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What Teachers Need More Of…. “teach with passion, manage with compassion”. Presented by Kevin McCune. “Time to Teach!”. Who Needs More Time?.
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What Teachers Need More Of… “teach with passion, manage with compassion” Presented by Kevin McCune “Time to Teach!”
Who Needs More Time? Time, it has been said, is the coin of learning. Yet every teacher has known the frustration of losing valuable instructional time to matters of discipline, just as every student has known the frustration of losing valuable learning time to matters of discipline. For some teachers and for some students, the amount of time lost is very great. The strategies taught in this seminar have proven to restore that lost time to teachers and students in a way that is simple, fair, and mutually respectful. We believe that it can be effective for you in your unique situation. We will explain it to you as clearly as we can, in the hopes that it will help you expand your "time to teach."
Time to Teach • How many students does it take to lower the academic achievement of an entire class? ONE
What would you do with your time if you had 200 less discipline referrals per month? • As a principal? • As an assistant principal? • As a teacher? • As a student? • As a classroom aide? • As a parent?
Sugar Land Middle School • Implemented Time to Teach at the beginning of school 2006 • Data proves that in an 8 month period compared from 05-06, there were 1,611 less discipline referrals not related to tardies.
Mission Bend Elementary • 15 point increase in 5th grade math after implementing Time to Teach in 1 year. • 85% decrease in discipline referrals in four month period after implementation. • African American and Hispanic referrals decreased 88%.
Curriculum Coordinator & Discipline? • As curriculum coordinator in my district the number 1 request I received from teachers: “We’re under enormous pressure to raise academic achievement, but our efforts are constantly stymied by a small group of students whose disruptive behavior impacts the entire learning environment of the classroom. What can I do?”
The Beliefs • Belief #1: Times have changed. • How has life changed for the better for students in the last 50 years? Better equipped to protect themselves Understanding of complex issues Knowledge base is enormous Better teachers Technology Easier and more efficient ways to gather information • How has life changed for the worse for students in the last 50 years? Don’t have the capacity to focus Not as compliant Social ills are more dominant Facing bigger challenges and pressures Family structure
The Beliefs • Belief #2: Teachers are doing an incredible job • Contemporary teachers are doing a better job than ever before • Juggle an overwhelming number of tasks • Teach in the face of social bashing • Meet the demands of over 20 different groups • Successfully carry out over 100 different roles • Evidence teachers are doing an incredible job: The United States remains the richest, brightest, republic in the world and has continued as a world leader.
The Beliefs • Belief #3- “Kids don’t care how much you know until they know how much you care.” • Students need to feel known, liked, and respected before high level learning takes place. • Positive classroom climate is essential • Kids crave structure and discipline and will comply if there is mutual respect. • Consequent the behavior – Do not punish the child • Contingent and non-contingent interactions
The Beliefs • Belief #4: Good discipline is a matter of good timing. • The key to good discipline is good timing • There are teachable moments and correctable moments • Correct behavior early • Correct minor infractions early before they escalate to major ones
The Beliefs • Belief #5: Conflict is an essential part of growing up. • Children are designed to pinpoint our weaknesses • Children naturally seek out areas of uncertainty to determine limits • Conflict is a necessary and healthy part of social and intellectual development. • “Do you care enough about me to let me know what is right and wrong.”
The Beliefs • Belief #6: Curriculum comes first, but discipline does, too! • “When your discipline falls apart, take a look at your curriculum.” • Two important tasks teachers must juggle: Curriculum and Discipline. • Neither is more important than the other • Good discipline promotes the curriculum and good curriculum promotes good discipline.
How Much Time is Lost? According to research, on average a teacher per week loses 6-9 Hours of Instruction on classroom management issues
“A Tale of Three Students” Who are they and why should I care?
These are the kids who do the right thing--- SOMETIMES???
These are the kids who do the right thing--- NEVER!!! Also, NEVER sick.
Why do tough kids come to school everyday? Sometimes we are the only shot they have at a structured environment.
Agree or Disagree • Discipline is not a bad thing if done right. Saying “no” and following through is just as important as giving a hug.
Teaching is the most difficult job in America Teachers make over 1,000 decisions a day!! Decisions Decisions Decisions Decisions Decisions Decisions Decisions
Time “2” Be Proactive Teachers get back their time to teach and principals get their time back to be instructional leaders because of less referrals. Reactive Strategies Proactive Strategies
Time to Teach is not about control and it is not about forcing kids to behave; it’s about guiding kids to make the correct decisions and then honoring the decisions they make.
5 Core Beliefs 1. Student Teacher Relationships Madeline Hunter “Kids don’t care how much you know, until they know how much you care” Permissive AUTHORITARIAN Ruling with an iron fist. My way or the highway. Resistance & rebellion not far off Wishy-washy. Teachers fear taking on the behavior and feel there is no support. Can you spot these teachers? Authoritative Give kids a choice & honor their choice. It may be right or wrong, but honor it & respond appropriately. When things get tough, these teachers keep going.
Identify the following teacher responses as being that of an authoritative teacher, an authoritarian teacher, or a permissive teacher • "Tish, I like the way you raised your hand before speaking.“ • "I give up. If this group doesn't want to listen, its your problem, not mine." • "Get to the end of the line! (The teacher grabs the student's shoulder and pushes him toward the end of line.) If you want to act like a bully, I'll show you what it's like to get pushed around." • "Louise, you did such a nice job on your composition! Let's go down and show Mrs. Gailey (the well-liked vice principal).“ • "Hank, when are you going to learn that spitting at people is not a good way to handle conflicts?“ • "Quit acting like a baby. Act your age.“ • Students are off task while the teacher quietly sits at her desk and corrects assignments.
Unconditional Positive Regard • Contingent & Non-contingent interactions What they do…contingent Who they are…non-contingent How do we show we care?
Contingent Interaction • “Thanks for turning in your assignment.” • “Look over chapter 14 for tomorrow.” • “Good job of citing the references in your paper.” • “That’s not quite right. Let’s try #14 one more time.” • I’ll help if you want me to. • I really appreciate how you completed your work.
Non-Contingent Interaction • “How’s your day going?” • “What did you do this weekend?” • “What music have you been listening to lately?” • “Good job in the game last night!” • “How are your grades in your other classes?”
Trust and Rapport • Body language • Eyes • Voice • Soft words • Games, role-play, and debates • Psychological truths • Narratives
Psychological Truths • Self-revelation • Higher values • Emotion driven • “I trust you enough to tell you this” • I open up…you open up Let your students see that you are human, because you are.
Contingent Interactions + Non-contingent Interactions = TRUST and RAPPORT
Punishment does not change behaviors permanently! If it did, there would be no need for more prisons.
Discipline the behavior, not the students. • There is much more to discipline than punishment. • Give kids enough rope to burn themselves, but not hang themselves.
Research indicates that children who come from authoritarian environments tend to be: • A) Happy and satisfied • B) Disillusioned • C) Left handed • D) Rebellious D
Research indicates that children who come from permissive environments tend to be: • A) Over sixty • B) Republican • C) Disrespectful • D) Unmotivated C
Research indicates that children who come from authoritative environments tend to be: • A) Happy and satisfied • B) Disillusioned • C) Left handed • D) Rebellious A
5 Core Beliefs 1. Student Teacher Relationships “Kids don’t care how much you know until they know how much you care” -Madeline Hunter Nurturant Path Authoritarian Authoritative Permissive Punishment will not change behavior Discipline behavior, not students 2. Conflict is an essential part of growing up
True or False • Conflict is an essential part of growing up. True
According to research… • 90% of conflict in a classroom starts with the student. True
According to Research… • Over 90% of combative conflict in a classroom is escalated by the student. False
Have you ever been challenged? • “This is boring?” • “Mr. Smith doesn’t do it this way.” • “Why do we have to do this?” • “This is stupid.” How do you handle this? You do not have to defend your creditability.
Have you ever blown it with a child? Have you ever said something you’re not proud of? Have you ever snapped? YES WE ALL HAVE.
Self Control Keeping Cool Calm is contagious Silence is Powerful You’ll always get another chance Personal Space 1 ½ to 3 feet. Avoiding Power Struggles Defending Credibility Past History Button Pushing
Diffusers 4 Powerful Phrases that will diffuse conflict and keep the teacher in control I Understand Probably So Nevertheless I’m Sorry “I hear you, but…
