1. SOWING THE SEEDS FOR QUALITY CLASSROOM MANAGEMENT ACT HOUSTON FIELD SUPERVISOR TRAINING AUGUST, 14, 2014

2. 70-20-10 PRINCIPLE 70 PERCENT OF STUDENTS RARELY BREAK RULES OR VIOLATE PROCEDURES 20 PERCENT BREAK RULES ON A SOMEWHAT REGULAR BASIS 10 PERCENT ARE CHRONIC RULE BREAKERS AND ARE OUT OF CONTROL MOST OF THE TIME ( Discipline with Dignity, Curwin, Mendler, Mendler, 2010, pg. 32-33 )

3. WHAT DO THESE NUMBERS TELL US ABOUT THE PROBABLE EFFECT OF THE USUAL COOKIE CUTTER CLASSROOM MANAGEMENT PLAN FOUND IN MOST CLASSROOMS TODAY? DISCUSS…

4. CHRONIC, MALADAPTIVE BEHAVIORS DO NOT RESPOND TO RULES. A CLASSROOM MANAGEMENT PLAN MUST MAINTAIN A BALANCE BETWEEN THE NEEDS OF THE CLASS AND THE UNIQUE NEEDS OF EACH STUDENT. THE PLAN MUST MAINTAIN THE DIGNITY OF ALL STUDENTS, NO MATTER WHAT THE BEHAVIOR. CLASSROOM MANAGEMENT IS MORE ABOUT THE DESIGN OF THE LESSON RATHER THAN BEHAVIOR. ( Discipline with Dignity, Mender, Curwin, Mendler, 2010)

5. HOW DO OUR TEACHERS BEGIN THE PROCESS OF SOWING THE SEEDS OF CHANGE AND SUCCESS TEACHERS NEED TO SEE THEMSELVES AS IMPORTANT COMPONENTS IN THE CHANGE PROCESS TEACHERS ARE IN CONTROL OF THE CLIMATE AND ATMOSPHERE IN THEIR CLASSROOMS. THE TEACHER MUST REALIZE THAT A STUDENT WILL NOT CHANGE UNTIL HE/SHE IS READY AND/OR HAS BEEN GUIDED AND HELPED.

6. GROUP DISCUSSION 1.What are some key out-of-school causes of discipline problems that educators can’t control but need to understand ? 2.What are some things that teachers and administrators do that actually lead to discipline problems? 3.How many specific strategies or phrases can you think of to positively affect student behavior? 4.What are some things that teachers and administrators do to negatively affect students behavior?

7. ALWAYS TREAT STUDENTS WITH DIGNITY, EVEN IF YOU DON’T THINK THEY DESERVE IT! THIS IS THE FIRST STEP TO SOWING CHANGE IN BEHAVIOR, ONE SEED AT A TIME.

8. A TEACHER MUST IDENTIFY AND TEACH THE VALUE OR PRINCIPLE BEHIND EACH EXPECTATION (RULE) IN THEIR CLASSROOM MANAGEMENT PLAN IN ORDER FOR STUDENT BEHAVIOR TO IMPROVE. A RULE TELLS A STUDENT WHAT TO DO AND HOW TO DO IT. THE VALUE TELLS THE STUDENT WHY THEY NEED TO DO IT. FOR EXAMPLE: IN OUR CLASSROOM WE VALUE SAFETY. THIS IS WHY WE KEEP OUR HANDS AND FEET TO OURSELVES. IN OUR CLASSROOM WE VALUE SUCCESS. THIS IS WHY WE COME TO CLASS WITH ALL NEEDED SUPPLIES AND WORK.

9. CONSEQUENCES THE OUTCOME OF THE CONSEQUENCE IS WHAT IS MOST IMPORTANT BECAUSE THIS IS WHERE WE HOPE TO SEE A CHANGE IN BEHAVIOR STUDENTS MUST KNOW THAT CERTAIN BEHAVIORS HAVE CONSEQUENCE. KEEP IN MIND THAT NO PUNISHMENT CAN BE WORSE THAN WHAT SOME KIDS HAVE EXPERIENCED IN THEIR LIVES. THEY SHOULD BE GIVEN IN PRIVATE. WHAT IS FAIR IS NOT ALWAYS (Curwin, Mendler, Mendler, 2010)

10. TEACHER MISTAKES THAT CAUSE SEEDS TO TURN TO WEEDS PLEASE LIKE ME – Ignores behaviors so they can feel cool MUSCLE FLEXER – I don’t care if you like me, but students better do as I want. MARINE SERGEANT – (Muscle Flexer’s First cousin) Everyone gets treated the same; no exceptions. GUILT GIVER – Teacher lacks self confidence: they will “wine” and complain hoping the students will come to their senses. D

11. TURN YOUR WEEDS INTO AN ABUNDANT HARVEST DO NOT SHAME OR HUMILIATE A STUDENT, ESPECIALLY IN FRONT OF OTHERS!!!!!!!! ANY CHANCE OF BEHAVIOR CHANGE IS HOPELESS. BE CONSISTENT BUILD RELATIONSHIPS – MAKE EYE CONTACT AND CONVERSE WITH YOUR MOST CHALLENGING STUDENTS EVERY DAY. BE CONSISTENT DON’T TAKE THINGS PERSONALLY - REMOVE THE EMOTION BE CONSISTENT DIFFERENTIATE YOUR CONSEQUENCES FOR BEHAVIOR JUST AS YOU DO FOR ACADEMICS. BE CONSISTENT HAVE A COOL DOWN PLAN FOR YOUR STUDENTS AND YOURSELF.

12. DAILEY PLEDGE TO YOUR STUDENTS I WILL NOT GIVE UP ON YOU. I WILL NOT QUIT YOU. I WILL NOT LOSE CONTROL WITH YOU. I WILL NOT YELL AT YOU. I WILL NOT BE ANGRY WITH YOU. I WILL ALWAYS BE THERE NO MATTER WHAT. BECAUSE I AM YOUR TEACHER AND MY JOB IS TO SHOW YOU A BETTER WAY, I WILL NOT TAKE PERSONALLY WHAT YOU DO OR SAY WHEN I DO NOT LIKE IT.. ( DISCIPLINE WITH DIGNITY ; CURWIN, MENDLER, MENDLER, 2010, PG.133)

13. ENJOY YOR HARVEST !