Classroom Management in the 21 st Century

Classroom Management in the 21st Century Session 11A (11:00 a.m. Thursday) Session 11B (2:00 p.m. Thursday) Joelyn H. Doland, LCSW, DCSW Behavior Interventionist Jefferson Davis ParishSchools SWPBS Summer Institute Baton Rouge, LA July 10-11, 2008

Session ObjectivesWe will: • Understand how traditional “classroom management” and School Wide Positive Behavior Support (SWPBS)differ • Consider the types of classroom management styles • Practice how to engage students’ cooperation • Hear about additional simple, yet difficult, classroom management strategies

Preface Classroom Management Styles • Authoritarian • Obedience • More concerned about student “doing what I say” than learning • Very strict classroom • Verbal exchange and discussion is discouraged • Democratic • “Do your own thing” • Inconsistent discipline • Few demands or controls • Wants to be the students’ friend, cares more for emotional needs than academic ones

Preface Classroom Management Styles (cont.) • Authoritative • Places limits and controls • Encourages independence • Explains reasons for rules and decisions • Discipline is firm and contemplative • Genuine interest and affection

Introduction • Past – School environment was (is) an authoritarian environment • Past – “Do what I say” was the premise of good classroom management • Today – Goal of the school system is to provide positive strategies to get children to do what you want them to do

This workshop’s positive strategies: • Will increase instructional time • Promote learning • Enhance the student/teacher relationship And if these three things are happening, it means that you are maintaining positive control of the classroom environment.

Basic Premises • Teacher behaviors are clearly associated with positive changes in student behavior • New behavior must betaught and reinforced • Children should be treated equitably (not necessarily equally) • Less talking, less emotion by adults increases effectiveness of strategies • Tone of voice dictates outcome

Traditional Discipline: Focus: Student’s problem behavior Goal: Stop undesirable behavior Method: Primarily uses punishment (reactive) Positive Behavior Support: Focus: Look at the whole system to address identified needs (classroom, teacher, school, district, student behavior) Goal: Student’s academic and social success Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, data management tracking system (proactive) PBS versus Traditional Discipline Slide adapted from LA. State Dept of Ed

Three, no, Four Classroom Management Techniques • Engage Cooperation* • Ignore** Unwanted Behavior • Whisper • “Upfront”*** Positive Reinforcement *What is cooperation? When you tell someone to do something, who is responsible for making sure it gets done? **What does ignore mean? No talking, no sighing, no eye-rolling, no acknowledgement! ***Upfront = “just because”

Acceptable/Unacceptable Classroom/School Behaviors (Let’s make a personal list.) (Let’s look at the data.)

3 Elementary 3-6 1 2 1. Conduct or habits injurious to others 97 (73 students/1.32 referrals) 2. Instigates or participates in fights 79 (62 students/1.27 referrals) 3. Habitual violations of School/Class rules 164 (67 students/2.44 referrals)

2 High school 7-12 3 1 • Willful disobedience 86 referrals (52 students/1.65 referrals) • Is tardy or absent 175 referrals (91 students/1.92referrals) • Dress Code Violations 176 referrals (115 students/1.53 referrals)

What does the DATA show?? • HIGH SCHOOL • Willful disobedience 86 referrals (52 students/1.65 referrals) • Is tardy or absent 175 referrals (91 students/1.92referrals) • Dress Code Violations 176 referrals (115 students/1.53 referrals ELEMENTARY 1. Conduct or habits injurious to others 97 referrals (73 students/1.32 referrals) 2. Instigates or participates in fights 79 referrals (62 students/1.27 referrals) 3. Habitual violations of School/Class rules 164 referrals (67 students/2.44 referrals)

What happens TO US when we tell someone what to do? • We are then responsible for making sure it happens. • We start telling the person how to make it happen. • If we’re lucky, they comply. • If there is not compliance, then we start - • Cajoling • Begging • Manipulating • Getting angry • Bossing • Punishing • Threatening

10 Skills to Engage Cooperation Instead of using a lot of classroom time and mental and emotional energy on “making them behave,” let’s look at a way to manage undesired student behavior in a way that supports a positive environment, a positive teacher/student relationship, and increased instructional time.

1. Describe what you see, or the problem. • Oh, I see running in the hall. • The hamster is sucking the bottle dry. • I hear talking while the test is being taken. • I see about three shirts untucked. • I hear name-calling in our classroom. • Inappropriate comments are being made.

2. Give information. • When we run in the hall, our shoes make noise and that bothers the other classes. • When you talk all at once, I can’t understand you. • When you enter the classroom late, it distracts me and your classmates.

3. Give a statement of acceptable behavior or appropriate function. • Pencils are to write with. • Hands are for helping your friends or for playing with toys, not for hitting.

4. Teach “It would be helpful if…” • It would be helpful if… • The light was turned off. • The chair was pushed in. • The class lined up quietly. • The whole class was here on time. • You were quiet while I am teaching.

5. Offer a choice. • You may clean up the Center, or you may gather all the papers. • You can turn off the computer, or I will. • You may help with the bulletin board, or you can arrange the posters on the wall. • You can go to the office on your own, or I can call the principal to escort you. • You may return to your seat or come sit by me.

6. Say it with a word. • Lights. • Computer. • Lunch line. • Books. • Shirt. • Noise. • Hands.

7. Try something playful. • Sing a song. • Be a character. (I’m Mary Poppins today and I need this room spit-spot.) • Do something fun, like: • Teach from the back of the room • Stand on your desk for part of the lecture • Get permission for a cell phone project

8. Describe what you feel. • Use an “I-Message.” • I am aggravated when the centers are left a mess. • It irritates me when the lab isn’t cleaned up after the experiment. • I am scared that you are going to fall when you run in the hall. • It’s so frustrating when dress code isn’t followed. • I hate writing (discipline) notes. • Use a Positive Reinforcement “I-Message.” • I am so pleased when everyone turns in their homework. • I am glad to see you here today. • I am so relieved when all of you make it to class on time.

9. Tell the kids what you like or expect. • I love it when we all play by the rules! • I don’t like it when someone cheats. • I expect the rules to be followed. • I like it when I get new ideas from you. • I need us to stay in line all the way to the cafeteria. • I expect my students to abide by the dress code.

10. Put it in writing (or use pictures for younger children). • Post lists. • Group One – Open your books. Read the chapter. Answer the questions. • Group Two – Erase the board. Straighten your desk. Write a note to your best friend. • Write a note. • Empty the pencil sharpener at recess, please. • Lead the class to the restroom. • Take the absentee list to the office. • Stay in your seat until it is time for recess. • Please get the basketballs for PE. • Please follow dress code tomorrow. • Please leave her alone. • Please don’t use that kind of language at school.

Let’s Practice! • Hand out cards. • Use cards to address items on our lists of unacceptable behaviors.

Where will you use this? (List behaviors in your classroom with which you can use these skills.)

Ignore Unwanted Behavior Whisper Upfront Positive Reinforcement Additional StrategiesSimple, Yet Oh, So Hard 

IGNORE UNWANTED BEHAVIOR • Forget the little stuff • Pick your battles • Ignoring for one student and not for another is (gulp!)okay • Understand your age group • Dress Code violations • Hitting • Tattling • Tardies • Eye-rolling • Talking back • Not sharing/taking turns

Whisper • “I need you to…” • “Please stop.” • “Eyes on me.” • “Thank you for listening.” • “I’m going to call on you in a minute.” • “I missed seeing you yesterday.” • “Thanks for waiting patiently. It’s almost your turn.” • “We don’t do that in our school.” • “You may enter the room once you are in compliance with dress code.”

Use a predetermined number of coins, M&M’s, Skittles, tally marks Make a visual appropriate for your student/class Provide written and verbal expectation of the class/student along with reward at end of declared time frame When expectation is met, items are maintained at their current level When expectation is not met, one item is removed – without comment. Upfront Positive Reinforcement

Upfront Positive Reinforcement(cont.) • Reward is provided at end of predetermined time frame • Expectation begins anew at the beginning of each time frame • EXAMPLES – (after stating, writing, and clarifying expectations of student for a specified period of time) • You may have this jar of M&M’s at the end of the week. • When you maintain 20 out of 40 tally marks at the end of the week, you may have 20 minutes of free time on Friday.

TIPS, COMMENTS, QUESTIONS

Joelyn H. Doland, LCSW, DCSWjoelyn.doland@jdpsbk12.org 802 W. Jefferson Street Jennings, LA 70546 www.lapositivebehavior.com

THANK YOU GOOD LUCK! P. S. Remember, REDUCE TALKING; USE POSITIVE VOICE TONE; TEACH, REINFORCE, and REPEAT

Classroom Management in the 21 st Century