Managing Student Behavior

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• Managing Student Behavior
• Judy Brunner
• Raleigh, West Virginia
• August 6 7, 2009

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Instructional Targets

• Understand how to provide clear expectations for
  student behavior, classroom routines and
  procedures
• Be able to reduce or eliminate anti-social or
  verbally aggressive student behaviors

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Friends and Neighbors

• Choose your
• good friend
• Identify your
• neighbors

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Make an Appointment(With People Other than
Neighbors)

• Make two appointments with two new
  friends.

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Lets Think About It!

• Write down 3 things you hope to learn from
  todays training.
• Write down at least 3 reasons you believe this is
  an important topic for educators in todays
  current educational climate.

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Management System

• Larry hates school.
• Larry would like to get out.
• Larry can get out.
• To get out, Larry must (frequently) abuse the
  faculty.
• Do you know Larry?

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Management System

• When the system doesnt work, we play the blame
  game.

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Who is to blame?
The college professor said Such rawness in a
student is a shame, lack of preparation in high
school is to blame.
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Who is to blame?
Said the high school teacher Good heavens!
That boys a fool. The fault of course is with
the middle school.
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Who is to blame?
The middle school teacher said From stupidity
may I be spared. They sent him in so unprepared.
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Who is to blame?
The elementary teacher huffed Kindergarten
blockheads all. They call that preparation-why,
its worse than none at all.
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Who is to blame?
The kindergarten teacher said Such lack of
training never did I see. What kind of woman
must that mother be?
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Who is to blame?
The mother said Poor helpless child. Hes not
to blame. His fathers people were all the same.
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Who is to blame?
Said the father at the end of the line I doubt
the rascals even mine.
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Managing Student BehaviorIts Not Easy

• Its very easy to forget what you know
  intellectually and merely begin to react
  emotionally.
• It cannot all be punitive. It should be
  proactive and not only reactive.
• If a student always presses your buttons,
  hide your buttons.

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Think in Terms of Ideals

• Think to yourself and make a list.
• What are 7 characteristics of an ideal student?
• What are 7 characteristics of an ideal teacher?
• When signaled to do so, work with your neighbors
  and draw an ideal.

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Talk to Your Neighbors

• How can you use the information about ideal
  teachers and students to benefit your students
  this school year?
• Please be specific.

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So What Do Kids Really Want From Us?
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What do students want?

• Teachers that are trustworthy
• Teachers who get to know them
• Teachers who believe in them
• Teachers who make learning interesting
• Teachers who dont embarrass them

• Teachers who dont scream
• Teachers who dont give up on them

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What do students want?

• Teachers to be nice and smile often
• Teachers to care about them
• Teachers to be understanding
• Teachers to be patient
• Teachers to be fair and consistent
• Teachers who like teaching
• Teachers who help them succeed
• Teachers that challenge them to do their best

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What do you think
Why would we spend time today talking about what
students want from teachers and administrators?
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• Brain
• Compatible
• Classrooms

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Framework for Understanding

• Be physically and mentally prepared for problems
  in the classroom
• Tune in to students and make adjustments before
  boredom or disinterest begins
• Plan lessons that engage and motivate students
  help them understand the relevance
• Have clear expectations about what is acceptable
  and what is unacceptable

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Framework for Understanding

• Recognize that sit and get wont work when it
  is the predominate method of instruction
• Students need to have time to process information
  i.e. wait time
• Plan ahead and look for potential problems within
  a lesson
• Use a variety of teaching strategies to keep
  student interest

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Framework for Understanding

• Hands on lessons reduce the down time for a
  students brain
• Ineffective teachers discipline their classrooms,
  effective teachers manage their classrooms
• The most effective way to deal with misbehavior
  is to prevent the misbehavior before it occurs

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Brain Compatible Ways to Prevent Discipline
Problems

• Make positive contact with each student within 5
  minutes of the beginning of class.
• Make regular positive contact with parents.
• Allow students to have input into classroom rules
  and assignments.
• Provide for individual time, group time, class
  discussions, and affirmation.

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Brain Compatible Ways to Prevent Discipline
Problems

• Make the classroom interesting with bulletin
  boards that are colorful and relevant.
• Respond quickly to student concerns and
  questions.
• Incorporate movement into the daily schedule of
  the class.
• Include everyone in discussions and routines.

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Brain Compatible Ways to Prevent Discipline
Problems

• Have students write personal and academic goals.
  Refer to these goals regularly.
• When possible, give students a choice in lessons.
• Have lunch with individual students.
• Appropriately use dead time for a stretch break
  or a purposeful discussion.

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Brain Compatible Ways to Prevent Discipline
Problems

• Have students write a monthly letter to the
  teacher. As the teacher, write a response.
• Have students role play appropriate responses and
  reactions.
• Manage group leaders so they set the right tone
  for the group.

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Brain Compatible Ways to Prevent Discipline
Problems

• Recognize when it is time for the class to take a
  break. Have students stand, breathe deeply,
  stretch, stand on toes, etc.
• Understand that building a relationship with
  students related to extracurricular activities
  can enhance the classroom environment.
• Post schedules to reduce confusion.

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Take Ten
Talk to your friend and discuss how you can make
your classroom more brain compatible related to
discipline?Be specific and prepared to share
your ideas with others.
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What Effective Teachers Do!
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Effective Teachers

• Know what they are doing every day
• Know and teach classroom procedures
• Know their professional responsibilities
• Know that every day can be the first day of
  school

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A Well Managed Classroom

• Characteristics
• High level of student involvement with work
• Relatively little wasted time, confusion, or
  disruption
• Work oriented but relaxed and pleasant climate

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A Well Managed Classroom

• Effective Teachers
• Constantly ask - Are they learning what I want
  them to learn? Can they demonstrate or explain
  what they have learned?
• Make sure assignments are based on objectives.

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A Well Managed Classroom

• Effective Teachers
• Dress professionally
• Understand they are role models
• Are able to say No and mean it
• Start class immediately

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A Well Managed Classroom

• Effective Teachers
• Meet and greet students at the door
• Use a seating chart
• Teach responsibility by making students
  responsible for daily tasks
• Know how to bring class to attention
• Know how to praise and encourage

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A Well Managed Classroom

• Effective Teachers
• Introduce rules, procedures, and routines from
  day one and continue to teach them throughout the
  school yearespecially at the beginning of 4th
  quarter

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A Well Managed Classroom

• Procedures for the following
• Beginning class
• Ending class
• Collecting papers
• Returning papers
• Sharpening pencils
• Leaving the room for personal reasons
• Obtaining, maintaining and using school
  materials
• Entering the room when late

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A Well Managed Classroom

• Procedures for the following
• Getting student attention after group work or
  discussion
• Responding to visitors in the room
• Responding to intercom announcements
• Forming groups within the class
• Getting the teachers attention during
  discussion, seatwork, or group work

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Take Ten
Talk to your first appointment and describe
routines or procedures that could be used within
your classroom.How would you teach these
routines and procedures?
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What Effective Teachers Do!

• They treat all students courteously and refuse to
  tolerate students mistreatment of each other.
• They establish a classroom code of conduct.

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Suggestions for a Classroom Code of Conduct

• We will not embarrass others
• We will try to help students who are having
  difficult understanding the content
• We will invite students who are easily left out
  of activities to work together
• We will remember that our primary purpose at
  school is to learn and improve academically

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What Effective Teachers Do!

• They feel good about teaching in general, about
  their particular students, about themselves, and
  they are enthusiastic about their students
  progress.

• They surround themselves with positive people.

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After Explaining Procedures and Expectations,
Allow for Student Movement
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Head Em UP! Move Em Out!

• Remember how you feel after sitting in
  professional development for the day!

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Head Em UP! Move Em Out!

• If students must read aloud, require them to
  stand
• As content is discussed, have students stand when
  they agree and sit if they disagree
• Have students make appointments for discussion
  purposes
• Use role play when possible
• Give stretch breaks during class
• Use cooperative learning activities but
  remember its not just group work

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Improving Your Withitness

• Avoid concentrating only with those students that
  are most interested
• Circulate through the room calling on a variety
  of students and checking on progress
• Maintain visual surveillance
• During direct instruction try to establish eye
  contact with each student once every two minutes

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Improving Your Withitness

• Rather than having students bring paper and
  pencil to the teachers desk, students should
  raise hands. The teacher should go to students
  desk to provide assistance.
• When a visitor enters the room give a signal to
  students that they should continue working.

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With your second appointment, discuss how you
rate as an effective teacher. What do you do
well? How could you improve?
Take Ten
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Room Arrangement

• Arrange desks so that all students face the
  teacher and students can be easily monitored
• Allow for room to move between aisles
• Plan for student belongings

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Room Arrangement

• Have a consistent place for listing the days and
  weeks assignments
• Post a large example of heading for student work

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Teacher Caused Student Misbehavior

• Group punishment
• Loud talking
• Nagging
• Negative touch control

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Teacher Caused Student Misbehavior

• Overreacting
• Physical punishment
• Premature judgment
• Threats and ultimatums
• Writing as a punishment

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Try to Avoid

• Emphasizing the negative
• Not requiring students to raise hands and follow
  procedures
• Beginning an activity prior to having student
  attention
• Sitting while teaching
• Using the same teaching strategy each day

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Try to Avoid

• Inefficiently using instructional tools
• Relying too much on teacher talk
• Interacting with only half the class
• Collecting and returning student papers before
  assigning students something to do
• Interrupting while students are on task

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Try to Avoid

• Using Shhh as the primary way of quieting
  students
• Talking over student noise
• Permitting inattention during a media
  presentation
• Verbally reprimanding from across the room
• Not intervening quickly enough

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Simple Corrections

• Gentle verbal reprimand
• Proximity
• Keep record of behavior
• Assign time owed
• Time out at students desk
• Time out at other location
• Fill out behavior improvement form

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Super TeachingEric JensenThe Brain Store
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An Ounce of Prevention

• Limit the amount of time on any one activity
• Use background music
• Have students generate reasons for learning
  Whats in it for me?
• The fewer the rules, the better
• When in teams, use individual and group
  accountability

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An Ounce of Prevention

• Seek and respond to student suggestions
• Provide for structured talking
• Have attractive bulletin boards that are changed
  routinely
• Use non-verbal signals to correct students that
  are talkers
• Say, What questions do you have about my
  expectations?

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An Ounce of Prevention

• Have lunch with small groups of students
• Role play discipline situations
• Be consistent
• When appropriate, apologize
• Recognize when its time to take a break
• Manage group leaders

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An Ounce of Prevention

• Make sure your classroom routine is predictable
• Post schedules
• Include everyone. No one should be allowed to
  sleep or respond with I dont know.

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Take Ten
Review the information from Eric Jensen.Circle
the suggestions you believe are relevant for your
classroom.Be specific and prepared to share
your choices and reasons for them.
Talk to your friend.
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• If It Starts
• to Get Ugly

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The Samurais Sons

• Once there was a samurai who, in his old age,
  decided to divide his estate among his three
  sons. To determine which son deserved the
  largest inheritance, he tested their skill with
  the sword. He hung a bag of rice inside a barn
  door and summoned them one by one. As each son
  entered, the bag would fall on him. The son with
  the best response would win the bulk of the
  estate.

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The Samurais Sons

• As the first son entered, the bag fell and struck
  him on the head. Shocked and hurt, he
  nevertheless managed to react. He drew his sword
  and cut the bag in half before it hit the ground.
  Not bad, thought the father.

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The Samurais Sons

• When the second son entered, he sensed the bag
  even before it struck him, and he sliced it in
  midair. Even better, thought the old man.

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The Samurais Sons

• When the third son was summoned, he hesitated
  upon arriving at the barn. Sensing that
  something was amiss, he didnt enter and never
  drew his sword.
• This son won the bulk of the estate.
• What does this story have to do with managing
  aggression?

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Power StrugglesDont You Just Hate When That
Happens?
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What Precipitates a Power Struggle?

• Time constraints
• Fatigue
• Innate desire to win
• Behavioral patterns
• Lack of student or staff training

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Power StrugglesWhat Works?

• Speak the second to the last word
• Model the values you want to see
• Do not use sarcasm
• Listen, agree, acknowledge, defer
• Be complimentary

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Working with Angry Individuals

• Respond professionally
• When consequences are necessary, be business-like
  with your demeanor
• Make sure consequences make sense
• Remember they will eventually return to your
  classroom

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When Students Return to Your Classroom

• Be friendly
• Offer the first smile
• Offer the first kind words
• Offer the first friendly gesture

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Lets See What Youve Learned!
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Exercise Instructions
Read the exercise carefully. You are provided
with an event that could occur at any time in
your school or classroom. You have been provided
with some factual information. Make assumptions
at your own risk. The exercise is divided into
three parts.
CONSIDERATIONS These will be all of the factors
that you must consider as you begin to problem
solve the event. Examples include, but are not
limited to, time of day, weather conditions,
number of students, etc.
OPTIONS The list of options should be as
complete as possible. Include those that you may
not think are as good as others. What may seem
like a bad idea initially, may ultimately be your
best choice.
ACTIONS List the action(s) you would take in
chronological order. Your actions should be
taken from your options. Remember, your actions
should be consistent and appropriate for your
school and/or classroom setting.
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Threat of Violence Exercise
It is after school and you are in your classroom
conducting a conference with the parents of Sean
Perkins. As you are reviewing Seans grades his
father becomes visibly agitated and states that
This is a bunch of crap. He accuses you of
not being fair and further states Im not going
to put up with this school or you. He pushes
himself away from the table and stands up. It is
your observation that Mr. Perkins has been
drinking or is on some type of medication due to
the slurring of his speech.
You Also Know

•       Mr. Perkins has worn sunglasses throughout
  the conference
•     Mrs. Perkins is beginning to beg her
  husband to calm down but he is not
• compliant

What are your considerations, options, and
ultimate actions?
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Threat of Violence Exercise

• You are returning to class from lunch when you
  see Tad Sawyer and Billy Duncan in the hallway
  having an angry verbal exchange. While
  instructing your class to take their seats you
  observe Tad and Billy begin to shove each other.
  As you start toward the boys you observe Billy
  reach inside his backpack, remove a pair of
  scissors and raise them in a threatening manner.

You Also Know

•     Billy is an emotionally disturbed child that
  takes Prozac
•     Billys medication was recently adjusted
  due to physical aggression and his
• behavior is quickly escalating

What are your considerations, options, and
ultimate actions?
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Remember..

• You dont have to like the students or
  parents.you just have to act as though you do.

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Lets Make a Plan!
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Getting Started

• Review the power point.
• What slides do you want to use?
• What activities do you want to use?
• How might you use the tabletop exercises?
• Write your Action Plan.

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Part Two
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Instructional Targets

• Understand how to use Modules 1 and 2 of the
  Creating
• Safe Schools Classroom Series to
  facilitate training
• related to managing student behavior

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Managing Student Behavior

• Training modules include
• Providing Teachers the Tools for Safe Classrooms
• School House Bullies Preventive Strategies for
  Professional Educators

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Training DVDs

• DVD
• Facilitator Guide
• Discussion Questions
• Tabletop Exercises

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Module 1

• Providing Teachers
• Tools for Safe Classrooms

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Module 1 - Training DVD

• 47 minute training module divided into 2 parts
• (View in one or two settings)
• Part One Legal responsibility, scope of
  employment, and responding to classroom
  emergencies
• Part Two Managing aggressive/violent behavior

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Facilitators Guide

• Introduction Purpose, Content, and Key Concepts
• How to Use the Guide

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Facilitators Guide

• Chapter One
• Part One Part Two
• Activating Background Knowledge
• View DVD
• Questions for Review

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Facilitators Guide

• Chapter Two
• 3 Sample Elementary Tabletop Exercises
• 3 Sample Secondary Tabletop Exercises
• Chapter Three
• Action Plan Prototype

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Facilitators Guide

• Appendix
• Tabletop Exercises Worksheet
• Plan of Action Template
• Classroom Safety Checklist

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Module 2

• School House Bullies
• Preventive Strategies for Professional Educators

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Module 2 - Training DVD

• 90 minute training module divided into 3 parts
• Part One Types of bullying, definitions,
  characteristics, etc.
• Part Two Elementary, middle, and high school
  student vignettes
• Part Three Prevention strategies

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Facilitators Guide

• Introduction Purpose, Content, and Key Concepts
• How to Use the Guide

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Facilitators Guide

• Chapter One
• Activating Background Knowledge
• Questions for Review
• Parts One, Two, and Three of DVD

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Facilitators Guide

• Chapter Two
• Tabletop Exercises for Students Staff
• Instructions for Staff
• Instructions for Students

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Facilitators Guide

• Chapter Three
• Use of surveys student, staff, and parent
• Plan of Action
• Sample Action Plan
• Sample Workshop Agenda

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Facilitators Guide

• Resources
• Surveys
• Action Plan Template
• Bullying Prevention Tabletop Exercises
• Staff
• Student

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Complete Action Plan
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Talk to Your Friend

• What do you want to remember about todays
  training?
• What are your concerns?
• What are your questions?

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How to Contact Us
By Mail
P.O. Box 1963 Springfield. 65801-1963
By Phone
417-880-5895
By E-mail
edusafe_at_edu-safe.org
By Website
www.edu-safe.org
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