Key Learnings About Discipline at WES We need a consistent,
school-wide plan for responding to discipline. At times, it appears
that the students run the school instead of adults. Responses to
disciplinary calls were slow or not at all. Staff concerned about
consequences issued for student infractions. A large number of
children were disruptive and disrespectful without any adults being
able to stop the behavior. Frustration
Slide 3
Session Objectives Identify and define causes of disruptive and
inattentive behaviors and analyze which ones are at work your
classroom. Improve teacher skill at delivering effective responses
to the most common causes. Leave with at least one new specific
technique to apply.
Slide 4
Grants Key Beliefs About Discipline Discipline is the
responsibility of every member of the WES Family. We need Team 100%
to establish a safe and orderly learning environment. Discipline
begins in the classroom and radiates out to the building.
Slide 5
What do I have to do to get students to apply themselves to
their work and stop fooling around and being disruptive?
Slide 6
Todays Agenda Review Agenda Causes of Classroom Disruptions
Break Lunch The Winterfield Way Decision about next steps Closure
(3-2-1)
Slide 7
My Biggest Concern Please write down your biggest concern and
questions about managing student behavior on a post-it note. The
answers are in the room: Greet a friend Share your concern Listen
to advice Reverse Repeat 3 times.
Slide 8
Goals of Disruptive Behavior AttentionPowerRevenge Avoidance of
Failure
Slide 9
Its the Small Stuff Disruptions due to goofing off and taking a
break from work: Talking to a neighbor (roughly 80%) Out of seat
disruptions (15%) Nickel and Dime disruptions: Pencil tapping Note
passing Playing with an object smuggled into class Remaining
5%
Slide 10
Assumptions About Discipline 1. All behavior has an origin or
cause. 2. There are at least 13 causes of inattentive or disruptive
behavior. 3. Effective responses to disruptive behavior are chosen
from a repertoire to match the cause or causes. 4. Every one of us
has the capacity to understand and respond effectively to the
discipline problems we face.
Slide 11
Assumptions About Discipline Effective discipline is built on a
comprehensive strategy of: Sound classroom management, sound
instructional design & delivery, and building relationships
with students Establishing and maintaining authority by
communicating expectations and limit setting Responding to and
eliminating misbehavior Building a strong classroom climate that
nurtures cooperation, responsibility, and self-discipline
Slide 12
Slide 13
Categories of Causes Classroom Management & Instruction
(1-4) Expectations (5-6) Student Values and Interests (7-8)
Physical and Emotional Conditions (9-13)
Slide 14
90% of all major discipline issues can be handled by
establishing strong foundations: Management Relationships
Instruction #1-4: Foundational
Slide 15
#1-Poor General Management Basic areas of classroom operation
that often need: Reassessing Revisiting Refining SpaceTime
(Pacing)Routines AttentionMomentumDiscipline Foundations for Good
Behavior
Slide 16
The Foundations for Good Behavior Inattention to or
mismanagement of Attention, Momentum, Time, Space, and Routines can
leave students: Distracted Frustrated Bored and tuned out Downtime
on their hands
Slide 17
Space The best room arrangement: Puts the least distance
between the teacher and any student in the class Visual range?
Allows the teacher to get from any student to any other student in
the fewest possible steps Matches the instructional objectives
Minimizes empty furniture (it absorbs energy) Is your room neat,
inviting, presentable? How do I get the most out of my space and
furniture?
Slide 18
Time Quiz
Slide 19
Time Downtime, delays, and distractions Reasonable time
allocations? Processing Time Movement Time Wait Time How do I time
events and regulate schedules so that students get the most
productive learning time?
Slide 20
What do/will the first 10 minutes of your class look like? Feel
like?
Slide 21
Routines What procedural routines are important, and how do I
get maximum mileage out of them? Routines tell students how to do
the routinely occurring tasks in the classroom and school.
Slide 22
Routines Entering class Beginning the day Taking attendance
Returning from absences Distributing or collecting materials
Turning in work Dealing with broken or missing supplies Leaving the
classroom Speaking in large group Asking for and receiving help
Making transitions What to do when work is finished What procedural
routines are important, and how do I get maximum mileage out of
them? Routines tell students how to do the routinely occurring
tasks in the classroom and school.
Slide 23
Attention How do I get students to pay attention and stay on
task? Bellwether: someone or something that leads others or shows
what will happen in the future Children are often criticized for
not paying attention. There is no such thing as not paying
attention; the brain is always paying attention to something. What
we really mean is that the child or student is not paying attention
to what we think is relevant or important. Attention, as all of us
know, is selective. Patricia Wolf (2001, p. 80)
Slide 24
Attention How do I get students to pay attention and stay on
task? According to Eric Jensen the brain Is designed to selectively
attend to stimuli and has a built in bias for certain types of
stimuli Novelty or contrast to the familiar Intensity of the
stimuli Movement Emotion What is your repertoire of ways to capture
the brains attention?
Slide 25
Attention How do I get students to pay attention and stay on
task? To get students to attend, students need : Why something is
important? Is it relevant to me? Is it worth my attention? What is
your repertoire of ways to capture the brains attention?
Slide 26
Attention Strategies Present information using multiple
modalities (auditory, visual, kinetic and kinesthetic) Induce
emotional state changes Calm (predictable routines-openings,
closings, greetings) Energize-introduce novel Use humor to draw
students into your mood Level of challenge
Slide 27
Processing Time: 10-2 Rule Information Input 10 Minutes Lecture
Video Discussion Processing Time 2 Minutes Speak Write Draw
Slide 28
Movement Time: 20-90 Rule Information Input 20 Minutes Lecture
Video Discussion Up & About Time 90 Seconds Partner Share
Carousel Room Tour
Slide 29
Attention Summary Use a range of auditory, visual, and
kinesthetic explanatory devices when presenting information. Pay
attention to the feeling tone of the learning experience and the
mood of the students-adjust 10-2 20-90 Laugh and pay attention to
the emotional climate of your classroom.
Slide 30
Attention Winning: Moves are positive & tend to attract
rather than force students attention to the learning experience.
Acknowledging: Acknowledge (out loud) your understanding of the
distraction or whats on their mind to enable them to pay attention
in class. Enlisting: Intended to captivate students and sweep them
away in the interest or excitement of the activity. Alerting: Keep
students on their toes. Desisting: Stop what you are doing and
shift your attention elsewhere.
Slide 31
Desisting-24 moves Purpose: Stop what you are doing and shift
your attention elsewhere. Ways of telling students they are doing
something you want them to stop doing. Silent and subtle to
forceful. Apply the Law of Least Resistance: use only the degree of
directness and force warranted to reengage the student AND maintain
a calm disposition while delivering the message. Public or
private?
Slide 32
Noticing Examine the 24 desisting moves. What do you notice
about them? What is the possible impact of desisting moves?
Slide 33
Alerting-13 moves Purpose: Keep students on their toes,
minimize distraction and attention dropout and maximize
participation and engagement. Least to Most forceful.
Slide 34
Noticing Examine the 13 alerting moves. What do you notice
about them? What is the possible impact of alerting moves?
Slide 35
Enlisting-9 moves Purpose: Enlist or sign up students voluntary
engagement. Intended to captivate students and sweep them away in
the interest and excitement of an activity.
Slide 36
Noticing Examine the 9 moves. What do you notice about them?
What is the possible impact of enlisting moves?
Slide 37
Acknowledging Purpose: Letting an inattentive student know that
you care about what is on their mind. Noticing what is going on
with a child Acknowledging the feeling the child is
experiencing.
Slide 38
Winning-5 moves Purpose: Attract rather than force student
attention. More about focusing on the teacher vs. the
activity.
Slide 39
Attention How do I get students to pay attention and stay on
task? Desisting: Attention moves to STOP misbehavior Alerting: Let
kids know they are misbehaving Enlisting: Getting students to
participate Acknowledging: Letting students know you care Proximity
Touch Offer help Name Dropping Pause & Look Signals Flattery
Remind Urge Offer Choice Remove Distraction I Message Move Seat
Peer Competition Bringing in group pressure Private Desist General
Verbal Desist Specific Verbal Desist Order Judgmental Reprimand
Saracasm Threaten w/consequence Exclude Punish Freedom from
distraction Eye contact Wait-time Circulation Random order Equal
opportunity Incomplete sentences Looking at one, talking to another
Unison Pre-Alert Redirecting/Partial answer Using student name in
instructional example Startle Connecting with students fantasies
Personification Props Making student a helper Challenge Suspense
Piquing students curiosity Gesture Voice variety Dramatizing Humor
Praise Enthusiasm Encouragement How many strategies are you
using?
Slide 40
Reflection Which strategies are you willing to try this year?
Share with an accountability partner. Write a post card-This year,
I will tryto maintain a strong classroom climate.
Slide 41
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Provisioning: having
things ready to gospace and materials. What do you do to make sure
everything is ready to go for all parts of your lessons?
Slide 42
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Overlap: the ability
to manage two or more parallel events simultaneously with evidence
of attention to both. Are you in touch with what is going on in
different groups, activities or areas? Making moves to help
students over blockages Students are confused Conflict Attention
issues Withitness is the precursor to overlapping.
Slide 43
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Fillers: What teachers
do when they are caught with groups of students for short periods
where nothing is planned.
Slide 44
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Manage Intrusions:
Every intrusion has the potential to disrupt momentum. 1234 Allow
intrusions to fracture momentum. Deal with intrusions in a uniform
way (dont tolerate intrusions or refer intruders to peers or have
intruders wait for your help). Deals w/intrusions in a variety of
ways at different times. Matches their response to the
characteristics of the students involved.
Slide 45
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Lesson Flexibility:
What do you do when lessons or planned activities are bombing? 1234
Press on with the lesson anyway. Drop the lesson and switch to
something else. Keep the objective and try to teach it another way,
or vary the format of the lesson. Match a new format to the needs
of the group, or adjust it for characteristics of individuals.
Slide 46
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Give Advanced Notice:
Soften transitions by giving advanced notice of when a transition
is coming. Regular transition signal/song Digital/Smart board timer
Verbal: Two more minutes until
Slide 47
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Subdividing:
Anticipating potential traffic jams when transitioning students
between activities.
Slide 48
Momentum How do I keep the flow of events moving smoothly and
minimize downtime, delays, and distractions? Anticipation:
Anticipate trouble spotsincidents that will break momentumand make
moves to sidestep them.
Slide 49
Momentum Provision:Have equipment and materials out and ready
to go. Overlap:Radar monitoring more than one event simultaneously.
Fillers:Brief activities ready for unexpected or unanticipated down
time. Manage Intrusions: Minimize disruptions Lesson Flexibility:
Modifying the bombing lesson Give Advance Notice: Prior to
transitions: In 3 minutes be ready to Subdivide:Move the masses in
smaller units to avoid bottlenecks Anticipate blocks: Thinking
ahead to what could go wrong How do I keep the flow of events
moving smoothly and minimize downtime, delays, and
distractions?
Slide 50
#2-Inappropriate Work The work is: Too easy or Too
difficult
Slide 51
#3 Boring Instruction If we use the same form of instruction
and activities day after day, we are not meeting the variety of
learning styles contained in our classes. What are the kids doing
during your class? Sitting & copying notes is a breeding ground
for disruption! Worksheets are the disruptive students playground
Students want variety or excitement. They will create it if we dont
provide it.
Slide 52
#4 Confusing Instruction We need to: Give clear explanations
Check for understanding Unscramble confusions Help students make
connections
Slide 53
90% of all major discipline issues can be handled by
establishing strong foundations: Management Relationships
Instruction #1-4: Foundational Ms. Smiths Class
Slide 54
Giving A Consequence Calm, neutrally delivered warnings avoid
confrontation and blame, and convey the message that this is just
the way of the social order.
Slide 55
Small Consequences Body language of meaning business/poker face
Acknowledging a change in behavior and offering help Quiet Verbal
warning, privately delivered Reeducation Hold up a mirror Pulling
the card Letter home taped to the desk
Slide 56
Medium Consequences Writing to Account for Behavior, p. 101
Time out in Class Time out in Colleagues Room Phone call home
Conference & Contract ISS Saturday School Parent comes to
school Deliver student to parents job OSS
Slide 57
Next Steps 3 Insights 2 Things I have learned 1 Question I
still have
Slide 58
EXPECTATIONS
Slide 59
5. Unclear standards, expectations and consequences Students
test our Standards Expectations Consequences Accounts for a
surprisingly large proportion of discipline problems.
Slide 60
6. Ignorance of How to Do Expected Behaviors Need to teach
students what were asking them to do Cant assume they know what
Behave Be ready Listen means to us. Beginning of the year calendar
for school culture
Slide 61
STUDENT VALUES & INTERESTS
Slide 62
7. Need for Fun & Stimulation Students will make their own
fun if: They arent having any or They arent interested in whats
going on Basic human needs: Survival Love & belonging Power or
recognition Freedom and choice Fun William Glasser: Control
Theory
Slide 63
8. Value and culture clashes Differences in: Making eye contact
Personal space Physical contact
Slide 64
PHYSICAL & EMOTIONAL CONDITIONS
Slide 65
9. Internal Physical Cues Hearing Sight Perception Motor
problems Illness Thyroid problems Etc.
11. Extraordinary Emotional Baggage Long Term Convinced of
being a failure Insecurity Fear over ones safety Temporary Fight at
home Feud with a friend Anxiety over test
Slide 68
12. Sense of Powerlessness Hospitals, the military, prisons and
schools are coercive organizations. Participants are not there by
choice. About 25% of any group needs to feel a sense of ownership
and influence over events or they tend to resist and push
back.
Slide 69
13. Personal Relationships Not feeling: Cared for Cared about
Noticed Socially secure