Classroom Management

NTI Workshop: Classroom Management

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​Brought to you by: Zank and Tribel

Open Ended

What are your thoughts on the following quote:

"It is easier to build strong children than to repair broken men."

Poll

What "offense" do you believe most children in high school are disciplined for?

• Tardies/Absences

• Failed Teacher Direction/Defiance

• Nonviolent Fights

• Violent Fights

Poll

Which of the following classroom management elements do you believe are the most important? (Choose 2)

• Establishing positive teacher-student relationships

• Arranging the classroom-seating, using space etc.

• Setting clear goals and expectations for students

• Establishing Classroom Rules and Procedures

• Planning and preparation of lessons

​Effective Classroom Management

​There are two aspects of an effective learning environment (and, by extension, successful classroom management):

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​1. Positive Relationships

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​2. High-Quality Instruction

Topics to choose from:

Unpopular Opinions:

• ​Rewards and Punishments Systems Don't Work

• ​Sometimes you have to question the rule books

• Sleeping/Eating in class

• Slippery Slopes​

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​Restorative Practices

• ​Class Meetings

• ​Informal Classroom Circles

• ​Impromptu Conferences

• ​Affective Statements and Questions

• ​2X10 Strategy

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Other topics:

• ​Growth vs. Fixed Mindset

• ​The Laughing Classroom

• ​Creating a "Safe Space"

• ​Teachable Moments

• Observations

More acronyms :)

• Trauma Attuned Model (TAM)

• ​Response to Intervention (RTI)

Effective Rules and Procedures

• ​Creating rules with self-regulation in mind (seating, bathroom, late work, etc).

• ​Setting Expectations

• ​Teacher Sensitivity

• ​Problematic Behavior

• ​Escalation vs. De-escalation

​Restorative Practices

All humans are hardwired to connect. Just as we need food, shelter and clothing, human beings also need strong and meaningful relationships to thrive.

Restorative practices is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities.

​​Students should have a chance to learn from any damaged relationships.

​Traditional Approach

• ​Schools and rules are violated

• ​Justice focuses on establishing guilt

• ​Accountability is defined as punishment

• ​Justice is directed at the offender; the victim is ignored.

• ​Rules and intent outweigh the outcome

• ​No opportunity is offered for the offender to express remorse or make amends

Restorative Approach

• People and relationships are violated

• ​Justice identifies needs and obligations

• ​Accountability is defined as understanding the effects of the offense and repairing any harm

• The offender, victim, and school all have direct roles in the justice process

• Offenders are held responsible for their behavior, repairing any harm they caused, and working toward a positive outcome

• ​Opportunities are offered for offenders to express remorse or make amends

​Restorative Practice Strategies

• Class Meetings

• ​Informal Classroom Circles

• ​Impromptu Conferences

• ​Affective Statements and Questions

• ​2X10 Strategy

​

​​Effective Rules and Procedures

• • ​Creating rules with self-regulation in mind (seating, bathroom, late work, etc).

  • ​Setting Expectations

  • ​Teacher Sensitivity

  • ​Problematic Behavior

  • ​Escalation vs. De-escalation

​Suggestions for simplifying rules:

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• ​Rule 1: Take care of yourself

• ​Rule 2: Take care of each other

• ​Rule 3: Take care of this place

• Take them seriously

• ​Challenge them to think

• ​Nurture their self-respect

• ​Show them they can make a difference

• ​Point them towards their goals

• ​Make them feel important

• ​Build on their interests

• ​Tap into their creativity

• ​Bring out the best in them

​Teacher Sensitivity: Students want teachers to...

​The Value of Understanding Escalation and De-escalation

Perhaps the most important advice that we can offer is to avoid escalating situations whenever possible. All too often, adults become too confrontational and assert their power too forcefully. Wolfgang (2001) suggests that teachers can respond to problematic behaviors along a continuum based on the severity or intensity of the issue:

Looking—making eye contact or using a simple gesture

Naming—talking quietly to the student, identifying the problematic behavior

Questioning—asking the student what he or she should be doing at the moment

Commanding—informing the student what needs to be done instead of the problematic behavior and may note consequences for not complying

Directing—the teacher physically preventing the problematic behavior from happening (such as separating students who are fighting)

​Unpopular Opinions

• • ​Rewards and Punishments Systems Don't Work

  • ​Sometimes you have to question the rule books

  • Sleeping/Eating in class

  • Slippery Slopes​

​Rewards and Punishments Don't Work

​In reality, rewards and consequences are two sides of the same coin: both are attempts to control students' behavior rather than teach them how to engage in productive learning.

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Rewards: Tangible rewards have actually been shown to undermine motivation (Deci, Koestner, & Ryan, 2001).  Rewards suggest to people that they are being compensated for engaging in an unpleasant obligation.

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​Consequences: Such attempts to hold students publicly accountable for their behavior can render them compliant but can also make them feel anger, humiliation, and a range of other negative emotions that serve to shut down learning (Woolfolk Hoy & Weinstein, 2006). Taking things away from students in the name of improving their behavior and learning can actually do the exact opposite.

​Acornyms and Other Topics:

• ​More acronyms :)

  • Trauma Attuned Model (TAM)

  • ​Response to Intervention (RTI)

• Other topics:

  • ​Growth vs. Fixed Mindset

  • ​The Laughing Classroom

  • ​Creating a "Safe Space"

  • ​Teachable Moments

  • Observations

  ​

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