CLASSROOM MANAGEMENT II

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CLASSROOM MANAGEMENT II

• Review of Classroom Management I
• Corrective Feedback
• Quick Study on Monitoring Proximity
• Behavior Conferences
• On Your Own

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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
• Must be balanced with positive reinforcement.
• Must be something students do not like, but
  should never be physically or psychologically
  harmful.

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CORRECTIVE ACTIONS

• Should be hierarchial in intensity.
• The very first corrective action should be a
  reminder of the expectation.

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Simple Ways to Handle Inappropriate Behavior

• Eye Contact
• Evil Eye
• Evil Eye with Signal
• Write on a pad

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Simple Ways to Handle Inappropriate Behavior

• Proximity
• Proximity with a Note
• Proximity with a tap on desk

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Simple Ways to Handle Inappropriate Behavior

• Gentle reminder of the correct procedure
• Have the student perform procedure
• Ask student to state expectation
• DIRECT APPROACH TELL THEM TO STOP

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Ignoring Inappropriate Behavior

• Only if. . .
• Problem is momentary and not likely to escalate
• Minor deviation
• Handling it would disrupt the flow of lesson
• No other students are involved
• THEN. . .HANDLE WITH DELAYED FEEDBACK

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CORRECTIVE ACTIONS

• Try to strike a balance between consistency and
  flexibility. When consequences are too cut and
  dry, students often do a cost benefit analysis.
  If I dont do my homework, I will get detention
  1 hour spent now for 30 minutes later.hmm.
• A list of possible consequences for varying
  levels of offenses will help.

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CORRECTIVE ACTIONS

• 1st offense private conversation about
  behavior, note home, and/or loss of privileges.
• 2nd offense phone call home, cut in conduct
  grade, and/or loss of privileges.

• 3rd offense detention, parent conference,
  and/or loss of priveleges.
• 4th offense detention, parent conference and/or
  office referral

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CORRECTIVE ACTIONS

• These have to be tailored to both your school and
  your classroom. When you write one for your
  portfolio, make sure it is labeled Sample
  Discipline Plan. This tells the principal that
  you have thought about it, but you understand you
  may need to alter your plan depending upon what
  is already in place in the school.
• The Severe Clause some behaviors (fighting,
  drugs, weapons) warrant an automatic referral to
  the office. Your consequences are not meant to
  cover any of these extreme behaviors.

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OUR OBJECTIVE TONIGHT. . .

• The learner will develop a behavioral conference
  plan and create an effective and efficient
  discipline plan for use in his/her classroom.

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The Behavioral Conference
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Recording Student Behavior

• You must have documentation of student behavior.
  This is your justification for conduct grades and
  consequences.
• Documentation should be of more serious or
  repeated inappropriate behaviors. Dont record
  the minor issues.
• Keep documentation PRIVATE. It should never be
  shared with students or parents who it does not
  concern.

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Documentation of Behavior

• Guidelines
• Brief include all relevant details, but nothing
  extraneous
• Factual keep opinions out of it
• Calm watch your tone this is a student record
• Dated when did it happen
• Corrective Action you took and its success
• Confidential dont include the last names of
  other students.

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Behavioral Conferences

• Sometimes a formal conference with the student is
  needed to work together to develop a plan for
  appropriate behavior.
• This conference needs to be prepared for more
  carefully than a difficult lesson since the
  student has already failed in the content you
  want him to learn. I strongly recommend
  involving a counselor or your mentor teacher in
  the first few.

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Planning Behavioral Conferences

• Step 1- Select the behavior to be changed.
• What ONE behavior will you work on first?
• Step 2- Determine the REPLACEMENT behavior.
• You cant just expect a student to stop doing
  something unless you give him something else to
  replace the undesired behavior.

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Planning Behavioral Conferences

• Step 3- Determine positive reinforcers.
• List the reinforcers you think might work for
  this student and choose the smallest one.
• Step 4- Select negative reinforcers or
  consequences.
• You must send a clear message that bad behavior
  will not be ignored.

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Planning Behavioral Conferences

• Step 5- Determine what might help the student use
  the desired behavior.
• The student wont change overnight. You need to
  plan for ways to prompt the behavior.
• Step 6- Determine whether to use others in the
  conference.
• Initially its best to just have you and the
  student.
• Save the others (principal, counselor, parents,
  etc.) in case you need them later.

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Conducting Behavioral Conferences

• Step 1- Identify the unacceptable behavior.
• Let the student do it if possible.
• Dont talk about past sins. Focus on future
  improvement.
• Step 2- Identify the specific behavior
  replacement.
• The student must know exactly what you want him
  to do.
• Role playing is often helpful to see if the
  student actually has the skills necessary to do
  what you want.

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Conducting Behavioral Conferences

• Step 3- Indicate the future consequences of
  unacceptable AND replacement behaviors. The
  student needs to know BOTH so he can make a
  choice.
• The student must learn that HE is responsible for
  what happens to him. If bad things happen it
  will be because of HIS choice.

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Conducting Behavioral Conferences

• Step 4- Set a time for checking the success of
  the plan.
• For serious behaviors or young children, the next
  day or at the end of each class may be
  appropriate. Move to end of week when possible.
• Dont let too much time lapse or youll lose your
  momentum.
• Step 5- Record your agreements.
• You and the student need to sign an official
  document.

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Conducting Behavioral Conferences

• Step 6- Put the plan in action!
• Dont wait for a perfect solution. Start
  something right away.
• After the plan starts you may find you are
  expecting too much or too little. You can always
  redesign the strategy if necessary.
• Expect it to work, not fail!!!

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Your Turn

• In a small group (4 or 5 people) list any
  inappropriate behavior you think you may
  encounter in your classroom.

• Choose two of these and plan a behavioral
  conference with a student for each.
• Be prepared to share!

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A Word about the Principals Office
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When Should I Send a Student to the Principals
Office?

• Except for serious offenses, the principals
  office is not an option you want to use very
  often. It undermines your authority and sends a
  message to your students that you cant handle
  your class.
• If the principals office is used frequently, it
  loses its effectiveness by becoming too familiar
  to be a deterrent to inappropriate behavior.

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When Should I Send a Student to the Principals
Office?

• It is best to discuss the child first with the
  principal/assistant principal, letting him/her
  know that there is an issue and that you would
  appreciate their advice. This will help when you
  really do need to send the child to the office
  because you have exhausted all other remedies.
• Refrain from sending children to the office if
  you have not contacted their parents about the
  behavior on a prior occasion. This is a no-fail
  method of infuriating a parent.

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When Should I Send a Student to the Principals
Office?

• When you send a student to the principal, you are
  essentially handling over control of that
  student. While a good administrator will talk to
  you prior to administering consequences
  (particularly if there is room for interpretation
  or gray area), do not be surprised if they do not
  do what you think they should.
• Dont take the students word on what happened in
  the office. Students will usually tell you that
  Nothing happened to them. Talk to the
  administrator.

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Dr. Harry Wong Part 3The Discipline Plan
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The Classroom Discipline Plan
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What do I do with a Discipline Plan?

• Give it to the students the first day of school
• Explain it to the students
• Review it with the students
• Send it home and have parents sign it
• POST IT in your room.

• Share it with parents on Parent Night.
• Give it to the principal, assistant principal,
  team leader or whoever else may be observing you.
• Live it observe it consistently and constantly.

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Your Turn

• In a small group (4 or 5 people) draft your own
  discipline plan. Be sure to include
  Expectations, Rewards, and Consequences.
• Write your plan on chart paper and post it on the
  wall when done.
• Gallery Walk
• Closure