CLASSROOM MANAGEMENT STYLES

Hands on Hands off Hands Joined Limits without freedom Powerless Influence Teacher in charge No one in charge All in charge of own behavior No choices Too many choices Structured choices Command and demand Wish and hope Invite and encourage Demand obedience Invite irresponsibility Foster responsibility Little respect for students Little respect for teachers Mutual respect Teacher-student: Climate tense and fearful Climate unstable and chaotic Climate orderly and relaxed Result: defiance and hostility Confusion and chaos Cooperation and collaborate

THE CODE of CONDUCT

THE THREE C'S of ENCOURAGEMENT

CAPABLE

CONNECTED

CONTRIBUTING

MISTAKEN GOAL CHART

CHILD's GOAL IF PARENT TEACHER FEEL TENDS TO REACT IF CHILD is RESPONSE IS CHILD BEHAVIOR IS : WHAT CHILD NEEDS Undue attention Annoyed Irritated Worried Guilt Reminding Coaxing Stop temporarily then resumes disturbimg behavior "I'm only imporatant when I'm keeping busy Notice - me Involve me Power(to be the boss) Provoked Challenged Threatened Defeated Fighting Giving in thinking you can't get away with it Intensifies behavior Defiant compliance Feels he won Passive power I only belong when I' the boss or in control Let me - Help Give me Choices Revenge Hurt Disappointed Helpless Dispair Inadequate Getting even Taking behavior personally Retaliates Hurt others Gets even I don't think I belong so I'll hurt others as I feel hurt. Help me - I'm hurting

ATTENTION SEEKING STRATEGIES

NOTICE THE APPROPRIATE BEHAVIOR

Use proximity praise

Use compliance praise

Make recordings

Give a standing ovation

DISTRACT THE STUDENT

Ask a direct question

Ask a favor

Give a choice

Change the activity

DO THE UNEXPECTED

Turn out he lights

Play a musical sound

Lower your voice

Change your voice

Talk to the wall

Use one-liners

CLARIFY the DESIRED BEHAVIOR

State Grandma's law

Use "target - stop -do"

MINIMIZE THE ATTENTION

Refuse to respond

GIve the EYE

Stand close by

Use name dropping

Send a secret signal

Give written notice

Use an "I' message

LEGITAMIZE the BEHAVIOR

Create a lesson from the behavior

Go the distance

Have the class join in

Use a dimimishing quota

STRATEGIES

Modify the Instructional Methods

Use concrete learning materials

Use computer based instruction

Teach one step at a time

Teach the 7 intelligences

Provide tutoring

Extra help from teachers

Remediation programs

Adult volunteers

Peer tutoring

Learning centers

Reframe the "I cant's"

State your belief in their abilities

Stage an "I can't funeral "

Encourage positive self-talk

Post positive classroom signs

Require 2 "put ups" for evry "put down"

Encourage positive self talk before tasks

Teach Procedures for becoming "unstuck"

Brainstorm ask for help gambits

Use sequence charts

GRACEFUL EXITS

ACKNOWLEDGE STUDENT'S POWER - a Student refuses to complete an assignment . Teacher responds," I can't make you do the work , you have the assignment - it is your choice." The expectation has not changed thought the teacher has chosen not to fuel the confrontation and create a power struggle.

REMOVE THE AUDIENCE- When a student demomonstrates inappropriate behavior which does not require immediate action from the teacher , the intervention can be to remove the audience's sttention . The teacher can make an important announcement or begin a new activity to redirect the attention of the class from the student misbehaving.

TABLE THE MATTER - A student has chosen to push our buttons . To deesscalte the situation , the teacher may respond by discussing the matter at a later time or using the gripe box in the clasrrom. The student is directed to write the complaint and place it in the box.

SCHEDULE A CONFERENCE- Keep a clipboard handy with the time available for student conferences. When a student signs up to challenge you , indicate that he may sign up for a conference to discuss the issue.

AGREE WITH THE STUDENT- A student staes that you are the worst teacher. The teacher responds , " You may be right , now open your book to the lesson. The student will realize that he is not able to engage the teacher in a power struggle that the teacher refuses to join.

CHANGE THE SUBJECT- We can respond to verbal attacks by changing the subject. The teacher can talk about the weather instead of responding to the comments. When the teacher is persistant , the student realizes the teacher will not argue with him. Lecturing will only escalate the confrontation.

STATE BOTH VIEWPOINTS- The poutline for this technique is " To you_________________________, to me_________________"For example , To you the science experiment seems foolish , to me it is imporatant concept you need to know..If the student continues to argue , specify the difference between understanding and agreeing. The student dos not have to argue our viewpoint - that would extend the power issue.

REFUSE RESONSIBILITY- When astudent provides excuses for not meeting expectations , acomment such as" I know you can figure it Out" does not provide the student with additional justification to argue.

DODGE IRRELEVANT ISSUES- Atudent may begin arguing about an assignment and then irrelevant issues to confuse the situtaion. Use a simple response , such as , "That is not the issue , the issue is_____________.

DELIVER A CLOSING STATEMENT- This technique use one line statements to indicate to the student that the confrontation has ended for us.

As with all graceful exits , particular attention must br given to paraverbals and kinesics. Sracasm is not acceptable.EXAMPLES:

"You've mistaken me for someone who wants to argue." Are you finished" "Unless you have something new to add , I'm finished with this conversation."

INVITING and DISINVITING SIGNALS

BUTTON PUSHERS

CONFLICT RESOLUTION CONTRACT