MGMT 4 Effectively Responding to Management Challenges You

MGMT 4: Effectively Responding to Management Challenges You need: Handout # 609 -617 Sit with folks from your collaborative! (or from the same grade level if your collab isn’t here! )

CONSEQUENCE MUCH? 2 Why? 2

Opening: The Importance of Management Video Clip: The Importance of Management Classroom management is the ability to motivate students to follow directions. This means 100% compliance from 100% of students 100% of the time. 3

Reflection: Self-Assessment 1. With which expectations are 100% of your students completely complying 100% of the time? (list out all the specific behaviors) Why? 2. For which behavior expectations is your class not meeting the 100%-of-students-are-100%-compliant 100%-of-the-time bar? (list out all the specific behaviors) Why not? • Empty space on page 618 4

MGMT 4: Session Objectives Corps members will: • Deepen their belief in the importance of, and increase their skills in, effectively managing student behavior in ways that prevent most management challenges. • Be prepared to effectively respond to some difficult management challenges that will likely still arise. Area of Focus Opening: Reflections & Testimonials Proactive Prevention of Disruptive Behavior Effective Responses to Disruptive Behavior Closing: Moving Forward 5

Testimonial: Management Strategies Video Clip: Testimonial on Management Strategies Handout 1: Comments from Ms. Dowin’s Students—page. 609 Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it. Their learning depends on it! YOU can control how students behave in your classroom. All students CAN behave and WILL behave if you set high expectations for behavior and teach your students to meet those expectations. 6

MGMT 4: Session Agenda Area of Focus Opening: Reflections & Testimonials Proactive Prevention of Disruptive Behavior Effective Responses to Disruptive Behavior Closing: Moving Forward 7

Proactively Preventing Behaviors The best offense is a Keep a Strong Teacher Voice Behavior small good defense. & No. Management problem a Nonsense Nurturer Cycle small problem 8

Two Critical Tools: Teacher Voice & No-Nonsense Nurturer Teache r Voice: leaves no question in students’ minds as to who is running the classroom. No-Nonsense Nurturer: Carries herself/himself in a way and chooses words that clearly convey to students that ‘nonsense’ will not be tolerated because s/he cares way too much to let any student not fulfill his or her potential. 9

Some things a no-nonsense nurturer would say… • “I care way too much about you to allow you to behave like this. ” • “You are too important to this world to waste your time misbehaving. ” • “I demand that you act in a way that will get you to college because I know you can do it. ” • Teaching with Love and Logic plug 10

Further Investigation: No-Nonsense Nurturer Who was the ‘meanest’ teacher you ever had whom you absolutely loved? 1. What was “no nonsense” about the teacher? What was “nurturing” about the teacher? 2. Make the connection! How can you connect your experience in that teacher’s classroom to your classroom this summer? Video Clip: No-Nonsense Nurturer • Why do students respond well to a teacher with this demeanor? • Why is it important that the two sides of this demeanor be balanced? 11

No-Nonsense Nurturer Next Steps • Prepare and practice several ‘stock phrases’ that convey you don’t play! • Think about and execute BALANCE: too much no -nonsense can lead to push back from students and too much nurturing can lead to students pushing limits! 12

BMC is the BOMB. COM! Proactively Preventing Behaviors Strong Teacher Voice & No. Nonsense Nurturer Behavior Management Cycle Keep a small problem 13

Re-Cap: THE BMC • Using the poster paper on your table… – Take 4 minutes to make a poster with a visual of the BMC – Make sure you include three essential pieces and show they are connected – The more creative the better! – Geaux! (PS if you need to cheat use SHREK ) 14

CM BMC Believers…. • • WHY DOES IT WORK? WHEN DOES IT NOT WORK? • WHY NOT USE IT? 15

Behavior Management Cycle Video Example Handout 2: Video Viewing Guide—page 612 Take a few seconds to read the context of directions. Look one more time at the techniques in the lefthand column that you’ll be watching for and making a check-mark for each time you see them. NOTE: although the classroom we just saw is now in control after weeks of chaos, there is still a lot of work that this teacher must do to push students to be part of a genuine Culture of Achievement (including building relationships, investing in the goal, upping the rigor of the planning, etc). Now that this teacher is getting management under control, there’s space to focus on these things. 16

Resource Alert! Tfanet. org Bottom corner: Solutions • http: //solutions. tfateams. org/ • Search for Targeting Specific Misbehavior 17

New Strategy: Keep a Small Problem Teach your students not to react negatively to Corrective Action (Step 3) Handout 3: Notes on Keeping a Small Problem—page. 614 Video Clip: Keeping a Small Problem 18

New Strategy: Keep a Small, Small Teach your students not to react negatively to Corrective Action (Step 3) Handout 3: Notes on Keeping a Small Problem—page. 614 Directions for Practice • (2 min. ) Sketch out notes for your mini-lesson (My example) • (90 seconds) CM 1 delivers mini-lesson • (90 seconds) CM 2 delivers mini-lesson 19

MGMT 4: Session Agenda Area of Focus Opening: Reflections & Testimonials Proactive Prevention of Disruptive Behavior Effective Responses to Disruptive Behavior Closing: Moving Forward 20

Key Point: Consistency is the Key Even students who repeatedly challenge you can behave, and these strategies will work for them… but it may take you a lot longer to teach them how. (20+ times ) 21

Role-Play #1: Effective Response to Misbehavior Video Clip: Effective Response, Take One (7 th-grade) What specific actions does the teacher take to effectively respond to the student’s misbehavior? Tone Words • lowers voice slightly • confident, direct, no-nonsense • not at all hostile • repeats directions • uses an ‘economy of language’ – short and to-the-point Actions • • narrates 3 students before correcting begins corrective action within 10 -20 seconds of giving directions moves in toward student for more private consequence moves away quickly after student compliance – does not ‘engage’ Ideas for Improvement • could lower voice even more when delivering consequence • is possibly a little too swift in movements • moves away slightly even before student complies – better to stand firm for a second to convey that you ‘mean business’ 22

Role-Play #2: Effective Response to Misbehavior Video Clip: Effective Response, Take Two (7 th-grade) What additional actions does the teacher take to effectively respond to the student’s misbehavior? Tone • continues to be calm and direct in response to student’s insolence Words • gives short rationale (“I need you to put your pen down so we can get going…”) Actions • does not engage at all around student’s insolence, but remains focused on the original non-compliant behavior (while delivering the next consequence) Ideas for Improvement 23

Role-Play #3: Effective Response to Misbehavior Video Clip: Effective Response, Take Three (7 th-grade) What additional actions does the teacher take to effectively respond to the student’s misbehavior? Tone • remains calm; teacher’s voice grows quieter as student’s voice grows louder Words Actions Ideas for Improvement • does not employ the often-effective strategy of giving students a choice in order to avoid continued escalation (i. e. , “You have a choice to put down your pencil and look at me or to get another consequence. ”) 24

Snappy Practice: Calm & Consistent Execution Handout 4: Extended Snappy Practice Guidance & Feedback Form —page. 617 Directions 1. CM 1 acts as teacher, CM 2 acts as student (using script as guide). 2. CM 2 gives feedback to CM 1 (using feedback chart). 3. CM 1 acts as teacher, CM 2 acts as student (a 2 nd time). 4. CM 2 gives final feedback to CM 1. 5. Switch roles and repeat steps #1 -#4. Remember! Focus on: • Using your strong Teacher Voice • Employing the demeanor of a No-Nonsense Nurturer • Executing the 3 steps of the Behavior Management Cycle 25

Friendly reminder… KEEP SMALL, SMALL!!! 26

Key Point: Focus on Teacher Actions The strategies you have learned, if effectively and consistently implemented will work! If challenges arise, 99% of the time it’s not the shortcoming of the strategy, but the ineffectiveness of its implementation. 27

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MGMT 4: Session Agenda Area of Focus Opening: Reflections & Testimonials Proactive Prevention of Disruptive Behavior Effective Responses to Disruptive Behavior Closing: Moving Forward 29

Closing Thought on Management The toxic problem of low expectations manifests itself in Management first. 30

Closing: Chalk Talk Let the chalk do your talk. We will silently write ours responses. Read the responses of others as you write and think about yours. Describe the type of classroom manager you will be. 31

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