Building Classroom Environment Ch. 5-11

Common saying for Seganti

- "15-minutes after school" - "I don't argue with students"

Harry Wong and Rosemary Wong discovery

- 2009 known as 2 of the most highly acclaimed educators in America - interviewed 4 administrators of schools where students had unusually high levels of achievement - students, teachers, and administrators knew exactly what they were supposed to do at all times and how to do it automatically - teachers be an by teaching students the school wide roles, procedures, process, and routines they were expected to follow - main trouble in classrooms is not discipline, bu teachers' failure to teach students very clearly the roles, responsibilities, and procedures in class

Seganti's Main Points of Advice

- Adopt and share with students the attitude that your class is, first and foremost, for academic learning - Emphasize that behavioral disruptions interfere with all students' right to a good education - Make it your first priority to teach all students to understand and comply with class rules of behavior - then hold all students accountable for complying with these rules - establish "leverage" that ensures you can enforce the rules - 15 minute detention after school recommended

Predominant Themes in Jones's Work

- Effective managers spend a significant amount of time, partricularly art the start of the school year, actively teaching rules, procedures, limits, and expectations - Effective managers focus on preventing, not just reacting to, misbehavior - attending to management logistics when reliving instruction is critical to avoiding wasted time in classrooms - punishments and threats should be avoided, as they're ineffective; enhancing students' intrinsic motivation is critically important. Reinforcement can shape behavior, but should be carefully considered - Learning should be a meaningful, engaging, and cooperative activity.

Grade Level for Morrish Model

- Phase 1 and 2 more appropriate for elementary - Phase 3 geared towards intermediate school, not necessarily used for high school

Jones; Say, See, Do Teaching

- Teacher says the task - Students see teacher perform the task - Students do the task

How Might I Put Seganti's Ideas into Effect

- Use effective doorway tactics - watch for and address 3 different types of behavior on the first day - assign seats and begin learning students' names - explain leverage for rules and exclusion from class procedures

Wongs ideas for Secondary teachers

- approach can work equally well at high school level - it can save jobs

Seganti's 3 Alternatives if a teacher cannot use 15 minute after school detention

- arrange for students to serve detention during school time by going to a fellow teacher's room for a few minutes to copy rules - if most of class members are misbehaving, have everyone copy the rules - with fellow teachers rotating each day, schedule detention during lunch time

Wongs; About Student Behavior

- clasroom rules indicate the behavior you expect from students. In order to provide a safe and effective learning envirnoment, establish and enforce appropriate rules - rules of behavior set limits. They create a work-oriented atmosphere in the class - behavior associated with rules must be taught through discussion, demonstration and practice - consequences should be attached to rules = positive consequences for compliance and negative consequences (not punishment) for noncompliance

Morrish; how to develop positive relationships with students

- consistently focus on the positive that the child is doing - wipe the slate clean after a student makes behavior mistakes - don't back away from discipline - lead the way - never humiliate students when correcting their misbehavior - don't accept mediocrity

Predominant Themes in the Wongs' Work

- effective managers spend a significant amount of time, particularly at the start of school, actively teaching rules, procedures, limits, and expectations - clarity of expectations supports good behavior - effective managers focus on preventing, not just reacting to, misbehavior - classrooms work better when students experience success - classrooms work better when teachers attend to group dynamics and cooperative, supportive interpersonal relationships

Wongs; First 5 Minutes of Class

- have assignment already posted for students to see once they walk in the room - if free time happens for students, make a list of choices - once students walk in the door, explain what they are expected to do - as students work, take roll while you walk around and observe - check homework if needed

Ronald Morrish's ideas 1990

- have to teach students how to behave properly because many do not learn how to at home - our goal is for students to develop self-control, but that hapens over time, and usually with the help of supportive adults

Ronald Morrish Biography

- independent consultant in disclipline - many years a teacher and behavior specialist in Canada - now writes, makes inference presenentations, conducts professional development programs, presents courses for teachers, and works with parent groups and child care providers globally - authored 3 books, one was produced as a video - "Secrets of Discipline" has 12 keys for raising responsible children without engaging in deal making, arguments, or confrontations - "With All Due Respect" focuses on improving teachers' discipline skills and building effective school wide discipline programs through a team approach - "Flip Tips" is a mini book of discipline tips and maxims excerpted from his books and presentations

Seganti; what to do if student misses detention

- inform administrator and student's parent before suspension happens - suspend student from class until student: 1. His or her parent/caregiver is notified 2. Student once again copied all the class rules 3. Student has served detention

Morrish; consequences for misbehavior

- make an improvement plan for handling the situation better - provide compensation (student do positive after doing a negative) - student write a letter to the person offended - the child teach younger children on what not to do

Some notes on Seganti's approach

- may seem a bit harsh - allows a class of "difficult" students to even be productive - fosters respectful behavior and motivating effort to learn

Jones; Visual Instructional Plan (VIP)

- most important part of teaching - do one step at a time - picture for every step, like drawing guidelines

William Glasser Biography

- psychiatrist - made a number of important contributions to classroom management through his work with Quality Schools ans an educational thinker - introduced 2 major strategies that are still popular in education circles - wrote Schools Without Failure (1969) about children choose what they do and are not victims of force - published Control Theory in the Classroom (1986) mainly about noncoercive influence - published The Quality School: Managing Students With Coercion (1998b), Choice Theory in the Classroom (1998a), and The Quality School Teacher (1998c); Every Student Can Succeed (2001) (in all of these, students will engage if it has interesting info that help students meet their needs)

Morrish; what to do when students fail to comply with directions

- sending students out for timeout does little positivite - there should instead be a do-over - do not do "if-then" statements - ex: if you throw rocks, then you will be sent to the principal's office" - students shouldn't have a choice in the matter - insistence is key, direct - if student still refuses, repeat instruction in a serious tone - if that doesn't work, use a mild punishment such as time-out - then ask student to do task correctly to redo

Responsibility of students in Morrish's Model

- student compliance as a non-thinking activity - accept consequences when they misbehave - making the right choice Based on the 3 phrases

Jones; Aimlessness

- student either had little knowledge of procedures they had to follow or chose not to follow - lack of knowledge, or disregard, resulted in apathetic inaction - students generally know what is expected of them, but disregard those expectations - students don't behave the same in all their classes, it depends on the teacher - if a teacher did not take the time to teach expectations and procedures carefully, they failed to ensure compliance with those expectations

Jones; Massive Time Wasting

- students spend a huge amount of time by talking, goofing off, daydreaming, and moving about - this is 95% of classroom disruptions that affects teaching and learning - teachers lose 50% of the time that could have been devoted to teaching and learning How to best remedy: - clearly communicate class requirements to students and following through with class rules - establishing and practicing class routines - increasing students' initial inclination to participate - using tactics and activities that keep students involved in lessons - efficiently providing help to students who need it

What Role do Rules Play in Training Compliance

- teachers make the rules so teacher doesn't have to ask students if they agree - teach students why we have rules and why they are made by people in positions of authority - teacher explain rules and take opinions into account, but don't pretend they are helping decide what the rules are to be - commit to ensuring rules are obeyed and is consistent - be insistence (persistent) Rules can do 2 things - teach no means no, which students need to learn quickly - punishment can bring misbehavior to a stop when other tactics can't

Jones; Helpless Handraising

- when teachers were working hard in the first parts of lessons, students seemed to pay attention and understand well enough - when student are directed to continue work on their own, hands went up, talking began, students rummaged around or stared out the window, some got out of their seats - teachers tend not to know other than admonish,, nag, or reteach the lesson to handraisers

Additional Topics Seganti Suggests for Rules

- working on task - eliminating distractions - how to begin each class - being ready for work - attending to miscellaneous behavior - regarding procedures - regarding teacher requests and directions - end of class - clarifying the system of consequences (what will happen if student violates rules)

Wongs; First few days should be devoted to

1. Clarifying the proper roles and responsibilities of students and teacher 2. Teaching students exactly how to follow the various procedures expected of them

Seganti's 3 reasons for students to be excluded from the room

1. Defiance 2. Repeated Disruption 3. Gross Disrespect

5 Management Problems Jones Brought to Light

1. Massive Time Wasting 2. Student Passivity 3. Student Aimlessness 4. Helpless Handraising 5. Ineffective Nagging by Teachers

Morrish Model

1. Overarching Strategy - teach students how to behave properly and insist they comply with directions 2. Principal Tactics - use class rules of behavior - clearly affirm teacher authority - establish student compliance - teach more as a coach than as a boss - correct misbehavior by having students redo the behavior properly

Seganti Model

1. Overarching Strategy - establish and maintain a calm, orderly, and purposeful classroom environment 2. Principal Tactics - establish detailed class rules for orderliness and efficiency - thoroughly teach students the rules and how to comply with them - provide for leverage that ensures compliance with rules - strongly focus on academic learning - use an orderly, businesslike style of teaching, but making it enjoyable

Jones 5 tiered system

1. Physical classroom organization 2. Limit setting 3. Say, see, do teaching 4. Incentives 5. Backup systems

Jones; 4 problems from independence set work

1. Wasted time 2. Insufficient time for teachers to answer all requests for help 3. High potential for misbehavior 4. Perpection of student dependency on the teacher

Seganti; the 3 Types of Behavior to look for First Day of Class

A: polite, prepared, and ready to enter class. Give them instructions quick and send them in B: Basically respectful but appear a bit rowdy or distracted - have them to stop, breath, calm, and enter class in orderly manner - make sure they look you in the eye and you are clear about directions, send them in C: appear disrespectful, arrogant, and/or ready. Most likely to make problems. - show you are on top of things - if unacceptable behavior, give them the choice of complying or being suspended

Insistence

Best strategy for forcing uses - punishment is rarely needed - must be persistant

No thinking Activity

Habits you don't have to reflect on or make choices about, such as saying "thank you"

Authority

Power that has been assigned to certain individuals

Pros and Cons of Morrish's Model

Pros: teacher made rules, real discipline, ends behavior in positive light Cons: no choic in rules, no tangible rewards

Segani's Rule 1 and Rule 2

Rule 1: enter class calmly and quietly, go immediately to assigned seat. Sit 90 degree angle to desk, feet on flow, showing good posture and a straight spine - teach this rule ASAP to each student - a student entering the class wrong is violating rules, once students are seated explain rules again piece by piece Rule 2: students are to show respect at all times and in all manners toward staff, others, and themselves. Includes all verbal and nonverbal communication - when all students are in the room, read this rule once. Then read again piece by piece - can be a good lesson on nonverbal communication - also teach through telling and acting it out

Limits

Specify behavior that will not be allowed

Wongs; Introducing Ruules

- Rationale for rules: rules are to help learn - working together comforably: work close but not to where someone fears being ridiculed or threatened - teacher's job: to help students learn - Class rules: explained each

Jones' suggestions for Preferred Activity Time (PAT)

- activity has educational value - students want to participate in the activity - student understand they earn the activity by conducting themselves responsibly

"Real Discipline" Morrish advocates

- an organized set of techniques that teachers and parents have used for generations in teaching children to be respectful, responsible, and cooperative - emphasizes careful teacher guidance to ensure that children learn how to conduct themselves in an acceptable manner - believes teachers are focusing on behavior management rather than real discipline - both are needed but not one in the same - explicitly teaches students how to behave properly - requires them to show courtesy and consideration - helps develop needed social skills and trains them to work within a structure of rules and limits - does this while protecting students from self-defeating mistakes - helps young students be wise and tolerant rather than their usual impulsive and self-centered - in this society we have stresses of individual rights and freedom, but lost sight of the personal responsibility that must accompany rights and freedom - students should not be allowed to make choices and hated to make good ones when they are immature for it

What Attitude Does Seganti Recommend for Teachers

- any student who disrupts class is interfering with other student's constitutional right to a good public education - teacher role: expert, trained and experience in how to teach and help learn, I make the decisions - student role: here to study under teacher guidance, job is to support our efforts and do you best to learn - classroom is for academic learning, so I can do only so much to make it enjoyable - student is expected to focus, participate, and learn - teacher knows student wants to enjoy school and feel good, and i will help with that - student needs to understand that self-esteem comes from hard word and knowledge, not messing around in the class

Compliance Training

- begin by helping students understand the difference between right and wrong behavior in general

Seganti; Effective Doorway Tactics for first time students enter your class

- block every student before they come into class - hand each student a copy of the class rules - point out where you want each student to sit - if students question say "I gave you a direction, yo need to follow it" - if students are disrespectful or unprepared do not let them through the door until they are ready - if a student does not look ready to study, tell student to stand side of room until they look ready - if student begins disrupting once entering, have to re-enter

Seganti; Rules: how do they promote student accountability

- class rules of behavior provide the specifics of accountability - teacher must establish effective rules, before seeing students, and make sure students understand clearly - have every possible behavior that concerns your class in the rules - teach the rules asap - teach exactly what they mean with no misunderstanding possible - students need to copy the rules neatly, sign their copy, and hand it in

Wongs; Procedures for Cooperative work groups

- cooperative groups wshould be called support groups - members are called suppor buddies - students can sit around their support buddies and support each other - group procedures must be taught clearly - be responsible for own work and behavior - ask a support buddy for help if you have a question - help any support buddy who asks for help - ask for help form a teacher only when a buddy cannot supply it - effective teachers directly teach the group procedures and social skills needed for functioning in a group

Morrish's View: How and why has modern discipline gone wrong?

- fully agrees with other authorities that discipline continues to be a major problem in schools - students frequently trying to manipulate teachers and refusing to cooperate fully - some of blame to undesirable "me-first" attitudes and a general disinclination to accept responsibility - major blame is bad advice teachers get in many popular systems of discipline - authorities urge teachers to involve students in decision making before students are old enough - waste large amounts of time negotiating and haggling with students about behavior - students need to be taught exactly what is acceptable and not acceptable before they make their own choices - if not, students will do whatever appeals to them at the time

Wongs; About the First Day of Class

- have class ready for instruction and make it inviting - organize class by preparing a written script that covers what you'll say and do - plan for more than yo can get around to, so there will be no dead time with a chance of losing the students' involvement in the class - stand at doorway and greet students - give each student a seating assignment - position yourself in the room near the students - post an assignment in a consistent location - display your diploma and credentials with pride - dress in a professional manner that models success and suggests you expect achievment

Wongs; First 10 Days of School

- have the class use a self-manager plan for students to learn to manage their own behavior in a responsible way - class discussions establish standards about responsible behavior, treatment of others, and working promptly to the best of one's ability - self manager application is used as a self-evaluation of student behaviors and standards - student fills it out themself and is shown to parent for agreement for their evaluation - the teacher will then see if she agrees with the student's self-evaluation - differences of opinions may be discussed about - self-evaluation is usually honest

Wongs; Management Plans

- in addition to good management, teachers need an approach that specifies and teaches procedures - develop a management plan that is suited to your requirements and your students' needs - includes rules of behavior, steps for teaching those rules, and actions that are applied when students comply or break rules - maximum 5 rules - introduce rules the first day of class

What Seganti wants of administrators, counselors, and caregivers

- inform administrator of discipline plan - including logic, rules, and procedures - Caregivers will not be much help for discipline matters - parent conferences do not matter to the student - give documentation of how often their child is ent from room and the extent of each time - caregiver often sides with child

Jones; how to introduce rules

- involving students in identifying examples of desirable and undersirable behavior - helps students recognize need for rules - formalize rules in advance but go over them with students to clearly understand their purpose and the behavior they require - practice complying with rules until doing so is second nature - explain what you will do to help students abide by the rules - indicate how you will teach the required behavior - explain how you will show your approval and appreciation when students follow rules properly - explain what you will do when students break rules

Morrish; fostering self-esteem

- low self-esteem is not a root cause of student misbehavior - self-esteem does not determine success or failure - if you are competent and successful, you usually think better about yourself than if you are incompetent and unsuccessful - teachers who try to build self-esteem may do more harm than good - especially if never allowed failure, never pressured to excel, permitted to express themselves freely without fear of rebuke - without criticism there is misbehavior and lack of effort - students become self-indulgent - lose sense of shame - all about me thought - genuine self-esteem comes from competency in academics, social matters, and ability to overcome obstacles - teaching academic and social skills give self-esteem

Seganti; Leverage: how do you get students to follow the rules?

- make mindset that a student breaking the rules doe snot get them what they want - that is leverage - Seganti's famous 15 minute detention - students realize they can't escape it

Behavior Management

- making the learning environment functional, meaning students on task, and minimizing disruptions - attempts to deal with whatever behavior students bring to school - not very effective in helping students learn to behave responsibly

Wongs; Classroom Procedures

- most important factor in affecting student learning is not discipline; it is how a teacher manages a class - classroom can be smoothly functioning high learning environment - well-managed classroom is task-oriented and predictable - ineffective teachers begin the first day of school attempting to teach a subject. They then spend the rest of the school year running after students. - effective teachers spend most of the first 2 weeks of school teaching students to follow classroom procedures that help them become responsible learners - what is done on the first day of school or a class -even in the first few minutes- can make or break a teacher - the very first second of school, teachers should begin to establish a structure of procedures and routines for class

What Role do Limits Play in Training for Compliance

- never give students a choice when it comes to limits - set limits formally and informally - ex: not allowed to scuffle or swear - students do not have a say in them - if there is a question about limit, select a time to explain the reasons behin them, but do not allow it students to ignore directions - your word is final - do not comprimise by bargaining

Seganti; Management: What should you do to support desirable behavior?

- organize the room arrangement neatly - cultivate a quiet clasroom with minimal talking - be at the ready for reacting to misbehavior - dress professionally - make eye contact - give something back to students (care about learning for student's benefit) - organize procedures - listen to the motivation behind a student's work - speak in statements (not questions) - educate students (do not council emotions) - hold students accountable for proper behavior - prepare - hold the line (make sure students stay on task) - keep them busy - review the rules with students - assess yourself (fix mistakes) - take care of things (instead of relying on administrators and caregivers) - don't be manipulated

Jones; Student Passivity

- passivity tends to reduce attention from lessons - looking out the window, daydreaming, talking to others, being on the phone - says that passitivity was fostered by teaching methods being used which infrequently asks students to participate or show accountability

Jones; Rules and Consequences

- prevent misbehavior - use general class rules - use back up systems

Glasser's Second Strategy

- promotes the idea of eliminating failure from students' school experience - believes that sense of failure is highly damaging to students' motivation to work and lear - remedy: structure school learn so that it leads to a genuine sense of accomplishment among students

Morrish on motivation and rewards

- provide enticing learning opportunities, but we cannot make students do anything - the purpose 'tis t have students to what they don't want to - forego praise and rewards when students merely do what is expected - occasional rewards are fine, because it gives special recognition - overall, rewards are overused - best rewards are personal attention and approval - too much praise can reduce motivation and increase dependency - there is a healthier attitude if teachers praise only when they truly merit recognition

Fred Jones Biography

- psychologist who conducted large-scale studies of outstanding teachers who were identified as "naturals" by administrators and colleagues - those teachers kept students fully engaged in learning with teaching self-discipline - this skill made disruption decrease by 87%, and if skills stopped the behavior reverted - Dr. for independent consultant in teaching and classroom management - author of Tools for Teaching (2002, 2007a) in which he explains tactics for motivating students, instructing them effectively, and helping them develop self-discipline - became interested in the nature of better teaching while being a faculty of the UCLA Medical Center and the University of Rochester School of Medicine and Dentistry - devoted to presenting and developing materials for educators - author of Positive Classroom Discipline (1987a) and Positive Classroom Instruction (1987b) - Published a video course of study called The Video Toolbox (2007b) - published a number of articles on effective teaching in Education World

What Role Does Teacher Authority Play in Training for Compliance

- reestablish teacher authority in the classroom - teacher authority is law, custom, and professionalism - power comes from teacher knowing their responsibilities, why they are setting limits, and what they expect students to learn - it is conveyed by tone of voice, choice of words, and the way teachers present themselves - clearly communicate expectations of students and accept nothing less - make clear no negotiating is involved without threatening or raising voice - if students question authority, say "it is my job"

Seganti, principles for improving teacher effectiveness

- rely on actions (body language) - don't give warnings (after 2nd grade a student knows when they are misbehaving) - don't give superfluous awards (do not waste time giving awards for expectations) - provide for enjoyment (fun activities, kindness, consideration, attention) - speak effectively (learn how to talk to students)

Wongs; About School

- school is where students go to learn how to be productive citizens and reach their potential as human beings - school should be challenging, exciting, engrossing, and thought-provoking, but its program must have structure to ensure success - you cannot give students self-esteem, which has no validity in education, but you can ensure they find success in school

Predominant Themes in Morrish's Work

- students should be taught compliance as an automatic response to teacher directions - effective manages focus on preventing, not just reacting to, misbehavior - clarity of expectations supports good behavior - learning should be a meaningful, engaging, and cooperative activity - effective managers spend a significant amount of time, particularly at the start of the school year, actively teaching rules, procedures, limits, and expectations

Predominant Themes of Seganti's Work

- students should be taught compliance as an automatic response to teacher directions - learning should be a meaningful, engaging, and cooperative activity - clarity of expectations supports good behavior - effective managers spend a significant amount of time actively teaching rules and procedures - effective managers focus on preventing, not just reacting to, misbehavior

Jones; Ineffective Nagging

- teachers spend a great deal of time telling students over and over what they should be doing and admonishing when they don't comply - nag-nag-nag syndrome - teachers should instead calmly show they mean business - can be done with body language instead of verbal

How the Wongs and Jones have corresponding views

- teaching and enforcing classroom procedures is probably the most neglected aspect of classroom management

Wongs; About Teaching

- teaching is a craft - a highly skilled craft that can be learned - by far the most important factor affecting school learning is the ability of the teacher. More capable the teacher, more successful the student - good teachers enhance the lives and spirits of the students they teach - when students arrive, start class immediately - learning is most effective in a supportive community of learners - the more students work together responsibly, the more they learn - shorter assignments produce higher student achievement - intersperse question through a lesson - students usually learn from an activity-question approach - teachers go through 4 stages of development - fantasy, survival, mastery, and impact. Good management makes a student change levels quickly. - those who teach well never cease to learn

Wongs; About the First Week of Teaching

- the 2 most important things you must teach the first week of school are procedures and rules - explain your management plan to studentts and put it into effect immediately - state your procedures and have students rehearse until they follow them automatically

Wongs; Responsibilities as a teacher

- to treat student with respect and care as an individual - to provide students an orderly classroom environment - to provide the necessary guidance for success - to provide the appropriate motivation - to teach students the required content

Wongs; Responsibilites as a student

- to treat teacher with respect and care as an individual - to attend classes regularly - to be cooperative and not disruptive - to study and do work well - to learn and master the required content

Wongs; About Testing and Evaluation

- use criterion-reference tests rather than norm-referenced tests to evaluate student performance. Grade students according to how close they are to mastering the desired content and skills, not on how their performance compares to another's performance - within reason, the more frequent the assessments, te higher the achievement

Graig Seganti Biography

- was a teacher for 20 years in inner-city Los Angeles schools - 2008 book: Classroom Discipline 101: How to Get Control of Any Classroom - taught middle school and high school English and English as a Second Language (ESL) to diverse students - taught juvenile offenders of both sexes in probation camps and interim schools for Los Angeles County - devoted his. Time to disseminating his ideas on discipline - approach is reality based rather than theoretically based - his short articles: - How to Get Any Student to Behave Well All of the Time - How to Avoid Useless Arguments with Students - Eliminating the Middle Man - the Myth of Giving Warning - The Role of Accountability in Classroom Management

Harry and Rosemary Wong Biography

- widely accalaimed authorities in teaching and classroom management - Harry: educational speaker and consultant, previously taught middle and high school science. Received Numerous awards for outstanding teaching and high student achievement, including Horace Mann Oustanding Educator Award and the National Teachers Hall-of-Fame Lifetime Achievement Award. Instructor magazine named him one of the 20 most admitted people in education - Rosemary: taught grades 1-8 and served as media coordinator and student activity director. Selected as on of California's first mentor teachers and has receivednumerous awards for her contributions to the profession - their book, The First Days of School (2009), has sold millions of copies and translated into 5 languages - produced a video series called The Effective Teacher, which won the Gold Award in the International Film and Video Festival and the Telly Award as the best educational staff development video - for years they have wrote a monthly column for www.teachers.net about how their ideas have Ben implemented in classrooms, schools, and school dictricts

Jones's suggestions for promoting active involvement, purposeful behavior, and responsibility

1. Conserve time and don't allow students to waste it - establish classroom structure of rules, routines, and responsibility training that uses time efficiently - put students on task as soon as bell rings and allow 30 second transitions for one activity to another 2. Arrange class seating to facilitate active teaching and close proximity to students - maintain close proximity and eye contact - move among them during direct instruction and while students are engaged in seat work or cooperative learning - allow yourself to move easily between students (generous walkways) - interior loop arrangement (picture) - Work the crowd: monitor and interact with students who are doing independent or group work 3. Teach your students the meaning and purpose of your Management System (unobtrusive tactics) - prevent occurrence of misbehavior by setting limits, specifying class rules, giving students class responsibilities, etc. - set limits on behavior - use workable class rules 4. Assign your students specific responsibilities in caring for the classroom - room chore for every student develops a sense of personal responsibility and ownership in the class 5. Begin every class with bell work - classes beginning with taking attendance, halving tardies, etc. causes 5-8 minute loss - to prevent loss, do bell work immediately 6. Keep your studentss actively Engaged in Learning - say, see, do teaching 7. Use Visual Instructional Plans - VIPS are graphics or picture prompts that students use as guides in completing processes or activities - displayed in rom for students to use for guidance - graphic plan shows one step at a time with a picture for each step 8. Use body language to communicate pleasantly and clearly that you mean business - body carriage, regarding calm and proper breathing, eye contact, physical proximity, facial expressions 9. Increase Motivation and responsiblity through wise use of incentives - grandma's rule: do this then you can have a treat - student responsiblity: learning to take responsibility - genuine incentives: motivation by specific outcomes (2 bonus points, 5 minutes free time) - Earning Preferred Activity Time: time for future activity - Educational Value: work that keeps students occupied but teaches something of value - Group Concern and PAT Management: group concern motivates students to stay on task, etc. - Omission Training: one student can ruin incentives for the whole class 10. Provide Help Efficiently During Independent Work - organize class seating so students can be researched quickly - use visual instructional plans - minimize time used for giving help to students 11. Have stronger backup systems ready for use if and when needed - isolate student student or call help

Morrish's Advise in Planning and Implementing a Good Discipline Program

1. Decide in advance how you want your students to behave 2. Design a supporting structure (how students will do things in the class) 3. Establish a threshold for behavior at school (no negatives) 4. Run a 2 week training camp 5. Teach students how to behave appropriately 6. Set the stage for quality instruction 7. Provide active, assertive supervision 8. Enforce rules and expectations 9. Focus on prevention 10. Set high standards 11. Treat guardian as partners

Wongs; How to establish good procedures

1. Decide what routines are necessary in te activities you intend to conduct 2. List the steps students must follow in order to participate in and benefit from the activities 3. Teach students through explanation, demonstration, and practice in how to follow the procedures

How Morrish believes believes involving students in decision making before they are mature enough causes bad discipline

1. Does not demand proper behavior from students, - instead allows them, if they don't mind the consequences, to choose to behave discourteously and irresponsibly - A system based on fear of consequences cannot be effective unless students truly find the consequences intolerable, hardly the case 2. Many discipline approaches leave teachers stuck with bargaining and negotiating endlessly and often fruitlessly to have cooperative students

Real Discipline can teach 3 things about making independent choices

1. Independence requires balancing personal rights with personal responsibility 2. The rights and needs of others must always be taken into account 3. Students should look at every unsupervised situation as an opportunity to demonstrate personal responsibility

Wongs' Model

1. Overarching Strategy - ensure that all students understand their duties and Learn to follow all class procedures 2. Principal Tactics - Clarify roles: what yo unexpected students to do and what you will do - Carefully script what you will do and say for the first 10 days of school - write out procedures for students to follow in all class activities - have students practice the procedures until they can follow them automatically

The Jones Model

1. Overarching Strategy - keep students actively and purposefully involved in lessons and enable them to follow directions on their own 2. Principal Tactics - use say, see, do teaching - work the crowd (interact with students) - use body language effectively - provide help efficiently - use visual instructional plans - use preferred activity time to motivate

Morrish's approach to discipline in 4 main components

1. Rules of behavior 2. Compliance training (students taught how to comply with expectations 3. Few carefully chosen things you will do and say when students break rules 4. When students are old enough, a provision for allowing and helping them to make choices in a responsible manner grew in popularity 1990s Straightforward, sensible, and easy to teach and learn

Jones; Backup Systems for Misbehavior

1. Small backup responses, conveyed privately or smiprivately to the student 2. Medium backup responses, delivered publicly in the room 3. Large backup responses, used to deal with repeated disruptions or other intolerable behavior. Involves the administrator

Wongs; Three-Step Method for Teaching Procedures

1. Teach: you state, explain, and demonstrate the procedure 2. Rehearse: the students practice the procedure under your supervision 3. Reinforce: you research the procedure, have students rehearse it, and keep repeating it until students follow it automatically

Seganti; Four Main Points

1. Teacher's attitude affects students' behavior - 4 messages to convey to students - suggestions to improve teacher effectiveness 2. Rules for accountability - when to compose rules - suggested rules and how to teach them 3. Leverage for obtaining compliance - the most effective leverage and alternatives 4. Management for desirable behavior

Morrish's 3 Progressive Phases through which we should guide students

1. Training in Compliance - compliance is following directions - taught as a nonthinking activity - done through explanation, demonstration, practice, corrective feedback, and repetition 2. Teaching Students How to Behave - teaching students the skills, attitudes, and knowledge - In order to cooperate, Benave poppely, and assume responsibility - students already taught rules and limits - now, thach them how to be courteous, work and play together Harmoniously, resolve conflicts, set personal goals, organize tasks, and manage time - need to prepare students on this through direct instruction and supervised practice - when students fail to comply, don't scold or punish, have them redo the behavior 3. Managing Student Choice - aka choice management - helps students move toward greater independence by gradually allowing them the opportunity to make more choices once mature - when they make choices, they must be held responsible and take into account the needs and rights of others - if someone is not care the outcome of a concern, they should not be allowed to make choices about it (doing hw)

What should schools do to make schoolwork interesting with activities that meet students needs

1. provide a genuinely engaging curriculum 2. Emphasize quality in teaching and learning 3. Influence students -in a noncoercive manner- to make choices that bring academic and social success

Morrish Approach on rules of behavior

1. teachers should make rules of behavior and teach it - students do not have the sufficient maturity and wisdom to do so - teachers should then teach rules of behavior carefully to students - emphasize what the rules mean and why they are needed 2. teachers should teach why and how they are to comply with the rules - done over time and involves compliance training - direct instruction and close supervision - move to teaching the difference between right and wrong behavior in school - teach through concepts through explanation, examples, demonstration, and guided practice 3. When students misbehave, redirect student misbehavior in a positive direction that does not lead to resentment - have student understand they broke a rule P have student redo the behavior in question in a correct manner 4. After compliance is established, teach students how to manage choice, provided they are mature enough - enables them to develop self-discipline

Rules

Descriptions of how students are to behave

How to put Seganti's ideas into effect

Doorway tactics - 3 types of behavior in students to watch for on the first day Outside Support - when and how to inform administration and caregivers

General rules versus Specific rules

GR- do work every time, golden rule, rules should be referred to SR (detailed rules)- when enter room sit down and begin work, raise hand to be called on

Positive Influence Noncoercive tactics Reality Therapy Boss Management Lead Management

PI - NT - strategies such as relating personally with students, providing a curriculum that is genuinely attractive to students, and helping students understand how responsible choices lead to personal success RT - clients are helped to deal with present-day reality instead of addressing matters that went wrong for them in the past BM - teachers and schools select the curriculum, teachers deliver curriculum to students, teachers attempt to make the students learn the curriculum while also trying to make the students behave acceptably in class (not wanted) LM - students are helped to explore topics they find interesting or useful, teachers help students one questions they would like to answer and locate sources, teachers help students learn to do high-quality work

Wongs; First Day of School Action Plan

Pg. 158-159 Summary - set high expectations - plan entire day right down to the minute - make sure to give attention to establishing routines and learning students' names - first week, provide security of consistency - aign all desk to face teacher until there is purpose for different arrangement - well-organized uncluttered, attractive classroom - room ready and inviting - post schedules, rules, procedures, and a preview of what is to come - post information about youself, including a picture and a sign that welcomes students to the class - wear neat clothing - stand when you speak and use short, clear sentences. firm but soft voice (no finger pointing) - place name on students places to put items - set up a seating plan - begin addressing students by names asap - go to school early and double-check everything - have first bell-work assignment ready (easy and interesting) - tell yourself: - I will establish classroom procedures from the beginning - I will convey that this class be work-oriented, with a competent and caring teacher - i will establish work habits in students before teaching content - greet students at doorway - establish rules and procedures - assign numbers to students for their papers - teach students to respect the class and materials - clarify teacher's things and student's things - explain using centers - give students portfolios and notebooks

Seganti's Method acted out

Teacher: spit out the gum, Jane, and come after school for 15 minutes Jane: I'm not chewing gum Teacher: Well, there's no chewing in my class, even if you aren't chewing anything, so come to detention Jane: But I'm not chewing anything! Teacher: I don't argue with students. You can either spit out the gum or get suspended for defiance. (Jane either spits out the gum or gets suspended from the class)