High Expectations and Asserting Authority

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High ExpectationsandAsserting Authority
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Session Prep

• Things that teachers will need to bring with them
  or have out for the session
• Specific grouping strategies for session

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Announcements

• Insert announcements here.

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Observations

• Insert POSITIVE observations from one classrooms
  that relates to the session objectives.

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Session Objectives

• TWBAT explain why and how they will avoid the
  pitfalls of lowered behavioral expectations.
• TWBAT create a set of rules and consequences fit
  the criteria for effectiveness.

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BIGTake-Home Message

• Classroom management and culture stretches far
  beyond discipline, but it begins there.

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Bonus THMs

• All children can behave. Some choose not to, or
  do not know how.
• Effective teachers are firm and positive.
• Rules are few, clear and positively stated.

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Introduction(10 minutes)

• Four Corners Activity
• Connecting with Prior Knowledge
• The Agenda

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Are you concerned about
classroom management?

• Good. You should be.

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4 Corners

• I am worried about establishing good classroom
  management.
• Strongly Agree
• Somewhat Agree
• Somewhat Disagree
• Strongly Disagree
• Share OUT1 rep per corner

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What is Classroom Management and Culture?

• Is it discipline?
• Is it how students interact?
• Is it how teachers respond to student
  performance?
• Is it how students respond to comments of
  intolerance?
• Is it how student work is incorporated into the
  design of the classroom?
• Is it how the class uses materials?
• Is it the full operation of the classroomfrom
  how to sharpen a pencil to how to turn in papers?
• Is it a way of life?

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YES
YES
YES
YES
YES
YES
YES
CMC is the environment in which effective
instruction thrives!
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Without clear and enforced behavior expectations,
learning cannot occur.
Key Thoughts
Building excellent classroom management takes a
ton of hard work.
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Steps to Effective CMC

• Decide and outline how you want your classroom to
  operate.
• Teach students how to behave in those ways.
• Be unflinching in your pursuit.

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Obstacle Number One
They Cant Behave
(15 minutes)

• Personal story
• A brave volunteer to share a student (no names)
  with whom you had a difficult time enforcing
  rules or expectations

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Pats Journal EntryMy students are incapable
of behaving. I know that sounds harsh, but they
are like animals in my room. When they leave
social studies with Ms. Jacobs, they are angels,
but then they come to me and are out of control.
Patricia, who has emotional problems, cant
control herself, so theres no use even trying
there! Some of my kids are never supervised at
home, and you cant expect them to understand the
idea of limits. I cant force anyone to behave,
so I just try to teach the ones who do listen.
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Responses to Pat in Notebook

• How can you empathize with Pat?
• Do you share any similar beliefs?
• Discuss Pats feelings in the context of cant
  v. wont
• Make 2 next steps for Pat.

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Small Groups

• Try to think of a commonplace situation in which
  someone might side with Pats way of thinking.
• If you come up with one, write it on a Post-It
  note.

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Personal Story

• Insert your own story here.

Moral You must believe that your students are
capable of behaving. Your students will never
behave if you do not expect them to.
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Obstacle Number Two
What Works?
(15 minutes)

• Explanation/Activity (13 minutes)
• Personal Story (2 minutes)

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Believe Students can behave.
Act Students will behave.
Motivate Why will students behave?
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Sentence Strips Why Do Kids Behave?(5 minutes)

• Create categories that represent different forms
  of motivation.
• Group sentence strips according to categories.
• Pair-Share (if time permits).

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Sentence Strips Why Do Kids Behave? Ask CMs to
group the following sentences based on what is
motivating student behavior. 1. When asked why
he stopped misbehaving in Mr. Moores ninth grade
science classroom, Dominic says, I dont want
him to call my parents again. Im going to get
grounded. 2. Ms. Stein looks at her
kindergartners and praises Jillian for sitting
with her hands in her lap. A beat later, Krista
and Anissa put their hands in their laps. 3.
Gretchen, a second grader, tells the boys behind
her to stop fooling around. Were trying to
listen to the story. Shhhhh! she whispers. 4.
Laverne, a fifth grader with special needs, gets
a sticker for being behaved the entire class
period. With five stickers, she gets to pick a
prize out of the class grab bag.
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5. Fred, a seventh grader, does not misbehave
because he knows he will have to do punish work
during lunch if he goofs around during class. 6.
When students in Mr. Augienellos tenth grade
social studies class see him raise two fingers in
the air, they do the same, knowing that there are
important instructions on their way. 7. Mr. Choi
attends his students basketball game and
congratulates them afterwards. After a number of
weeks, players Rafaela and Cynthia decide that
Mr. Choi isnt so bad after all and begin to give
him their attention during class. 8. Ms.
Mendiolas chemistry students do not fool around
while conducting their labs because they know
that the results are crucial to proving the
toxicity of their local pond. 9. Ms. Ritchie
throws a pizza party for her most well behaved
class, so her middle schoolers remind each other
to get quiet quickly to earn bonus behavior
points. 10. Byron is sick, and Mr. De Los Santos
calls home to make sure everythings okay and to
give him the assignment he missed. The next day,
Byron comes in with his homework done. 11. Mrs.
McCarthys fourth graders do not want to make
their teacher mad because she has a reputation
for being very mean. 12. Dorinda is so
discouraged with an assignment that she was about
to explode! Ms. Gupta sees Dorindas
frustration and helps her think through the steps
involved in solving the problem.
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Approaches to Behavior Motivation

• Negative Reinforcement/Punishment Model
• External Reward Model
• Caring Approach
• Intrinsic Value Model
• Which is best for you?
• Which is best for your students?

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Reflection

• Which model is the easiest to achieve?
• Which is ideal?
• Which is realistic?
• What philosophy will you use?
• Share in. Share OUT.

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Big Ideas

• Children operate at different modes of morality
  based on developmental level, the way they are
  used to being punished and rewarded, and the
  current situation.
• Our goal is to move towards intrinsic motivation,
  but we will probably need to rely on other
  methods to get there.
• It is unwise to assume that your personality will
  motivate students to behave without rules.
• It is also unwise to assume that you can enforce
  rules without letting your students know that you
  are doing so because you want to help all your
  students succeed.

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The Hybrid Approach
Set limits.
Show care and concern.
Provide praise and reinforcement.
Teach the internal rewards of learning.
Moral We must vary our instruction to meet
students individual needs. Likewise, we also
need to vary the ways that we motivate students
to meet their specific needs.
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Personal Story

• Insert personal story here.

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Obstacle Number Three
I Cant Discipline
(20 minutes)

• Explanation/Activity (13 minutes)
• Personal Story (2 minutes)

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WARNING

• You believe they can behave.
• You have a vision for what their behavior will
  be.
• Do you believe that you can discipline?
• Enforcing these limits is a typical area of
  difficulty for teachers.

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What if they dont listen to me?
WHAT IF?
What if they dont respect me?
What if they pretend Im not there?
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Quick Notebook Reflection

• List the reasons why you may be reluctant to
  assert your authority.
• Share OUT
• THIS IS NOT EASY. IT TAKES DETERMINATION AND
  RESOLVE.

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What did Lee Canter mean by assertive authority?

• Assertive authority means being firm about rules
  and consequences and holding students accountable
  every time they do not meet expectations.

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What is the difference between non-assertive,
hostile, and assertive responses to misbehavior?
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Non-assertive responses are inconsistent,
permissive and indirect.
Hostile responses are reactions blown out of
proportion. They rely on fear or shame to
prevent misbehavior.
Assertive responses apply the consequences.
Assertive responses remind students of the
expectations. Assertive responses do not let
things slide.
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Teacher Demonstration(any volunteers?)

• Lets learn sign language for a, h and n.
• You will choose a card featuring either the word
  assertive, hostile or non-assertive.
• You will respond to the following scenario in a
  way that corresponds to your card.
• Using the sign language we just learned, the rest
  of us will guess which response is being acted
  out.

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Scenarios

• Students are passing notes when the teacher has
  assigned independent work.
• A student is sleeping in class during a lecture.
• A student with a history of failing passes his
  vocabulary quiz.

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Instincts

• What will be your instinctual responses?
• How will you deal with it if your instinctual
  responses are not the most effective ways to
  demonstrate your authority?

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Be Assertive. Be Assertive. B-E
A-S-S-E-R-T-I-V-E

• Turn to a partner. Each partner is going to have
  a chance to be assertive. Pretend your partner
  is the student in the following scenario

A student calls a fellow student a profanity.
What will you say?

• What was effective/ineffective about the
  response?
• Switch roles, and try the same scenario.

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Be Assertive Again
Now try this scenario
Youve asked a student to move his seat, and hes
refused. What will you say?
Moral If you do not relentlessly pursue your
vision of excellent behavior by calmly and
consistently reinforcing behaviors, then you will
never get there.
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Rules and Consequences (20 minutes)

• Explanation (2 minutes)
• Activity Criteria for Rules (18 minutes)

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DONT THROW PAPERS!

• What are the problems with rules framed in the
  negative?

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A Chance to Do It Incorrectly

• Assemble into 7 groups.
• Get a slip of paper from me featuring a principle
  for writing rules and consequences.
• Develop a rule or consequence that violates this
  principle.
• Now rewrite the rule or consequence correctly.
• Share out.

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Rules for Rules

• Rules should be positive.
• Rules should be clear.
• Rules should be few.
• Consequences should be clear and specific.
• Consequences should be natural and logical.
• Consequences should be gradual.
• Consequences should maintain a students dignity

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Quick Reflection

• Take 3 minutes to write down 4-5 potential rules
  and/or consequences for your classroom.
• Check your rules to make sure that they do not
  violate any of the Rules for Rules.
• Share them with a partner.

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Closing(10 minutes)

• Questions?
• Reflection
• Plus/Delta Chart

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Take-Home Message

• Classroom management and culture stretches far
  beyond discipline, but it begins there.

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Final Reflection

• Explain how
• firm and positive
• is not a contradiction in terms.

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Before you go, practice your best teacher look on
the person sitting next to you.
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Ciao!

• Dont forget to fill out those Plus/Delta charts!