While You

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While Youre Waiting

• THINK BACK TO YOUR SCHOOL DAYS and the
  classrooms in which you felt safe, accepted, and
  valued. Bring to mind those teachers who
  inspired you to WANT to put forth your best
  effort. What about them motivated you to attend
  and achieve? List at least 3 traits or words
  that describe them or their actions.
• Then think back to teachers, bosses /or
  supervisors (during any time in your life) who
  made you feel unappreciated, resentful, fearful,
  or discouraged. List 3 words or traits that
  describe them.

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Clicker What is the biggest threat to your long
and rewarding career as a beloved educator of
young minds?

1. Cafeteria food
2. Increase in class size
3. Incompatibility with ones co-teacher
4. Staying current with the latest state curricula
   having to teach to the test.
5. Expanding duties being placed on teachers
6. Problems with managing student behavior
7. Radiation emanating from the clicker youre
   holding

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The 4 Stages Of Classroom Management
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STAGE 1THE SHINY NEW TEACHER

• As 1st day approaches, were nervous but
  optimistic.  We have the skills. Everything is
  prepared. Our approach is thought out
• We're going to be different than those teachers
  who were so rigid cold back when we were in
  school.
• We're going to love our students...
• they're going to love us in return. 
• Well create a
• -wonderful
• -nurturing
• -supportive
• -productive learning environment
• with our gentle progressive approach.    
  

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Stage 2THE HAPLESS TEACHER

• Disorientation disillusionment progressively
  increases.
• After a short "honeymoon period, students'
  behaviors take turn for the worse.
• Attempts to reason with youngsters aren't having
  any impact.
• Some students disrupt lessons while others
  complain about it.  Order structure are rare
  fleeting. Were frustrated humiliated. 
• The problems follow us everywhere day night.
  
• Drag self home fall onto couch...absolutely
  exhausted.  In time, manage to pull selves up to
  plan for next day, hoping in vain that
  potentially interesting lessons will recapture
  pupils' attention.  When time comes to rest our
  weary heads, it's difficult to fall asleep.  When
  we do, it is restless. 

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Effects of Stage 2 Teachers on Their Students
Behavior

• Many kids, lacking self-discipline, misbehave
  simply because they can do so. Well-behaved kids
  are placed in a conundrum. What decision does
  poor behavior management force upon them?
• Their identity is one of a compliant kid. They
  want to learn, but compliance with a teacher
  unable to manage the class places them at a lower
  status than the non-respected instructor.
• Being in that lowly position sets them up for
  victimization by bullies (just as the teacher
  experiences). Many potential model students
  misbehave in order to gain favor with those in
  power.

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Burn Out

• Emotionally, we can't give anymore.  Were worn
  out feeling incompetent.  We doubt whether we
  made the correct career choice.  We think maybe
  we don't have what it takes to be a teacher.
• At this point, several choices
• a) Realize not 1st teacher to feel this way.
  Others have been in our shoes, yet negotiated the
  path up to stage 4. Engage in self-study,
  mapping the way to higher ground.
• b) Muddle on as a stage 2 ineffective teacher
  (Not recommended).
• c) Take friends families advice Go into
  sales. (Not recd).
•  
• d) Earn an advanced degree in another educational
  field.
• e) Give up on ideals values, listening to toxic
  advice spewed out in teachers lounge.
• NO!! Dont listen! Dont devolve!

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On the Cusp The mindset that emerges when one
is starting to move from Stage 2 (Hapless)to
Stage 3 (Hurtful)
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STAGE 3THE HURTFUL TEACHER

• The junk yard dogs of our profession
• Mean
• Nasty
• Ornery, at times, vicious in their approach to
  kids
• Avoid or quickly exit this stage. Why? It works!
  (Or does it?)
• Scares /or hurts kids.
• Growing number of administrators, parents,
  pupils
• (along with defiant kids) wont accept this
  treatment.
• Intent directives of PBIS IDEA condemn it.
• Many former practices now banned from schools
• Consequences available to us arent ½ as bad as
  what many disruptive kids experience at home or
  neighborhood.
• Unbecoming of someone with esteemed title of
  Teacher.
• Sabotages dream of someday looking back at career
  with pride.

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Are you a leader if no one follows?
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Coercion in the classroom Stage 3 mentality
Punish students who irritate us. When penalties
fail to change the behavior in persistently
disruptive kids, search for more of what already
isnt working.
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When in-class penalties fail, pressure
administration to use more severe penalties (that
also dont work with persistently defiant
disruptive kids) detention, in-school
suspension, Out-of-school suspension,
ExpulsionDEPORTATION?
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We have met the enemy

• And it is us.
• Stage 3 teachers gain superficial compliance
  from our good kids with intact emotional
  restraints, but... ?
• Positive intervention would have obtained same
  compliance ( placed smiles on their faces).
• Stage 3 toxic teaching destroys the joy of
  learning the interpersonal bonds between
  teacher pupil. Anxiety impairs performance.
  Self image is negatively impacted.
• Arguments resistance are instigated in
  persistently disruptive defiant kids who lack
  behavioral restraints.
• In recent times theres been an increase in the
  numbers of
• Students who misbehave
• Parents who fail to support the efforts of the
  school
• Administrators who dont support our efforts
• However
• Are we going to curse the darkness or turn on a
  light?

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The beatings will continue until morale improves.
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Which Way Now ?

• Two choices at this juncture on the teaching
  trail
• 1) Continue on the low road that passes through
  educations toxic waste dump
• Stay mean justify actions by thinking of many
  students as "losers, trouble makers,
  ner-do-wells, so on so forth, ad infinitum,
  ad nauseum
• Claim that coercion is "the only thing they
  understand.
• Lure new/struggling teachers into the Black
  hole of teaching in order to prevent an
  increase in the number of positive effective
  teachersthose skilled supportive folks who
  make our incompetence more glaringly evident to
  us (and others).

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• 2) Take the High Road
• Drop the misguided belief that "If a hammer
  doesn't work, get a bigger hammer.
• "Oh yeah!?  A zero doesn't bother you?  Then
  youve got a double zero! (3 nights detention
  following a 2 night detention, more points
  removed, Principals powerfully punitive
  parlance, followed by Double secret
  superintendents scolding, etc.)
• Stop using more of what already isn't working
  saddle up with the advice given new recruits in
  the U.S. Cavalry
• "If your horse dies Dismount!
• Quit belly-aching seek solutions... But how do
  we put stage 3 in our professional rear-view
  mirror?

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Hello Stage 4!

• Find mentors query skilled colleagues
• Drop by their classrooms during planning periods
  to identify effective behavior management
  strategies
• Read classroom management books (with a
  support group, if possible)
• Visit web sites like BehaviorAdvisor.com (
  other fine sites)
• Attend
• conferences
• district professional development training
• college courses that focus on positive behavior
  management interventions.

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Why Move Up?

• Success with defiant disruptive (and compliant)
  kids is enhanced.
• Helpful teachers are at (or approaching) the
  professions pinnacle.
• What are the traits of those teachers whom you
  remember fondly?
• -Masterful, confident, decisive, firm, fair,
  friendly, self-assured
• -Created maintained a positive, productive,
  orchestrated learning environment
• -Exuded self-discipline while building the same
  in others
• The Helpful Teacher utilizes positive
  interventions that make use of assertive (not
  hostile) supportive voice, body language,
  phrasing. This approach promotes cooperation
  teaches self control.
• YES! ...Self control, like academics, is taught.
  (Not to be confused with Teaching em a lesson,
  which doesnt).

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THE VIEW FROM THE TOP

• You're there!
• (You always knew that you could do it.)
• Now you're familiar with "the 80/15/5 rule ?
• Any one technique works great with 80 of kids,
  somewhat well with 15 of pupils, not at all
  with 5 of students. 
• We realize that we need many behavior management
  tools, not just a hammer.
• As Mark Twain said
• "To a man with a hammer, everything looks
  like a nail.

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• Now we're leading rather than pushing.
• We now realize that the only way to break
  students' negative behavior patterns is to break
  our own 1st.
• We've come to know the perks of being a good
  behavior manager
• Sleeping better at night waking refreshed.  Our
  first words upon arising are "Carpe diem!
• It feels great when kids are listening
  achieving!
• We're teaching with confidence charisma.
• Our sparkling personality surfaces, We have
  enough energy left over at the end of the day to
  say "Carpe noctum!"

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STAGE 5?

• Why not move now to stage 5 (the wise mentor)?
• Now that you're so darned good, it's time to help
  someone who is having problems jumping the stage
  4 hurdle.
• Befriend that struggling teacher (Remember how
  you wished for a mentor in your first couple of
  years on the job?)
• Or tell that crotchety, cranky colleague to stop
  complaining and do something positive and
  productive about it. 
• Shine a light on the path to stage 4 (and 5).
•   If not you . . .
• Who?
• But remember
• Use your super powers only
  for good!

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THE 10 DEMANDMENTS

• Thou shalt always do what is in the STUDENTS
  best interests.
• Thou shalt seek SOLUTIONS, not blame fault.
• Thou shalt model APPROPRIATE behavior (patient,
  dignified, respectful).
• Thou shalt use the LEAST intrusive intervention
  possible (especially for punishment).
• Thou shalt form positive productive
  RELATIONSHIPS with thy kids.
• Thou shalt instill HOPE for progress and success.
• (Otherwise, kids will see no reason to attend,
  put forth effort, behave well.)
• Thou shalt catch kids being GOOD say
  ENCOURAGING things.
• (A LOT! 5-8 to 1) (PBIS.org, Canter,
  Jones)
• Thou shalt NEVER take a kids DIGNITY from
  him/her.
• (Thou shalt not treat a student in a manner
  that would cause thou to file a union grievance
  if it were done to thou).
• Thou mayest hate a kids BEHAVIOR, but thou shalt
  keep FAITH in his/her capacity to change for the
  better (with your supportive guidance
  instructional discipline).
• (Do not mistake the child for his symptom.
  Erik Erikson)
• Thou shalt NEVER give UP on a kid (and by
  extension, ourselves). (Resilient Kids)

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The 11th Demandment?

• What other behavior management
• Demandments
• would you add to the list?

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Your Turn

• What questions or comments would you like to
  voice?
• Which points caught your attention?
• In what ways do you see yourself changing
• your interaction/intervention patterns?
• With which points do you take issue or disagree?
• (and why?)

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THE NEXT DEMANDMENT

• G O H O M E !!

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THE 10 DEMANDMENTS

• Thou shalt always do what is in the
  ____________________ best interests.
• Thou shalt seek s_______________________________,
  not blame fault.
• Thou shalt model app_____________ behavior
  (patient, dignified, respectful).
• Thou shalt use the (Least? Most?)_coersive
  intervention possible.
• Thou shalt form __________________________________
  ___ with thy kids.
• Thou shalt instill h_______________________ for
  progress and success.
• (Otherwise, kids will see no reason to attend,
  put forth effort, behave well.)
• Thou shalt catch kids being____________ say
  en___________ things.
• (A LOT! ____ to 1)
• Thou shalt NEVER take a kids dig_________________
  __from him/her. Thou shalt not treat a student in
  a manner that would cause thou to file a union
  grievance if it were done to thou.
• Thou mayest hate a kids ______________________,
  but thou shalt keep f____________in his/her
  capacity to change for the better (with your
  supportive guidance instructional
  discipline).Do not mistake the child for his
  symptom. (Erik Erikson)
• Thou shalt NEVER give ___________ on a kid (and
  by extension, ourselves).

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Order of slides for Handout

• Slides 4 (4 stages) and 27 (10 demandments)