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Classroom management

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R
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Sample of my work

Education
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Classroom Management… A thinking and caring approach
Workshop outcomes… Understand and apply what effective teachers do to encourage appropriate behaviour and how they respond to students when they choose to misbehave
Two Dimensions ,[object Object],[object Object]
Just for a reality check …list all the misbehaviours you can think of that occur in your classroom and school. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Obviously … ,[object Object]
The less effective teacher ,[object Object],[object Object]
The less effective teacher ,[object Object],[object Object],[object Object],[object Object]
The more effective teacher ,[object Object],[object Object]
The more effective teacher ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Two Teacher Beliefs ,[object Object],[object Object]
So lets watch a more effective teacher…
Two Teacher Beliefs…continued ,[object Object],[object Object],[object Object],[object Object]
As a result we have 2 givens ,[object Object],[object Object]
Cohesive Bonding ,[object Object]
Cohesive Bonding…continued ,[object Object]
Why do students misbehave? ,[object Object],[object Object],[object Object],[object Object],[object Object]
The result if these needs are not met… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Two paradoxes ,[object Object],[object Object]
Two Dimensions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The first escalation BUMP ONE: Low Key Responses
Bump One: Low Key Responses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Bump One: Low Key Responses -- common attributes ,[object Object],[object Object],[object Object],[object Object]
BUMP ONE: what misbehaviours can be addressed by employing the Bump 1 skills? ,[object Object],[object Object]
The next escalation: Bump Two: Squaring Off
What is Bump 2 in your classroom? … you have tried a few Bump One skills, they are not working so given the students are escalating … you have to match that escalation … what do you do?
What is Bump 2 in your classroom? • stop teaching, pause • turn to the student • provide an optional minimal verbal • end with a thank you
How do you decide which Bump to select and how and where and when to do it? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The third escalation… Bump Three and Four: Choices and the Applied Choice
Take a misbehaviour and design what you think is an effective choice. ,[object Object]
Attributes of effective choices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The next escalation … Bump 4: Following through on the choice
Bump four is where you find out whether or not you can follow through on the choice you created. The follow through must be done in a positive or neutral tone.
For example … “ I’m sorry but you’ve made the decision to work over here …. Thank you.”
The next escalation Bump Six: The Chat
A simple mental set… ,[object Object]
Sharing the objective … ,[object Object],[object Object]
Generating knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Generating knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Modelling: a role-play ,[object Object],[object Object],[object Object],[object Object]
Practice: role-play ,[object Object],[object Object],[object Object],[object Object]

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Classroom management

  • 1. Classroom Management… A thinking and caring approach
  • 2. Workshop outcomes… Understand and apply what effective teachers do to encourage appropriate behaviour and how they respond to students when they choose to misbehave
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11. So lets watch a more effective teacher…
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20. The first escalation BUMP ONE: Low Key Responses
  • 21.
  • 22.
  • 23.
  • 24. The next escalation: Bump Two: Squaring Off
  • 25. What is Bump 2 in your classroom? … you have tried a few Bump One skills, they are not working so given the students are escalating … you have to match that escalation … what do you do?
  • 26. What is Bump 2 in your classroom? • stop teaching, pause • turn to the student • provide an optional minimal verbal • end with a thank you
  • 27.
  • 28. The third escalation… Bump Three and Four: Choices and the Applied Choice
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  • 31. The next escalation … Bump 4: Following through on the choice
  • 32. Bump four is where you find out whether or not you can follow through on the choice you created. The follow through must be done in a positive or neutral tone.
  • 33. For example … “ I’m sorry but you’ve made the decision to work over here …. Thank you.”
  • 34. The next escalation Bump Six: The Chat
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