1. Tools for Your Classroom Management Toolbox
Facilitator: Tawanna Billingsley-Patton

2. What can you control? Out of your control Circle of Influence
Circle of control

3. There are 3 things that we control that determine the quality of a child’s education
Circle of control
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 is your belief system?
What are your beliefs about educating children?

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

6. Understand that our students may not share this belief.

7. Be prepared to teach these concepts as new skills
Be prepared to teach these concepts as new skills. Repeated practice will be needed.

8. There is no quick fix to good discipline It takes time and hard work.

9. Research tells us that for every year an individual practices a bad habit, it takes one month of intervention to change that behavior.

10. Research also tells us that it takes 16-21 times of repeating a task to make it a habit.

11. Kids are more impressed with what they see than what we say
Kids are more impressed with what they see than what we say. Spencer Henry

12. Be firm and respectful. Apply consequences with empathy.

13. Consequences+Empathy= Learning Teaching with Love and Logic

14. Consistency and follow through are important.

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.

16. Principle #1: Assess, clarify, and communicate needs and expectations.

17. My Job
Your Job

18. My Job Your Job Treat me with respect 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
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

19. Above the Line
Below the Line

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

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

22. Know that I care before I care what you know
Know that I care before I care what you know. I don’t care what you know until I know that you care.

23. Sounds Like
Feels Like
Looks Like
Respect

24. Sounds Like
Feels Like
Looks Like
Respect

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

26. Quick Toolbox TIPS for the Teacher
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. Rules for your rules Your rules should be:
Clear and specific enough to be understood
Address all the major areas that need to be covered
Observable behaviors
Stated in positive terms (when possible)
Enforceable
Limited to two-five
Developed with the help of students
Posted in your classroom
Taught, practiced, evaluated, and re-taught

29. Rules Three to Five 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
General
Specific

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

31. Procedures and Routines
Entering the classroom
Getting to work immediately
When you are tardy
Dismissal
Getting a teacher’s 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

32. Storytelling

33. Collector/protector $19.99
Turning in work
Collector/protector $19.99
callowayhouse.com

34. Getting Missed Work

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

36. Example of a transitional procedure
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. Ways to gain zero base noise level
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. Quick Toolbox TIPS for the Teacher
The power of the clipboard
“Please restate that without using profanity?”

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

41. A Few Ways to Create Fun and Engaging Lessons
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.

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

44. Principle #6: Deal with misbehavior, quickly, consistently, and respectfully.

45. Avoid Wasted Language 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. Ineffective Verbal Messages
“Would you cooperate just once!”
“Can’t you see I’m trying to teach a lesson!”
“Stop acting like a jerk!”
“I’ve had enough of you!”
“I don’t care for your attitude.”
“Get it together.”

47. Firm and Respectful Limits
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. Effective Verbal Messages (Firm Limits)
“It’s not okay to interrupt.”
“Stop pushing now.”
“I expect you back in five minutes.”
“You won’t be ready to leave until your desk is clean.”
“If you yell again you will have to go to the time-out area.”

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

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

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

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

53. Consequences
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. Natural Consequences
When learning materials are lost, damaged, or stolen due to carelessness, misuse, or lack of responsibility.
-Don’t 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.
-Don’t 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. Language of Choice
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.
You’re welcome to ________ or ________.
Feel free to ___________ or ___________.
End with………
“I know you’ll make the best decision.”
“I know you’ll make the right choice.”

60. Language of choice
“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 you’ll make the right choice”.
“Would you rather play by the rules, or learn about the game by watching the other’s play? Let me know what you think.”
Would you rather wear your coats out to recess, or would you rather carry them?

61. Time Out 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. Redirecting Attention Getting Behaviors
“Evil eye”
Proximity/Circulate around the room
Proximity/Praise (catch another student being good)
Use student’s name
Silent communication
Do the unexpected
Get them to think (give them “the look” and write something down)

63. What to do for Non-compliance
Touch the student (If appropriate)
Be ready for challenges
-If a student says, “I wasn’t doing anything,”
Say, “ That’s 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. Non-compliance cont…
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 don’t 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. Thinking statements “Save it for……” “Feel free….”
“What’s 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. Thinking statements “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?”
“What’s 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. When Student’s Don’t Answer
“What are you doing?”
(no answer)
“I noticed… What should you be doing?”

68. When Student’s Don’t Answer
“Is that against the rules?”
(no answer)
“It is against our rules. What should you be doing?”

69. When Student’s Don’t Answer
“What’s your plan?”
(no answer)
"This is what I need you to do?”

70. When Student’s Don’t Answer
“What do you think will happen if…?”
(no answer)
"Here is what will happen if…. And we’ll talk about it later.”

71. When Student’s Don’t Answer
“Is that against our rules?”
(no answer)
“I’ll take your silence as a ‘yes’ and I need you to open your book and start reading.”

72. Show Stoppers and Challenges!!!!!
“ I don’t care” or “I don’t know”
-Lead with empathy: “How sad.”
-Ask questions: Restate in a true/false way.
“What don’t you know so I can help you?” or
“What’s your best guess?”

73. Show Stoppers and Challenges!!!!!
“So what?” “That’s not fair.” “That’s 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. i.e. “Could be, I need you to…”
Other Techniques
Fogging Technique:
“Could be”, That’s possible”, “You may be right” ‘Thanks for sharing”, “That’s 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:
Other Techniques
Broken Record Technique:
Start every sentence with , I understand…” or “That’s not the point…” then tell them what you need them to do.

76. Other Techniques “To You/ To Me” Statement:
“ To you _______. To me _______ and ________.”
“To you it’s funny calling someone a name, to me it’s disrespectful. I need you to open your book and start working.”
(Or “We’ll talk about it later.”)

77. More Techniques Refuse to fight (argue): “Nice try. I will not argue.”
“Nice try, I don’t argue with students. I teach. If you want to argue you can see….”

78. More Techniques 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? Let’s talk about it after class.”

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

80. 2 Stage Time-Out
Stage 1 takes place in the student’s immediate classroom for a predetermined period of time. Set the timer for minutes.
Stage 2 should take place in a buddy teacher’s 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
Teacher’s 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. When Dealing with Potentially Violent Students Don’t……
Don’t ask “You” questions:
“What’s your problem?” What’s wrong with you?”

83. When Dealing with Potentially Violent Students Don’t……
Don’t ask “Why” questions: “Why did you do that?”

84. When Dealing with Potentially Violent Students Don’t……
Don’t get into a debate.

85. When Dealing with Potentially Violent Students Don’t……
Don’t say, “I’m your teacher. Don’t talk to me like that .”

86. When Dealing with Potentially Violent Students Don’t……
Don’t interrupt. Allow the student to finish venting.

87. When Dealing with Potentially Violent Students Don’t……
Don’t back them into a corner in front of their peers.

88. When Dealing with Potentially Violent Students Don’t……
Don’t use “now”.

89. When Dealing with Potentially Violent Students Don’t……
Don’t physically try to remove them or physically stand between them and the door.

90. When Dealing with Potentially Violent Students Don’t……
Don’t take it personally.

91. When Dealing With Potentially Violent Students Do……
Stay calm and in control.

92. When Dealing With Potentially Violent Students Do……
Use short, clear, firm requests “ I need….” “I want….”
“I need you to calm down and sit down.”

93. When Dealing With Potentially Violent Students Do……
Lead with empathy. Let them know you hear them, but bring them back to your directions:
“That’s not the point, and… “
Use “and” not “but” or “however”

94. When Dealing With Potentially Violent Students Do……
Use calm repetitive statements.
“I see you are upset and I need you to sit down.”

95. Remember the only person you can control is yourself.

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

97. Dangerous Destructive Behavior
( 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. Violent or Assaultive Behavior
Remove crowd/bystanders/classmates
(send for back up support if possible).

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

100. Violent or Assaultive Behavior
Provide cool down time to deescalate the situation and restore control.

101. Violent or Assaultive Behavior
Send for backup support.

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

103. Resources
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