prepared in the correct form.” 25