Using UPR (unconditional positive regard) to build positive attitudes in students, staff and stakeholders ...

1. Using honey instead of vinegar!

2. Steven E. Hudson, Ed. D.

3. "The most important action an effective teacher
takes at the beginning of the year is creating a
climate for learning."
Mary Beth Blegan, former U.S. Department of Education teacher-in-
residence

4. Using UPR in the classroom to create a climate of positive
engagement without the negatives ….

5. Unconditional Positive Regard

6. What is UPR?
 Unconditional Positive Regard means – I, as a
teacher/parent/adult, care deeply about you as an
individual; but, I find the behavior(s) you are
demonstrating to be wrong.
 I will separate the behavior(s), at all times, from the
way I regard and react to the individual, regardless of
the circumstances.

7. Now!
It is your turn …
Please take 20 minutes to
answer the following 5
questions.
Then take a 10 minute break
… we will reconvene in 30
minutes from now. The time
now is __________.

8. Explain …
 How you use UPR daily …
 How you can utilize the concept of UPR more
frequently …
 What about the idea of UPR do you not like …
 What about the idea of UPR you do like …
 How, at this moment, you can think of a way to
implement the concept of UPR in one or more
instances …

9. What do you mean, you don’t accept negative programming?

10. What is meant by “positive”?

11. Write down your definition of
Positive

12. What is positive?
 Positive is that which builds self-esteem.
 Positive is not measurable in a quantitative sense but is
in a qualitative sense.
 Positive always brings results.
 Positive is always met with positive.
 Positive takes time.
 Positive requires a paradigm shift.

13. According to Fred Jones ‘Positive Classroom
Discipline’, "The most widespread management
technique at home and in the classroom is nag, nag,
nag." "It's also probably the least effective."

14. The TOTAL Student …
You may use a description, picture, song or rap, etc. Work with
your table team to come up with a description.

15. Color Model … the Total Student
Student
Classroom
activities
Teacher talk
Peer
involvements
Positive
discipline
model

16. Count them – 12 Steps – to a positive classroom experience …

17. 12 Steps
Howard Miller suggests 12 steps teachers can take at
the beginning of the year to promote effective
classroom management.

18. Will be part of the 12 steps?
• Take 10 minutes to discuss
• Take 5 minutes to write

19. Positive Attitude = Positive Results!

20. Develop the Model …
1. Develop a set of written expectations you can live
with and enforce.
2. Be consistent. Be consistent. Be consistent.
3. Be patient with yourself and with your students.
4. Make parents your allies. Call early and often. Use
the word "concerned." When communicating a
concern, be specific and descriptive.

21. 5. Don't talk too much. Use the first 15 minutes of
class for lectures or presentations, then get the
kids working.
6 Break the class period into three or more
different activities. Be sure each activity segues
smoothly into the next. Avoid changes in
routines, when possible!
7. Begin at the very beginning of each class period
and end at the very end. Plan your time
accordingly – this Takes Practice!

22. 8. Don't roll call. Take the roll with your seating chart while
students are working.
9. Keep all students actively involved. For example, while a
student does a presentation, involve the other students in
evaluating it.
10. Discipline individual students quietly and privately.
Never engage in a disciplinary conversation across the
room.
11. Keep your sense of perspective and your sense of humor.
12. Know when to ask for help.

23. Develop a set of written expectations
you can live with and enforce.
 Each student must be aware of and know the
expectations.
 No more than 4 – 5 rules
 One general for the school. Ex.: Students will not use
their hands or feet to touch another person without
the other person’s permission.
 Each rule must be specific and enforceable.

24.  Must be grade level/developmentally/ culturally
acceptable.
 Must be explainable and realistic.
 With older students more enforceable if students
assist in the design of the rules. [Caution, they make
tough rules so be on the look-out.]

25. Be consistent! Be consistent!
Be consistent!
 Our sense of “right/wrong” is 90% developed by the
age of three.
 Elementary students are concrete in their reasoning.
 If there is the perception of “unfairness” students will
call you on it, each and every time.
 Rules apply to all students equally, regardless of the
circumstances.

26. Be patient with yourself and
with your students.
“…Nurture strength of spirit to shield you in sudden
misfortune. But do not distress yourself with dark
imaginings. Many fears are born of fatigue and
loneliness. Beyond a wholesome discipline, be gentle
with yourself…”
Desiderata

27. Make parents your allies. Call early and
often. Use the word "concerned."
 When communicating a concern, be specific and
descriptive.
Above all, be positive – even the worse information is
able to be presented in a positive manner.
Be specific – explain to the best of your ability the
situation. Speak to the individual and paint a word
picture.
 State that “I am [or we are] concerned about …

28. Hardest thing you will ever be asked to do in the classroom …
The world hates SILENCE!!!!

29. Don't talk too much.
 Common fallacy – “the more I talk the more my
students will receive in the areas of instruction, advice,
directions, etc.”
 Fact 1 – Peer talk is 90% effective whereas “teacher
talk” is only 10% effective.
 Fact 2 – the more something is repeated the more
chance there is for “selective attention” setting in with
the student(s).

30.  Use the first 15 minutes of class for lectures or
presentations, then get the kids working.
Lecture is the worse method of
instructional delivery!

31. What is the Alternative?
 Instead of lecture what else can you do to assist your
students?
 Take 10 minutes and brainstorm …
 Prepare a poster
 Present to group

32. Break the class period into 3 or 4 or
maybe, even more different activities.
 To much of anything is boring and especially if it is
repetitive.
 Just as too much candy can make one
ill, to much of anything can lead
to boredom and
tune-out(s)!
 Segues should be smooth
and students should know
prior to a seque when
they arrive.

33. Begin at the very beginning of each
class period and end at the very end.
 Class time is a precious commodity and should be treated as
such.
 Excellent instruction breeds excellent classroom
management.
 Develop “time-sense” and “with-it-ness” when you are
teaching.
 Students will always meet your expectations – Do Not
decrease your expectations; but, rather expect each student,
regardless of their story, to meet your expectations.
 Expectations of course are developed based on best practices
and the developmental stage of each child (differentiation).

34. Don't roll call.
Taking roll call wastes valuable
instructional or “practice” time for
students.
Take the roll with your seating chart while
students are working.
After all, every teacher should know their
students on sight and hearing them say
they name is a time-wasting activity.

35. Keep all students actively involved
 For example, while a student does a presentation,
involve the other students in evaluating it.
 Peer tutoring – use higher level students, who
understand the concepts, to assist other students in
the classroom. Require some training on working with
peers before allowing to assist.
 Down time makes time for disciplinary issues to
arise. Never, never give Free Time as this just invites
disciplinary issues to come occur.

36. Discipline individual students
quietly and privately.
 Never engage in a disciplinary conversation across the
room. Discipline privately at your desk or out of the room.
 Never discipline an entire class for the errors of a few.
 Never discipline in a negative manner – it leads to
aggressive behaviors.
 Never raise your voice …
Students get yelled at in the home
You lose control
Students tune you out
This leads to frustration on the parts of all involved

37. Keep your sense of perspective and
your sense of humor …
 An appropriate sense of humor is a wonderful thing
and it teaches your students that you are a real person.
 Remember, “this too shall pass” and “every day is a new
day”.
 Never, never hold anything against a child. This is
retaliation and is not only against the law but it creates
in the child negative emotions and is related to drop-
out rates, poor school performance, disciplinary
problems and etc.

38. Know when to ask for help…
 When the door closes you are not in another dimension.
 Help is available – you only need to ask!
 If help is offered, because a colleagues or the
administration noticed something, embrace it because the
only effect it will have is to assist you in being a better
teacher. Constructive criticism is never punitive, it is
also constructive.
 Even “Master Teachers” had to learn and all asked
questions.

39. Joy ! Another boring Q & A …

40. Specifically …
 What one thing did you learn today that you can use in
class tomorrow?

41. Specifically …
 What one thing did you learn today that you want to
share with a colleague?

42. Specifically …
 What one thing today caused you to have some
questions?

43. Specifically …
 What one thing covered today would you like more
information on, at a future date?

45. Building a Positive Classroom Climate
 Get to know your students
 Let your students get to know each other
 Respect and foster diverse ways of
being/knowing/doing.
 Create a safe place for learning to occur: help students
to fit in; relevant questions are OK; expectations for
students and instructor are clear; set the stage for
success for traditional and non-traditional learners

46.  As much as possible (in your control), make the
physical environment comfortable
 Vary your teaching strategies to support different
learning styles
 Support English Language Learners
 Value individual experiences and contributions by
students

47. Tips to Sustain a Positive Learning
Environment
 Linda R. Hilsen, Director of the Instructional
Development Service at the University of Minneapolis,
Duluth, provides useful suggestions for establishing a
positive classroom climate in the text, A Guide to
Faculty Development (2002) by Anker Publishing. The
PSU library has the text to read more in-depth.

48. The tips are summarized here:
 Be concerned about the physical setting
 Make examples you use relevant to students' lives
 Address students by name
 Establish rules - get student input - be compassionate, not
cynical, Sometimes rules need to be broken
 Constantly read your audience's responses - are they lost,
bored, anxious? Give breaks in long classes
 Provide non-verbal encouragement - maintain eye contact,
move around the room, be animated and expressive
 Model the thinking process in your field. Don't just tell
them - show them, let them practice

49.  Use positive reinforcement
 Keep tabs on how your students are doing
 Pause when asking questions - 15 seconds
 Don't talk down to students
 Facilitate discussions - don't be the emcee
 Use peer pressure to your advantage
 Let your students provide feedback during the course

50.  Recognize and engage students outside of class
 Find out about student accomplishments and mention
them.
 Keep the office climate positive too!

52.  What an instructor does in the first few class sessions
sets the tone for the rest of the semester. We know
from research on teaching that students learn best in
student-centered classrooms where they are actively
involved not only with the subject matter but also with
their classmates and their teachers. Teacher-centered
courses, which emphasize formal lectures and note
taking, questions held until the end of class, and little
student participation in learning activities, do not
seem to promote as much learning as classrooms in
which students have a voice.

53.  Although students may be reluctant at first to take part
in learning activities, most of them report that they
remember material best when they engage with it
during class, not just during private study time. What
can teachers do to create an environment in which
students are willing to be active participants?

54. POSITIVE CLIMATE SKILLS
 Recognize individual differences
 Learn names
 Arrange seating
 Establish expectations
 Make yourself available
 Encourage the students

56.  One essential characteristic of effective teaching is
that it be responsive to the individual needs of
students. There are simply too many differences
among students for a teacher to be able to teach all of
them the same thing at the same time. However,
quality teaching entails being sensitive to individual
differences in preferred learning styles by varying the
rate, amount, nature or content of the instruction
given..

57. Note:
 Teachers who alter instruction to accommodate
individual differences send the message that they want
to reach all of their students all of the time. Students
are much more likely to participate actively in learning
activities when they know that their teacher has
carefully considered their needs

58.  During one of the first few class meetings, tell your
students that you will incorporate a variety of teaching
approaches toward the subject matter; then, keep your
commitment throughout the course.

59.  Ask your students to suggest new methods of learning
material and to give feedback on the methods you
implement. Students will respect you when they know
that they have a voice in how they learn, not just what
they learn.

60. LEARN STUDENTS' NAMES
 Calling students by name signifies a positive
relationship between teachers and students. Students
who recognize that their teachers think of them as
individuals with individual needs will feel more
comfortable in class and be more responsive in
discussions.

61.  Ask your students to introduce themselves the first day
and have them state their names whenever they speak
during the first few class sessions. Write a few notes
about students to remind you of their names and
interests. Encourage your students to learn classmates'
names as well and to use them in class discussions.

62. MAKE SURE THAT THE CLASSROOM IS SET UP IN A WAY
THAT IS CONDUCIVE TO A POSITIVE CLIMATE
 Asking students to come to the front of the room so
that they are close to each other encourages more
participation than an arrangement with students
scattered around the classroom. For a small discussion
section, it may be useful to arrange chairs in a circle or
a U shape.

63.  Feel free to change the seating arrangement in your
classroom according to the method of instruction you
are using. Your students will be less likely to become
bored if you show them that your classroom is not a
static but a changing environment. Having them switch
seats can make them interact with more of their
classmates. However, do not experiment with the
seating arrangement so often that your students feel
uncomfortable.

64. TELL STUDENTS WHAT YOUR EXPECTATIONS
ARE THE FIRST DAY OF CLASS
 Most students feel anxious when they are not certain
what behaviors teachers expect from them. When
teachers clearly and consistently communicate their
expectations for student behavior, they help to ease
student anxiety.

65.  Tell your students that you expect them to come to
class prepared, to ask questions and to discuss the
material on a daily basis. Work out a system for
holding your students responsible for class
participation, include a section in your syllabus about
how you will evaluate their participation, and
consistently follow the rules you established.

66.  Encourage your students to help develop ground rules
for discussion and include these guidelines in your
syllabus.

67. Ground rules may include:
 No personal attacks
 one person talks at a time
 everyone has a right to his or her opinion.

68. COME BEFORE AND STAY AFTER CLASS
TO TALK TO STUDENTS
 This time can allow the teacher to build individual
relationships with students. These small contacts can
create more personal climate. Students may feel more
comfortable asking questions, expressing their
concerns, or seeing you about difficulties on an
individual basis.

69.  Tell your students in advance if you have to rush off to
another class directly after the one(s) you teach so that
they will not feel snubbed if you do not have time to
answer their questions after class. Be sure to tell them
when and where they can reach you to ask you
additional questions.

70. CREATE A SAFE ENVIRONMENT FOR
STUDENT PARTICIPATION
Teachers can foster a safe climate by insuring that …
 They never ridicule a student's questions or remarks. It
takes only one or two instances of "That's a stupid
comment. Haven't you prepared for class?" to
discourage participation.

71.  You can disagree with a student without attacking him
or her personally (e.g., "As I see it ...."). Remember
always to dignify learners' responses by restating their
valid points or crediting the thoughtfulness of their
contributions.
 They confront students who attack other students.
(e.g., "John, state what you think rather than attacking
another student.").

72.  When you confront students who treat their classmates
disrespectfully, you model for your students proper
classroom etiquette. Your students will take you more
seriously if they know you enforce the rules you include
in your syllabus.

73. One way to encourage participation is to reinforce
appropriate student behavior both verbally and non-
verbally.
 Make frequent eye contact with your students. Move around
the room often and offer words of praise such as "good" or
"interesting" to students who are participating. Refer to
student contributions in your remarks with phrases such as
"As Sally said..." or "Would anyone like to respond to Joe's
point?" Write student responses on the board, a flipchart, or
a transparency, and include them in your handouts as often
as possible to acknowledge contributions. Use student
points in your remarks (e.g., "As Mike pointed out...").

74. BEGIN TEACHING THE SUBJECT MATTER
THE FIRST DAY OF CLASS
 Because your class roster is not stable the first day of
class, it is tempting to do little more than
administrative housekeeping. Remember, however, if
you do not take the subject matter seriously, neither
will your students. If you want a classroom where
students come to work diligently, you need to begin
teaching the content the first day of class.

75.  Let the first day set the tone for the rest of the
semester. Let the first class set the tone for the weeks
to follow by enlisting student interest, inviting their
participation, and beginning to build a sense of
community.

76.  Plus FRAMEWORK designed to help instructors optimize classroom civility,
generate productive responses to classroom incivility, and promote a
constructive learning environment that will discourage disruptive behaviors
(pdf)
 Start class on time, sending a message that being there is important. If a
student arrives late several days in a row, say something before it becomes a
habit.
 End class on time. If you begin letting students out early, they will begin
routinely packing up their backpacks before class is over; if you go over time on
a regular basis your students will become resentful.
 Announce your office hours and keep them faithfully. Being accessible can
prevent many problems.

77. Set policies at the beginning of the course. In particular, make sure attendance and grading policies are
clear, preferably in writing.
 Be conscious of signs of racial or sexual harassment, whether by you, towards you, or towards other
members of the class. Make it clear by your words and actions that put-downs or derogatory
comments about any groups for whatever reason are simply not acceptable.
 Refer students with psychological, emotional, academic, or financial trouble to the appropriate
counselors. You can be sympathetic and supportive, but becoming a student's counselor can cause
problems.
 When acting as a teaching assistant, involve yourself only to the extent that you are expected to be
involved. If the professor you are assisting is in charge of determining grades and you receive
complaints about grades, have the students deal with the professor. Do not foster a "me against you"
attitude, and do not side with the students against the professor.
- These tips are adapted from those provided by the Center for Teaching Effectiveness at Pennsylvania
State University.

78. References
 Mary Beth Blegan, former U.S. Department of Education
teacher-in-residence
 http://webspace.ship.edu/cgboer/rogers.html
 Fred Jones 'Positive Classroom Discipline’
 Howard Miller, Associate Professor of Education at Lincoln
University (Jefferson City, Missouri)
 Hudson, Steven E. (1987) Classroom management – a
glassarian approach, re-examined.
 Hudson, Steven E. (1988) Positive classroom discipline: A
model to live by… Audience: Student Teachers –
University of Houston, College of Education, Houston, TX.

79.  Hudson, Steven E. Setting up a positive classroom
environment. Audience: Student Teachers – University of
Houston, College of Education, Houston, TX
 Motivation: They won’t learn so it’s up to us
Audience: Student Teachers – University of Houston,
College of Education, Houston, TX.
 http://www.personal.psu.edu/scs15/idweb/positiveclimate.
htm
 http://cte.udel.edu/publications/handbook-graduate-
assistants/getting-started/positive-classroom-climate.html