Positive Connections to Build Elementary Classroom...
Transcript of Positive Connections to Build Elementary Classroom...
Positive Connections to Build Elementary Classroom Communities
Susan Pinson, M.A.T.
Executive Director of Professional Learning
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Alignment to Learning Forward Standards • The new education law, Every Student Succeeds Act (ESSA), redefines professional
development with a purposeful influence from Learning Forward.
• Learning Forward, a national association recognized as leaders in professional learning, has established standards for professional learning that set a high bar for quality learning experiences.
• This session aligns to the following standard(s)
• Learning Communities
• Leadership
• Resources
• Data
• Learning Designs
• Implementation
• Outcomes
“Classroom management is not discipline. You
don’t discipline a classroom. You manage a classroom. Classroom management is the practices and procedures that allow teachers to teach and students to learn.”
Harry K. Wong, educator and author http://www.educationworld.com/a_issues/chat/chat008.shtml
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Who We Are What We Do How do we hold ourselves internally? How do we come across to our students?
What classroom management strategies do we design and implement? How do we connect with students?
Basic Principle
Smith & Dearborn, 2016
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Teachers teach content and
appropriate behavior.
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Students
want to learn
appropriate
behavior.
Smith & Dearborn, 2016 6
What are students trying to access?
Alberto & Troutman, 2003; Riffel, 2017
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What are students trying to escape?
Alberto & Troutman, 2003; Riffel, 2017
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Smith & Dearborn, 2016
When students are acting out, complaining, or throwing a tantrum, they may really be saying . . .
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Preventative Responsive
Procedures Rules Routines Strong instructional planning Engaging activities Constructive feedback Consistency Positive Connections
Rules and consequences Behavior plan Actions when consequences don’t work Making changes Administrator support Holding our ground
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PREVENTATIVE
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Rules – Regulate Actions
• Communicate your most important expectations
• Make rules that are specific, observable, and stated positively
• Have five or fewer rules
Sprick, 2016 12
Consequences for Common Rule Infractions
Sprick, 2016
• Fitting and mild
• Implemented calmly & consistently
• Implemented immediately in the setting
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Group Think
What are basic rules that work in your classroom? What consequences are effective with your students?
Form a small group. Talk about the following questions:
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• The most important skills,
attitudes or traits that will help
students be successful in your
class
• Values that you want students to
remember for their whole lives
Sprick, 2016
Norms – Guidelines for Success
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Procedures – Ways to Do Things
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Procedures
• Classroom procedures, routines, and expectations
must be explicitly taught, modeled, and practiced
beginning on the first day of school.
• Never assume that students know the procedures.
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PROCEDURES CONTENT
Smith & Dearborn, 2016
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Procedures
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Student Teacher
Why?
Steps to Teaching Procedures 1. Identify the procedure 2. Set the purpose 3. Record the desired behaviors 4. Model the most desired
behaviors 5. Model the least desired
behaviors 6. PRACTICE
Modified from Boushey, G. and Moser, J., 2014. 20
Procedures
CHAMPS: A Proactive & Positive Approach to Classroom Management Sprick R.S., 2009
onversation elp ctivity ovement
articipation uccess!
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RULES NORMS PROCEDURES
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RESPONSIVE
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An Effective “No”
The ability to say no effectively and remain on the student’s side
An effective no has no _____________.
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Get Conflicts off Center Stage
“If we try to answer the question in
the heat of the moment, the student
may move from right-brain-emotive’ to
‘left-brain-logical-debate-and-argue’
mode.”
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The RRR Technique
Recognize
Reorient
Respond
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Arguing with the Ref Times when students argue with a teacher’s decision
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Defuse Negative Behavior
Breaux and Whittaker, 2013 28
Preventative Responsive
Procedures Rules Routines Strong instructional planning Engaging activities Constructive feedback Consistency Positive Connections
Rules and consequences Behavior plan Actions when consequences don’t work Making changes Administrator support Holding our ground
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So many strategies . . .
Weekly email blog posts
Two Principles: 1. Follow a strong plan and hold students
accountable. 2. Create a classroom that excites students
and makes them feel like they belong.
Classroom Tips Try This! Songs for Transitions
Michael Linsin Smart Classroom Management www.smartclassroommanagement.com
Rick Morris New Management www.newmanagement.com
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Strategies for students who exhibit aggressive behaviors (hitting, kicking, biting, etc.) Tier Two and Tier Three Support Strategies Effective strategies for special education teachers
Newsletter “Stuff Teachers Can Use” Workshop Handouts Lesson Plans for Teaching Procedures
Dr. Laura Riffel Ten Tenets of Behavior http://behaviordoctor.org/
Rick Smith and Grace Dearborn Conscious Classroom Management: Unlocking the Secrets of Great Teaching
www.consciousteaching.com
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Create emotionally and physically safe environments for children Positive Behavior Intervention Support (PBIS) Response to Intervention (RtI)
Three characteristics of an effective teacher:
1. Positive expectations
2. Classroom management
3. Lesson mastery
Dr. Randy Sprick Safe and Civil Schools www.safeandcivilschools.com
Dr. Harry K. Wong and Rosemary T. Wong The First Days of School www.effectiveteaching.com
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Contact Information
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Susan Pinson, M.A.T Executive Director of Professional Learning (405) 522-1835 [email protected]
References
• Behaviordoctor.org
• Boushey, G., & Moser, J. (2014). The Daily 5: Fostering Literacy in the Elementary Classroom. Portland, ME: Stenhouse Publishers.
• Breaux, A., & Whitaker, T. (2013). Making good teaching great: everyday strategies for teaching with impact. New York: Routledge.
• Effectiveteaching.com
• Morguefile.com (copyright friendly pictures)
• Newmanagement.com
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• Publicdomainpictures.net (copyright friendly pictures)
• Safeandcivilschools.com
• Smartclassroommanagement.com
• Smith, R., & Dearborn, G. (2016). Conscious classroom management: unlocking the secrets of great teaching. Fairfax, CA: Conscious Teaching LLC.
• Snappygoat.com (copyright friendly pictures)
• Sprick, R. S. (2009). CHAMPS: a proactive & positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
• Wong, H.K., & Wong, R.T. (1998). The first days of school. Mountain View, CA: Harry Wong Publications
References
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