Building Classroom Environment Ch. 5-11

Common saying for Seganti

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

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

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

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

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

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

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

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

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

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

Jones 5 tiered system

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

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

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

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

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; 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; Rules and Consequences

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

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

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

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

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

Kagan; Implementing and Introducing

- Big three: establish interesting/challenging curriculum, provide cooperative activities, be interesting/stimulating teacher - familiarize self with 7 student positions and relate them to misbehavior - select, design structures to help students return to responsible behavior - Let students know the class is built on 3 pillars - Create class agreements - Disruptive vs. Responsible chart whith each having subheadings say and do - do activities first few weeks to strengthen concept - show students how you wil help them turn disruptive into positive behavior - show where reflection, follow-up, and long-term structures come to play

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.

Predominant Themes in Kagan's Work

- Learning should be a meaningful, engaging, and cooperative activity - Teachers' interpersonal skills and methods for communicating with students are critical to the class experience; preserving student dignity should always be a consideration, as should interacting in ways that are positive, civil, and humane - Effective managers focus on preventing, not just reacting to, misbehavior - Students benefit from learning how to manage themselves and their emotions. Teachers and students who view themselves as being on the same team are likely to have smoother relationships. - Student needs impact their behavior - Class meetings are a useful way of building relationships and involving students in the problem-solving process - Students grow in important ways when they realize that their behaviors are the results of choices they make and that they can make better choices when the situation calls for it.

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

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

Win-Win Discipline

- all disruptive behavior is an immature attempt to meet a need associated with a student position - teacher's job is to to help student learn responsible ways to meet the need of attention, not to discipline - to help teachers recognize the 7 positions from which disruptive behaviors spring - teachers help students learn responsible alternatives to their disruptive behaviors - step by step procedures that are used to prevent disruptions, deal with disruption in the moment, and help prevent - before, during, and after approach

Glasser; Major Assertions about Noncoercive Classroom Management

- all human behavior is purposeful - we are naturally disposed to be in charge of our own behavior - our behavior can be thought of as our best attempts to meet our basic needs, 5 of which are for survival, love and belonging, power, fun, and freedom - many students will not commit themselves to learning if they find their school experience about it, frustrating, or otherwise dissatisfying - many students do not do their best work - if schools are to be successful, they must maintain quality conditions that ensure psychological comfort and reduce for frustrations for both Students and teachers - schools and teachers should commit to the idea of quality education - meaning education that promotes competence and behaviors that lead to success - in order to be adequately attractive, the school curriculum must be comprised of learnings that are engaging, useful, or otherwise relevant to students' lives - Students should be helped to acquire in-depth info about topics they consider useful or interesting - quality learning is evident when students become able to demonstrate or explain how, why, and where their learnings are valuable - instead of scolding, Coercing, or punishing, teachers should endeavor to befriend their students, build strong supportive relationships with them, provide encouragement and stimulation, and show consistent willingness to help - teachers who dictate procedures, order students to work, and berate them when they do not comply are increasingly less effective with sttudents (boss managers) - teachers who provide a stimulating learning environment, encourage students, and help them as much as possible aree most effectivve with today's learners (lead managers) - motivation is the single most important factor in learning (Relies on use of positive influence rather than forceful tactic)

"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

Kagan; Further info of Win-Win Discipline

- both teachers and students win with the goal of students developing lifelong responsible behavior - 3 pillars of Win-Win Discipline: same side, collaborative solutions, learned responsibility - class rules made together and are statements of responsible behavior, only 5, posted in room and reviewed periodically - Attention to needs

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

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

Glasser Quality School (2015). - officially recognized by the William Glasser Institute

- creates and maintains a joyful, positive, supportive learning and working environment - Total Learning Competency is expected of all students andd students are instructionally supported until competency is achiefed - all students do competent work as well as some quality work each year (quality school rubric) - all students, staff, and memebers of the school community havve participated in student of Choice Theory and/or the Glasser Quality School Model - students do well on measurements of learning and school performance - - read the revised 2015 rubric for measuring glasser quality school progress

Marvin Marshall Biography

- doctor - bachelors degree in language arts - experienced teacher, athletic director, counselor, assistant principal, and district director of education who has severed all levels of education - currently writes, helps staff with development in schools, speaks globally - classroom discipline book is Discipline without Stress, Punishments, or Rewards: how Teachers and Caregivers Promote Responsibility & Learning - has monthly newsletter titles Promoting Responsibility & Learning - has foundation, Discipline without Stress, Inc. for schools that would like to be noncoercive but not permissive

Marshall; how Social Hierarchy helps students develop self-control

- enables teachers to separate act from actor, deed from dooer - students realize they are constantly making choices - students understand and deal with negative and peer pressure - foster internal motivation - good character development - vehicle for communication - encourages students to keep learning - awareness of individual responsibility - students analyze and correct their own behavior - inspire to improve - mature decision making - understanding internal and external motivation - self-management and interest in doing right thing, even in secret

Glasser; Boss Management considered futile

- futile to attempt to force student to behave in ways contrary to natural inclination - quality education: lesson is interesting and students pay attention naturally - students tend dislike coursework not because it is too difficult, but it is too boring - students needs should be recognized and the curriculum organized in ways that enable needs to be met - teachers should move toward quality teaching and implementation of Choice Theory - when we teach others, we cannot "make" them learn, we can only open possibilities, provide information, and expose them to good models - in doing so we will influence them to make more effective choices about what they do in school

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

Glasser; what to do if students break class rules

- help student choose a more effective behavior and direct the student back to class work - do not get angry or a student will be defensive - wait for student to calm down - if student will not calm down, send student to time out and wait - discuss with student (and another if it involves hostilities between students) - listen to the student's issue and try to solve things - there is no fault, only finding a solution so that the problem doesn't happen again

Marshall; Internal Motivation

- humans are influenced by many external factors, but all motivation emanates from within - classroom management improves when student's level of responsibility increases

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

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

Glasser; How Quality Teaching affects classroom management

- know students and build supportive relationships - work with students to establish standards of conduct in the class - begin with discussion of importance of quality work (priority) and explain you will do everything possible to help students learn with enjoying themselves - lead discussion on quality work by asking students about hat class behavior will help them get their work done and truly learn (if students see importance of courteesy, no other rules are necessary) - solicit student input on what should happen with behavior agreements are broken - students usually suggest punishment, if asked further, they will agree behavvior problems are best solved by looking for ways to remedy whatever is causing the rule to be broken - once agreements and consequences are established, they should be put in writing and signed - show interest in studentts adn, when appropriatee, ask "what might I do to help?" - avoid adversial encounters with students. - look for solutions without getting angry and offensive - hold class meetings to explore what students like and dislike about class - change if appropriate

Glasser; Teacher's Regiment of Lead Management

- lead class into the discussion of several topics of interest - encourage students to identify topics they would like to explor in depth - discuss with students the nature of the schoolwork that might ensue, asking students what they would do to show evidence of quality learning - explore with student the resources that might be needed for quality work and anticipate the amount of time such work might require - review ways in which the work can be done and show or describ examples of finished work that reflect quality - emphasize the importance of students continually self-evaluating their effort and progress - clearly affirm that students will be provided good tools and a safe workplace

Predominant Themes in Glasser's Work

- learning should be a meaningful, engagring, and cooperative activity - classrooms work better when studnts experience success - teachers' interpersonal skills and methods for communicating with students are critical to the class experience; teachers and students hould interact in ways that are positive, civil, and humane - students need impact their behavior - class meetings are a useful way of building relationships and involving students in the problem-solving prcoess - effective managers focus on preventing, not just reacting to, misbehavior - students grow in important ways when they realize that their behaviors are the results of choices they make and that they can make better choices when the sitution calls for it

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

Marshall; Guided Choice

- not stopping disruptions through punishment - elicits a procedure or consequence to help student prevent repetition of level A/B behaviors - authority without punishment - gives student responsibility-producing activity to encourage self-reflection and allows teacher to return to lesson - usually student given self-diagnostic referral form - describe problem that led to this - identify level of behavior - explain why level or behavior is not acceptable - what level should a person act to be socially responsible - if you acted on acceptable level, what would have happened - list 3 solutions that would help you act more responsibly

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

Spencer Kagan

- originator and principal disseminator of Win-Win Discipline - professor of psychology - head of Kagan Publishing and Professional Development - investigating how teachers can best establish harmonious classrooms,promote responsible behavior, and improve students' social skills, character qualitities, and academic achievement

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

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

Glasser; Characteristics of Quality Teaching

- provide and warm, supportive class climate - use lead management rather than boss management - ask students only to do work that is useful (relevant to student lives) - always ask students to do the best work they can - ask students to evaluate work they have done and improve it - help students recognize that they feel good and when doing quality work - help students see that quality work must never be destructive to oneself, others, or the environment

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

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)

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)

Glasser; moving toward building a quality classroom

- replace deadly habits with connecting habits - make plain to students how you will work with them - build strong relationship with students - establish reasonable rules of behavior (include golden rule) - take energy out of impending less-effective behavior (listen to students) - teach things that make a real difference in students' lives - help students learn to strive for quality (nobody receives low grade as long as students do competent work) - test students frequently, but productively - emphasize understanding and making use of new learning - provide options for students after competence is achieved (do something higher quality or challenge)

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

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

Glasser; Choice Theory

- students are highly likely to do whatever is most saifying to them at any point in time, if they can - students work hard and comply with expectations only when they get satisfaction from doing so - must involve students in specifying what a quality existence in the classroom would be like (exploring Quality World pictures) - plan to allow choices that would help bring about the realization or attain a net of Quality World in lessons - make class more enjoyable: role-laying skits, holding debates, working in small groups, etc.

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; 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

Glasser; helping students meet their basic needs

- survival (safety) - belonging - power (encouraged to participate and have responsibility) - fun - freedom

Kagan on Parent and Community Alliances, and Schoolwide Programs

- teacher partnership with caregivers and wider community to assist students in choices - caregivers and community usually appreciate and support teachers who handle disruptive behavior in positive manner - input, support, follow-through, and backup from caregivers and adults - cooperation depends on teachers reaching out to make contacts - teacher contact potential participants from beginning - Offer opportunities for caregivers and communities to be involved

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

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

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

Kagan; teachers addressing misbehavior

-acknowledge and accept student's emotional state - does not accept the inappropriate behavior - show students you recognize their positions can increase the likley hood that that they will then shift behavior in appropriate direction

Glasser; Quality World

-reflects the people, things, experiences, ideas, and values that they associate with happy, meaningful lives - captures an individual's mental image of what they want life to be like - helps students learn useful info and learn it well - requires depth of understanding combined with clear awareness of its value - students should seek to explain why the material they are learning is valuable and how and where it can be used or make their lives - teachers who reflect their own Quality World pictures as well as those of their students can often figure out how to facilitate positive student learning and behavioral outcomes - if student's quality world coincides, students are likely to feel content and fulfilled and to continue current patterns of behavior - if student's quality world does not coincide, they may feel dissatisfied and frustrated - the teacher can make adjustments for Quality World to closer match student's realities - teacher can sometimes change the student's - attending to student's Quality World and needs is a key way to relate to and motivate students and to develop meaningful interpersonal relationships with them - if students are old enough, you can ask for their input on what they would like to explore in depth - learning about a smaller number of topics in depth is always perferable to coverning many superficially

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

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

Kagan Model of Management

1. Overarching Strategy - Establish same-side cooperation with students and use "structures" to prevent and address student misbbehavior 2. Kagan's Principal Tactics - Foster a same-side relationship with students - recognize four categories of irresponsible behavior - recognize 7 "positions" that might exist within students when they misbehave - develop and/or apply "structures" for short- and long-term effect when addressing various combinations of irresponsible behavior and position

Marshall Model

1. Overarching Strategy - help students analyze, reflect on, and adopt personal behavior that brings them success in school 2. Marshall's Principal Tactics - rely on teaching procedures rather than rules - teach Hierarchy of Social Development - when students misbehave, ask them to identify the level of development they are choosing - if disruptions continue, elicit a procedure or consequence, rather than imposing one - become aware of the 10 common practices that damage teaching - show positivity in all dealings with students

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

Glasser Model

1. Overarching Strategy - provide positive conditions that help students meet their needs and influence students, without coercion, to conduct themselves responsibly and do high-quality work 2. Principal Strategies - use noncoercive influence strategies to help students make responsible behavior choices - conscientiously use connecting habits in your interactions with students - provide quality teaching and help students strive for quality learning - address discipline issues as "incidents" by looking for resolutions rather than using punishment - engaging students in problem solving

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

Kagan; 3 Pillars of Win-Win Discipline

1. Same side 2. Collaborative solutions 3. Learned responsibility

Marshall; Raise Responsibility System Steps

1. Teach 2. Check for understanding 3. Elicit - guided choices - logical/natural consequences

Marshall; Steps for intervening when students misbehave

1. Use an unobtrusive tactic 2. Check for understanding 3. Use guided choice

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

Marshall; 10 Damaging Practices

1. being reactive rather than proactive (waiting for misbehavior to occur) 2. relying on rules of behavior (you should teach procedures) 3. Aiming for obedience rather than responsibility 4. Creating negative images 5. Unknowingly alienating students 6. Confusing classroom management with discipline (discipline is self-control and behavior) 7. Assuming students know what is expected of them 8. Employing coercion rather than influence 9. imposing consequences rather than eliciting procedures or consequences 10. relying on external influences rather than internal process (rewards and punishments come from outside the individual)

Marshall; 10 Productive Practices

1. inspire responsible behavior 2. emphasize the importance of procedures 3. promote responsibility rather than obedience 4. create positive images in students' minds 5. cultivate a tone of positivity 6. clarify expectations 7. clarify the reasons for responsible behavior 8. teach and inspire, rather than coerce 9. elicit responsible ideas from students 10. help students build desirable behavior from within

Marshall; How teachers can activate internal motivation

1. teach and practice procedures 2. infuse positivity into communications 3. empower students by giving choices 4. learn to ask reflective question to influence students rather than trying to force obedience

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

Kagan; Follow up Structures

For when students need additional assistance to behave - establish new preventive procedure or reestablish an existing preventative procedure - select a new moment-of-disruption procedure - provide training in a life skill such as self-control or relating well with others - student make apologies and restitution, or experience time away rom lesson Steps for each time student misbehaves 1. Warning 2. Student given reflection time to sit alone and think about disruptive behavior and how to improve - personal improvement plan made by student - student parent or guardian contacted - student visits principal's office

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

Marshall; 6 Tactics to stimulate student responsibility

General Tactics - think and speak with positivity - use power of choice - emphasize the reflective process - establish trust Tactics for Interacting with Students - use acknowledgment and recognition more than praise - encourage - foster interpersonal relationships in the class - control conversation by asking questions Tactics for Motivating and Teaching - get yourself excited - raise likeability level - create desire to know - create curiosity - use collaboration - use variety - tutor a few students daily Tactics for Influencing Positive Behavior - see situations as challenges, not problems - use responsibility rather than rules - use listening to influence others - be careful when challenging students' ideas - think in terms of sharing, rather than telling Tactics for Empowering Students - empower by building on successes - nurture students' brains - emphasize the four classical virtues Tactics for Addressing Problems - hold frequent class meetings - resolve conflict in a constructive manner

Glasser; Seven Deadly Habits vs. Seven Connecting Habits

Instead of Deadly, do Connecting

Marshall's Hierarchy of Social Development

Level A: Anarchy - narcissistic - aimless - chaotic Level B: Bossing/bullying/bother - regardless of harm to others - only obey teacher when authority used - make own standards Level C: Cooperation/conformity - students conform, comply, and cooperate - key is understanding but behavior comes from external influences Level D: Democracy and taking the initiative to do the right thing - behave without having being told, initiative - democracy and responsibility are inseparable

Kagan;

Making amends for emotional damage that was done or repairing or replacing physical damage or damaged materials. Tangible way of taking responsibility and dealing with consequences of inappropriate choices.

Kagan; Irresponsible behavior

Meaning disruptive student behavior which has 4 categories aka ABCD: - aggression - breaking rules - confrontations - disengagment

Kagan; Student Positions

Meaning the physical and emotional states students are experiencing at the time they make ineffective behavior choices Students come from 1 or more of the 7 positions that reflect the state of mind the student is experiencing: - attention seeking - avoiding failure - angry - control seeking - energetic - bored - uninformed

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

Kagan; Structures

Plans of teachers actions for 2 reasons: teach curriculum and address behavior - applying a structure that deals effectively with a particular combinations of misbehavior and student position - teacher could ask why a student is misbehaving - teacher stops behavior and redirects - teacher can ask how students are supposed to behave - teacher can ask student to make better choice - teacher can say you may think ____ but I think ____ because.... Teacher identifies misbehavior -> teacher identifies student position -> teacher selects and applies a structure that addresses the particular combination of misbehavior and position

Marshall; 3 principles

Positivity: what you want, not what you do not want Choice: cannot argue with their own decision, Choice-Response Thinking, impulse management Reflection: ask reflective questions

Kagan's suggested rules

Ready rule: come to class ready to learn Respect rule: respect the rights and property of others Request rule: ask for help when needed Offer rule: offer help to others Responsibility rule: strive to act responsibly at all times

Kagan; Shoulder Partners and Face Partners

Seating student in groups where High student is across from high-average student, then beside high is low student. Face partners would be more similar achievement students. Shoulder partners are very different achievement students.

Kagan; Stand up and Hand up, Pair up

Stand up: students walk around room with a hand up Pair up: Grab hand of someone close and pair

Kagan; Structures for Long-term success

Students who: - continually seek attention need help with self-validation - avoid failure or embarrassment need help with self-confidence - students who are often angry need help with self-control - seek control need help with recognizing others' capabilities - overly energetic ned help with self-direction - frequently bored need help with self-motivation - are frequently uninformed need help in obtaining info for themselves or others Structures: - Same-Side Chat: teacher talk to get to know one another and see they're on the same side - Responsible thinking: student reflect on their and others' needs, how they treat others, and how they conduct themselves - Reestablish expectations - identify replacement behavior - agree on contracts - Establishing consequences: teacher and students

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)

Mental Proposition in Kagan's Approach

Teachers do 2 things: 1. Work on the same side of students to make agreements concerning acceptable and unacceptable behavior 2. Continue to work collaboratively with students by using structures to hep them make good decisions that lead to responsible behavior

Marshall; Theory X and Theory Y

Theory X - people usually dislike their work, try to avoid it, and must be directed, coerced, controlled, or threatened with punishment before they will work as expected Theory Y - people work gladly if their obs bring satisfaction and allow them to exercise self-direction, self-control, and personal responsibility

Does Marshall think students should learn Social Hierarchy?

Yes, and know the motivation difference between C and D