MISSION IMPOSSIBLE: ROGUE CLASSROOM
Russell G. Johnson L.C.S.W./ A.C.S.W.
Email:
February 26, 2016
Kentucky Council of Teachers of English/ Language Art Conference
Lexington, Kentucky.
Objectives:
✓Learn strategies that promote expected behavior while reducing low-level behavioral problems.
3 Types of Students
Kids who do the right thing
Always. Always Ready ACHIEVEMENT
Sometimes. With you sometimes, sometimes not SOCIAL
Never. Never do what you want (Never sick too!) NEED POWER/AUTONOMY
Effective management can increase achievement by 20%
Teachers lose between 5-9 hours per week dealing with low-level behavioral issues
MENTAL SET (Student Mood Awareness and Rapid Teacher Response)
Conflict is inevitable and necessary for learning
Combat is optional
Maintain emotional objectivity
CLASSROOM DESIGN AND ARRANGEMENT
Teacher Power Position- location to maximize field of vision
Instruction Area- Minimize distractions
Seat Arrangement- based on student composition, ability to navigate,behavioral and learning objectives
STUDENT TEACHER RELATIONSHIPS
“Kids don’t care how much you know until they know how much you care.” Madeline Hunter
“Frankenstein Effect”
Over-reliance on the use of rewards and punishment. We try to control the little monsters!
We overestimate our power and underestimate our influence. Integrity, trust and compassion.
Unconditional Positive Regard
Contingent interactions- interactions that depends on what the student does
something the student does is judged, approved, disapproved etc. by the teacher
Non-contingent interactions- interactions are not contingent on behavior
demonstrates a personal interest in the child with no behavioral expectation
Mistakes teachers make is to identify “problem” student and enforce discipline to “teach them a lesson.”
Once “problem” student is identified effort should be made to establish a relationship with the student.
Diffusers (I understand- so what)
Probably So
I understand
I’m sorry
Nevertheless
“TEACH-TO’S”
Identify rules and procedures for your class (3-5 rules)
Engage students in a discussion on importance of rules & procedures for maximizing learning and safety
Don’t assume that your students know how to act in a school setting
Giving them ways to handle situations removes uncertainty and limits improvisation
Teach classroom expectations as lessons, especially in the beginning of the year or when introducing a new procedure for your classroom.
Look for performance (monitoring). If students display difficulty in performing expectation Re-Teach-To. Consequent behavior— positively and negatively. Use negative consequences only after three weeks of teaching expectations. Emphasis is on learning appropriate way of handling certain situations not consequences.
Why “Teach-To’s?”
Teach behaviors for how to handle situations of students know how to react
We don’t want students to think about every situation
Thinking is slow, takes effort and is uncertain
Brain is designed to remember and react—NOT THINK!
REFOCUS
If behavior persists, approach student and calmly direct them to refocus area, which is either 1) separated from the teaching area or 2) in another classroom.
The student completes a Refocus Form. This is a learning opportunity not a punishment!
What was your behavior?
What did you want?
What will you do next time?
Are you ready to return to the routine of the class?
Works Cited
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INTERNET SITES
NPR Staff. “In the Classroom, Common Ground Can Transform GPA’s.” October 13, 2015.
American Federation of Teachers
Practical Classroom Applications of Current Brain Research
National Education Association
Education World; interview with Harry Wong
Sponge activities
Meaningful Solutions
Russell G. Johnson
TEACH-TO EXAMPLE
GIVE ME 5: ATTENTION & LISTENING
GOAL: Students will be able to listen attentively as important information is presented for the entire class, especially when the class is involved in interactions with each other.
RATIONALE: Listening attentively helps students to hear important information and respects others’ rights to hear the same information and demonstrates politeness, which is a necessary social skill. It is important to shift from an activity in which there many interactions amongst members of the class to gaining the entire class’ attention to provide information in an efficient manner.
1) Teacher models full range of behaviors. Positive, negative and almost-but-not-quite.
2) Teacher and students practice appropriate behavior.
3) Students demonstrate positive behavior
POSITIVE NEGATIVEALMOST BUT NOT QUITE
1) Eyes on the speakerEyes away or closedEyes move back and forth
2) Quiet (Voice Off)Talking with othersWhispering/humming quietly
making noise/shouting
3) Be still (face forward)Turned away/moving inTurned to side in desk
seat/out of seat
4) Hands free and stillPlaying with objectsSmall movements of hands
kicking, tapping, moving
5) ListenFocusing away from speaker;Daydreaming, thinking about
involved in another activitysomething
What improvement or changes will you make next time?