Discipline Theory

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Classroom Management I

• Discipline Theory
• Katy Roede

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Anyone can steer the ship when the sea is
calmPublilius Syrus
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Guidelines for Success

• Be an active, positive, and polite participant.
• Take responsibility for your learning take
  notes and ask questions when needed.
• Please turn all electronic paging equipment to
  silent mode.
• Take care of your needs.
• Get to know the people around you. Start your
  network!

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Classroom Management, at its best, helps to

• Facilitate Learning
• Teach self-discipline
• Cut down on teacher-directed discipline and
  consequences
• Provide a safe and secure learning environment

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Our Objective

• The learner will understand the need for
  classroom management, set expectations for their
  classroom, and explore strategies to improve
  student discipline.

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You must practice good classroom management
skills daily
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even when you think its not working!!!
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You can NOT become a great teacher until you
develop excellent classroom management skills.

• All your hard work and fantastic lessons will be
  in vain if you cant create and maintain a proper
  learning environment.

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Its Impact on Your Future

• The number one reason probationary teachers
  contracts are not renewed is classroom
  management.
• You can have a fabulous grasp of your material
  and a Wow lesson, but it wont matter if your
  students are not appropriately engaged and with
  you.

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Classroom Management is Critically Important!

• In order to be effective, you must have these
  skills.
• In order to be employed, you must have these
  skills.
• You set the climate in your classroom!

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You can LEARN great classroom management because
in humans it is a learned behavior.

• Wouldnt it be great for that to be an
  INSTINCTIVE behavior for teachers?

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• Unfortunately, that is not the case

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The problem is that bad behavior is also learned.

• You are a novice teacher practicing your
  beginning classroom management skills

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up against seasoned veterans who have practiced
their bad behavior for YEARS!!!
Joey, age 6 Has been practicing getting
his way for 6 years.
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• Dillon, age 12
• Has practiced being late for class for 5 years.

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Jeff, age 14 Has practiced being the class
clown for 7 years.
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• LaRhonda, age 17
• Has practiced daydreaming in class for 8 years.

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WHY Classroom Management?

• Because correcting bad behavior is A LOT OF HARD
  WORK!!!
• Its much easier to punish bad behavior than it
  is to change it.
• Punishment alone (time out, staying after school,
  listening to the teacher gripe and complain,
  sending to the office, bad conduct grades, etc.)
  rarely changes bad behavior.

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Dr. Harry Wong

• Dr. Wong is well-known for his expertise in
  classroom management, effective teaching, student
  motivation and student achievement.
• Over 2.8 million copies of Dr. Wong's book,The
  First Days of School, have been sold to date.
• He has been called "Mr. Practicality" for his
  common-sense, research-based approach to managing
  a classroom for high-level student learning and
  achievement.

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Harry Wong Classroom Management

• Harry Wong is THE Classroom Management Guru.
• We will watch a series of videos in these 4
  classes they dont tell the whole story, but
  they focus on the basics and will be the
  foundation of what we do. These are the basic
  tools in your toolbelt.
• Put this on your resume Harry Wong Classroom
  Management Training. Principals will love it!

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Plan for Success!

• Great teachers focus on expectations.
• Other teachers focus on rules.
• The least effective teachers focus on the
  consequences of breaking the rules.
• Establish clear expectations at the beginning of
  the year and follow them consistently as the year
  progresses.

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A Good Discipline Plan. . .

• Is Written in Do terms.
• Consistently manages student behavior
• Teaches students to self-discipline
• Protects student rights
• Honors student Dignity
• Enlists parental support
• Enlists administrator support

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DISCIPLINE PLANS

• A classroom discipline plan consists of three
  parts
• Expectations for students that are consistently
  enforced
• Supportive feedback given consistently for
  meeting expectations
• Corrective actions the teacher takes when
  expectations are not met

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What are Expectations?

• Expectations are established agreements about
  behavior in the classroom. They should be
  positive statements of what the students are to
  do, rather than definitions of what not to do.
  When expectations are carefully chosen and
  communicated, students have a clear idea of the
  teacher standards of behavior. Expectations may
  govern talking, movement within the classroom,
  treatment of other students, etc.

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Examples of Classroom Expectations(note how
these are worded!)

• Be respectful.
• Be prepared.
• Be on time.

• Respect yourself.
• Respect others.
• Respect your school.

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Class Expectations
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You have to teach and model expectations.

• Assume they have no concept of what respect
  means.
• Give definitions, fictitious examples, positive
  real-life examples.
• Make sure that you are following your
  expectations. Apologize when you slip up.

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EXPECTATIONS

• Should define what behaviors you expect from
  students at all times
• Should be written in positive terms
• Should be limited in number
• Should be observable
• Should be applied consistently throughout the day
• Should be applicable ONLY to behavior

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What Are Your Expectations?

• In small groups (no more than 5 people) discuss
  classroom expectations. List 5 that you would
  use in your own room. How will you teach each
  one?
• To write these, first identify behaviors that are
  acceptable and unacceptable develop classroom
  expectations that define those behaviors.
• Remember if you expect the best you are likely
  to get it. If you expect the worst, you will get
  it too!
• Be prepared to share.

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DISCIPLINE PLANS

• A classroom discipline plan consists of three
  parts
• Expectations for students that are consistently
  enforced
• Supportive feedback given consistently for
  meeting expectations
• Corrective actions the teacher takes when
  expectations are not met

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Supportive Feedback

• Encourages students to behave appropriately
• Creates a positive classroom environment
• Establishes positive relationships with students
• Honors students dignity

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Ways to provide Supportive Feedback

• Recognize student achievement every chance you
  can
• Address behavioral concerns outside the classroom
• Verbally recognize appropriate behavior
• Set a goal to send home a specific number of
  positive notes to parents each week
• Set a goal to make a specific number of positive
  parent phone calls a week

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FEEDBACK

• Positive Reinforcers
• Extinction
• Negative Reinforcers

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POSITIVE REINFORCEMENT

• Should be used often and sincerely
• Strengthen the response it immediately follows
• Makes that response more probable or more
  frequent
• Should be something students desire or need

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• A Positive Reinforcer is only defined by its
  results by increasing the strength of the
  behavior it immediately follows.
• If the positive reinforcer did not strengthen the
  behavior, it was not a positive reinforcer.

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Know your kids and choose the right positive
reinforcement.

• What works for one may not work for another.

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EXTINCTION

• Sometimes the best response is no response at
  all.
• Extinction of a response means no reinforcer
  whatsoever.
• Behaviors that are not reinforced tend to drop
  out.

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Extinction of Inappropriate Behaviors

• Obviously we can not ignore behavior which is a
  danger to others or to that student!
• Oftentimes, you ignoring a bad behavior becomes a
  model for the class.
• If the behavior is something you (or the class)
  cant ignore then try saying, I dont have time
  to deal with that right now. I will see you after
  my lesson.

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Extinction will eventually work.

• Plain and simple, we dont keep on doing
  something that doesnt work!
• If a slot machine doesnt pay off, we walk away
  and find another.
• Remember to extinguish a response, nothing must
  happen as a result of it no payoff.

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Negative Reinforcement
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Negative Reinforcement

• When positive reinforcers or extinction doesnt
  work you may need to use negative reinforcers or
  punishment.
• Most teachers tend to quickly jump past the power
  of positive reinforcers and extinction and move
  directly to negative reinforcement and
  punishment dont be those guys!!!

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Negative Reinforcement and Punishment

• It should be with great care that we decide to
  send a negative message to the student.
• It should always be a reflective and never a
  reflexive act on our part.

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Negative Reinforcement and Punishment

• Students (and everybody) will change their
  behaviors to eliminate or avoid unpleasant
  situations.
• If something unpleasant (negative reinforcer) is
  occurring and the student does something to
  remove it, the behavior that removed it is likely
  to be reinforced.

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Negative Reinforcement is Different than
Punishment

• Punishment is the addition of undesirable
  consequences in an attempt to suppress or to stop
  a behavior.
• In negative reinforcement, the student can
  immediately remove the unpleasant situation by
  changing the behavior. Therefore the student is
  in control which is what we want.
• In punishment, only the teacher or principal can
  remove it. The student is no longer in control.

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What Are Your Reinforcers?

• In small groups (no more than 5 people) discuss
  positive and negative reinforcers. List examples
  of each that you would use in your own room. How
  will you review each one?
• Be prepared to share.

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DISCIPLINE PLANS

• A classroom discipline plan consists of three
  parts
• Expectations for students that are consistently
  enforced
• Supportive feedback given consistently for
  meeting expectations
• Corrective actions the teacher takes when
  expectations are not met

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CORRECTIVE ACTIONS

• Fundamental to self-management
• Do not work in isolation. They must be balanced
  with positive reinforcement.
• Do not have to be severe to be effective.
• Appropriate for your students and you must be
  comfortable using them.
• Must be something students do not like, but
  should never be physically or psychologically
  harmful.

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CORRECTIVE ACTIONS

• Should be organized into a hierarchy that clearly
  spells out what will happen from the first time
  expectations are not met to the fifth time
  expectations are not met in the same day by the
  same student.
• The very first corrective action should be a
  reminder of the expectation.

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CORRECTIVE ACTIONS

• Parent and administrator contact should appear
  near the end of the hierarchy.
• Hierarchy must include a severe clause for
  dealing immediately with severe misbehavior.

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What will your Corrective Action be?

• In small groups (no more than 5 people) discuss
  your hierarchy of corrective action. List 5 that
  you would use in your own room. How will you
  teach each one?
• Be prepared to share.

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EXAMPLES OF CORRECTIVE ACTION

• Jimmy interrupts the teacher while she is
  teaching.
• The teacher reminds Jimmy of the expectation that
  everyone in the class respects and listens
  quietly when someone else is speaking. She
  continues with the lesson.
• Jimmy interrupts the teacher once again.
• This time, the teacher asks the class to read the
  next paragraph silently, and she walks quietly to
  Jimmys desk and asks him to meet her in the
  hallway.
• In the hallway, she asks Jimmy to tell her what
  expectation she has of students in the classroom.
  Jimmy tells her and she reminds him of the
  predetermined consequences for not meeting
  classroom expectations. She offers him the
  opportunity to correct his own behavior prior to
  the implementation of the consequence. (In this
  case, missing recess and calling his parents.)
• Jimmy agrees that he loves recess and will not
  interrupt again. He also agrees that there is no
  need to involve his parents.

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Self Discipline Our Primary Objective

• When you help a student maintain control of his
  or her own behavior both of you are working
  toward the same objective.
• When your actions cause a student to lose the
  dignity of being in charge of self, you and he
  are working at cross purposes, and all that
  students skills will be used against you!

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When we teach self discipline we convey the
following messages to the student

• You are in control of your behavior and therefore
  are accountable for it.
• You are in control of making acceptable choices.
• You are competent to make these choices wisely.
• You are responsible for what happens as a result
  of your choices.

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Keep The Messages Simple. . .

• Lets meet before school tomorrow to plan ways
  so you can get your work finished.
• You dont seem to want to work in class today.
  If you prefer, you can finish during recess.
• Which consequence do you think would work best
  to help you remember to not talk during my
  lessons?
• My personal favorite. . .
• Are your parents helpful when you have a
  problem? Would you like them to come to school
  and help us work on this one?

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Self Discipline Our Primary Objective

• A critical attribute of any professional is the
  skill of enabling the client to function without
  the professional.
• Teachers are professionals!
• A teacher is successful when the student no
  longer needs the help of the teacher in order to
  perform productively.
• This is true in ALL AREAS, not just behavior.

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Self Discipline Our Primary Objective

• Student behavior (for the most part) is NOT
  genetically based, but is LEARNED behavior.
• Anything that is learned can be taught!
• Teaching is our business!!!

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Self Discipline Our Primary Objective

• Self discipline means that instead of conforming
  or being forced to behave, students CHOOSE to
  behave in a way that is productive and brings
  them satisfaction.
• Productive behavior can be taught to be preferred
  behavior.

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Dishing out discipline on the spur of the
moment makes you reactive to student behaviors
when you should be proactive to them!
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Effective Classroom Management Enhances Learning

• Give clear instructions
• Beginning a lesson
• Maintaining attention
• Pacing
• Using seatwork effectively
• Summarizing
• Making smooth transitions

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The Last Words

• Dont be afraid to give your best to what
  seemingly are small jobs. Every time you conquer
  one it makes you that much stronger. If you do
  the little jobs well, the big ones will tend to
  take care of themselves. Dale Carnegie
• Dont worry that children are not listening to
  you. Worry that they are always watching you.
  Robert Fulgham.

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SAMPLE DISCIPLINE PLAN SAMPLE PARENT LETTER