Course Content Checkpoint #2

Wlodkowski's (1983) Two-by-TenRelationship Building Strategy (orNancy's 2x4 "variation on a theme") and its relevance to Classroom Management (W&N, p. 313).

- A way to re-establish a positive relationship after a penalty/bad interaction. - For two minutes each day, 10 (or 4) days in a row, have a conversation with the misbehaving students about anything of interest to the students - Improves student behavior and creates strong personal connection

attending and acknowledging

-complete undivided attention -verbal and non verbal engagement -eye contact, nodding, "uh huh" "tell me more"

active listening

-conveys understanding -reflect back on what you heard -feedback allows for checking for understanding -not giving advice

academic caring...which students benefit best from this type of caring?

-helping with work -value individuality -show respect -treat students with equity * valued more by white students because they trust school as an institution

Jere Brophy's (2010) Expectancy x Value Framework relative to motivation(W&N, pp. 205-224; diagram on p. 206 and handed out in class) E x V=M

-motivation depends on student's expectation of success and the value that place eon the task -first you need to ensure that students can perform the task at hand successfully if they expend the effort -help students recognize the value of the academic work at hand E: expectation of success V: Value they place on task M: motivation

The main takeaway from the1970 publication of Jacob Kounin's study regarding "orderly" and "disorderly" classrooms and what it means for teacher preparation.

-not much difference in reaction to misbehavior (proactive > reactive) 1. monitor student behavior 2. keep lesson moving at brisk pace 3. explicitly teach and demonstrate behavioral expectations

personal caring...which students benefit from this type of caring?

-personal problems -guidance *valued by minority students because many feel stigmatized and face social boarders...division between academic and social world (feel cared for before they can care about food)

What"group alerting" (W&N, p. 250-251) and"wait time" (W&N, p. 251) have to do with implementing effectiverecitations; examples of group alerting strategies

1. Group alerting: promoting student answers, stimulates attention and maintains pace of lesson -strategies: humor or novelty, challenge, make room for personal knowledge and experience 2. wait time: gives students time to think and reflect -wait time 1: wait 1,2,3,4... -wait time 2: allows kids to engage in more discussion

Familiarity with six strategies for preventing violence (W&N, pp. 340-349).

1. build supportive school communities -be alert to signs of hate -examine the ways your school recognized student achievement -ask students to contribute to violence prevention efforts 2. know the early warning signs of potential for violence 3. be observant in "unowned" spaces -ex) hallways, cafeteria, locker rooms 4. be attentive to whispers and rumors 5. de-escalate potentially explosive situations 6. be alert for the presence of gang activity

Six general principlesfor dealing with inappropriate behavior (W&N, pp. 297-303).

1. choose disciplinary strategies that are consistent with the goal of creating safe, caring classroom environment 2. keep the instructional program going with a minimum of disruption 3. consider the context in deciding whether a particular action constitutes misbehavior 4. be timely and accurate when responding to inappropriate behavior 5. match the severity of the disciplinary strategy with the misbehavior you are trying to eliminate 6. be "culturally responsive" because differences in norms, values, and styles of communication can have a direct effect on student's behaviors =

,Eight factors involved in designing effective group work.

1. decide the type of group to use 2. decide size of the group 3. decide on group composition 4. structure task for interdependence 5. ensure individual accountability 6. teach students to cooperate 7. monitor learning, involvement and cooperative behavior 8. think about what to do when a student doesn't want to join a group

Tips for handling defiance(W&N, p. 325)

1. don't lose your cool 2. direct the rest of the class to work on something 3. move the student away from peers 4. stand a few feet away from the student 5. acknowledge the student's feelings 6. avoid a power struggle 7. offer a choice

Four examples of nonverbal interventions for dealing with minor misbehavior.

1. facial expressions 2. eye contact 3. hand signals 4. proximity to misbehaving students

The three-pronged summary/"gist" of Katz's (1999) findings regarding high expectations for academic achievement and caring and support relative to a productive teacher-student relationship.

1. high expectations without caring: impossible goals without adult support 2. caring without high expectations: can turn into parentalism, feeling sorry for under privileged students, not academically challenging 3. high expectations and caring in tandem: make a positive different in student lives, create productive student-teacher relationships

Seven examples of possible consequences for use in dealing with more serious misbehavior.

1. mandatory private conferences 2. loss of privileges 3. isolation from the group 4. exclusion from the class 5. detention 6. written reflections on the problem 7. contacting parents

four strategies to help us take the action zone into account in our teaching

1. move while you speak 2. mix seating arrangement frequently 3. make eye contact 4. direct comments

6 features of the classroom setting that contribute to its complexity

1. multidimensionality: broad range, many features 2. immediacy: happen at a rapid rate, urgency, required quick on the spot decision making 3. simultaneity: things happen at the same time, groups of students doing different things 4. history: classes remember the positives and negatives of past classroom experiences 5. unpredictability: events can not be participated 6. lack of privacy: very public, actions are easily observed

types of involvement for comprehensive partnership programs with families and teachers

1. parenting 2. communicating 3. volunteering 4. learning at home 5. decision making 6. collaborating

Strategies for Increasing Expectations of Success

1. provide opportunities for success 2. teach students to set reasonable goals and to asses their own performance 3. help students recognize the relationship between effort and outcome 4. provide informative feedback 5. provide special motivational support to discouraged students *none of these strategies will be effective if you have not worked to create and sustain a safe, caring classroom environment

Strategies for Increasing Perceived value

1. relate lessons to student's own lives 2. provide opportunities for choice 3. model interest in learning and express enthusiasm for the material 4. include novelty/variety elements 5. provide opportunities for students to respond actively 6. allow students to create finished products 7. provide opportunities for students to interact with peers 8. provide extrinsic rewards *none of these strategies will be effective if you have not worked to create and sustain a safe, caring classroom environment *none of these strategies will be effective if you have not worked to create and sustain a safe, caring classroom environment

Examples of nondirect verbal interventions for dealing with minor misbehavior.

1. state the student's name 2. incorporate the student's name into the lesson 3. call on the student to participate 4. use gentle humor 5. use an I-,message

Strategies for Preventing and Responding to Violence per CPI Training Guidelines

GRADS 1. G: get assistance 2. R: remove others from the area 3. A: assume supportive stance 4. D: distract 5. S: simple, clear directions to separate the combatants CPI training: do not jump into the middle of a fight

Three general categories for increasing students' productive learning time and a working understanding of each. (MTA)

M: momentum (maintain activity time) *Avoid... -flip flopping -"stimulus" bounded events" -overdwelling and fragmentation T: Transitions (minimize transition time) -have clear beginnings and endings -prepare students for upcoming transitions -establish clear routines A: accountability (hold students accountable) -communicate assignments and requirements clearly -monitor student's progress -coordinate with special services to schedule pullouts to minimize disruption -establish routines for collecting and checking classwork and homework -maintain good records

Tips for communicating with parents who communicate a concern. (class notes: Parent Communication MAPS)

MAPS 1. M=mainly listen 2. A=acknowledge the point 3. P= plan together for next step 4. S=students success is your main concern

Challenges to Family-Teacher Cooperation: possible reasons for Parent Reluctance

Parent Reluctance 1. unhappy, even traumatic, memories of their own experience as students 2. feel guilty when their teenage children have difficulty in school 3. unnerved and intimidated by school 4. do not view participation at school as part of their parental role

What does RPM stand for?

R: relate to students with care and respect P: parameters in the classroom and enforce them M: motivating and meaningful instruction

Three themes that emerged from Weinstein's conversations with students relative to "why kids behave in some classes" and "why kids misbehave in some classes."

RPM

SPF for STE (Slavin 1989)

SPF for STE S: supportive, non-threatening learning environment P: preventative management strategies rather than disciplinary interventions F: feedback that is meaningful S: students...success is within student reach and T: teachers...time is used efficiently (engaging instruction) E: everywhere....engagement rates are high

Challenges to Family-Teacher Cooperation: possible reasons for Teacher Reluctance; possible reasons for Parent Reluctance).

Teacher Reluctance 1. Extra time and energy are required 2. teacher's perception of the family's: time is a scarce commodity for parents 3. worry that parents might not understand their role in the classroom 4. authority and autonomy they enjoy within their classroom 5. Uncertain how to effectively and respectfully interact

CD helping/friendly (cooperation and dominance)

assist, show interest, join, behave in a friendly or considerate manner, be able to make a joke, inspire confidence and trust

How does "attending and acknowledging" differs from "active listening"

attending and acknowledging communicate that you are totally engaged but they do not convey whether you really understand

What the research of Walker, Ice, & Hoover-Dempsey, 2011 (W&N p. 155) means for us as teachers relative to communication and collaboration with parents.

best predictor of parental involvement is the perception that the teacher values and invites such involvement.

Action Zone (Adams and Biddle)

kids participate more in class discussions and initiate more questions and comments -front and center of the classroom

MTSS

multi-tiered system of support -systematically document student performance as evidence for need of additional service after making changes in classroom instruction -frequently monitoring progress...change in goals or instruction -new way to think about disability identification and early intervention

DC leadership (dominance and cooperation)

notice what's happening, lead, organize, give orders, set tasks, determine procedure, structure the classroom situation, explain, hold attention

SWPBIS

school wide positive behavior intervention -teach behavioral expectations in the same manner as core curriculum -focus on preferred behavior rather than what not to do -consistency from class to class and adult to adult

Conclusions that can be drawn from the Wubbels, Brekelmans, van Tartwijk, and den Brok (2006) research (diagram handed out in class) relative to students' perceptions of "good teachers." (two categories and descriptorsassociated with those two categories)

students see good teachers as landing in the upper right corner of the circle in between dominance and cooperation 1. DC leadership 2. CD helping/friendly