video clip : we demand students behave because we care

MGMT 3: Maintaining Control Through the

Behavior Management Cyclelkirklin.cs.chicago@gmail.com“True terror is to wake up one morning and

discover that your high school class is running the country.”

-Kurt Vonnegut

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Video Clip: We Demand Students Behave Because We Care

What does holding high expectations for behavior mean for

our students?

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Key Points: MGMT 1, 2, and 3

• Students WANT and DESERVE a well-managed classroom, and a teacher who cares enough to command it. Their learning depends on it!

• YOU control how students behave in your classroom. All students CAN behave and WILL behave if you set high expectations for behavior, and teach them how to meet those expectations.

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Strong Management: Piece-by-Piece

MGMT 1

• Developing a strong teacher voice

MGMT 1 & 2

• Crafting a strategic and detailed Management Plan

• Teaching your Management Plan to students

MGMT 3

• Reinforcing your Management Plan ongoing

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MGMT 3: Session Objective & Introduction

Corps members will:

• Successfully execute the 3 steps of the Behavior Management Cycle (BMC) in order to teach and reinforce responsible behavior with their students by:

• Giving explicit directions

• Narrating positive behaviors

• Taking corrective action

Video Clip: Behavior Management Cycle Overview

Handout 1 (pg. 185): Guided Notes on Behavior Management Cycle

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Key Point: Behavior Management Cycle

The Behavior Management Cycle is a systematic approach to teach students how

to follow directions.

Consistently following the steps of the cycle is how you will achieve a classroom in which

100% of your students follow 100% of your directions 100% of the time, which is

an essential first step on the path to a Culture of Achievement.

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MGMT 3: Session Agenda

Area of Focus

Opening: Review of MGMT 1-2 & Preview of MGMT 3

BMC Step One: Giving Explicit Directions

BMC Step Two: Behavioral Narration

BMC Step Three: Taking Corrective Action

Closing: Summary & Pledge

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Behavior Management Cycle: Step One

1st & Most Important Rule

Follow directions the first time they are given

Video Clip: BMC Step 1: Effectively Giving Explicit Directions

Handout 1 (pg. 186): Guided Notes on Behavior Management Cycle

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Step One (Give Explicit Directions): Snappy Practice

Give Explicit Directions

• Tell students WHAT to do and HOW to do it

• Include desired:

• Verbal behavior

• Movement

• Participation

• Make sure you:

• Have the attention of all students

• Check for understanding

• Cue students to start

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MGMT 3: Session Agenda

Area of Focus

Opening: Review of MGMT 1-2 & Preview of MGMT 3

BMC Step One: Giving Explicit Directions

BMC Step Two: Behavioral Narration

BMC Step Three: Taking Corrective Action

Closing: Summary & Pledge

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Behavior Management Cycle: Step Two

Behavioral Narration =

the MOST powerful

behavioral management strategy

Video Clip: BMC Step 2: Behavioral Narration

Handout 1: Guided Notes on Behavior Management Cycle

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Step Two (Behavioral Narration): Snappy Practice

Describe What Compliant Students Are Doing

• Within 2 seconds of completing directions

• Narrate behavior of 2-3 compliant students

• Use teacher voice – assertive (but not hostile), firm, confident, caring, leaves no question in students’ minds as to who is running the classroom

• Refrain from judgment or praise

• Do this every time you give directions

• Always narrate positive behavior before correcting off-task behavior

• Use narration to maintain on-task behavior (at least once every 60 seconds during instructional activities)

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Step Two (Behavioral Narration): Points on the Board

• Class-wide reward system to accompany Behavioral Narration

• Points accompany some narrations

• Points are never taken away

• Provides extra motivation, visual reminders, positive peer pressure

• Effective to focus on students who pose management challenges

• Effective with students of all ages

• A “rigged system” – YOU make sure your students earn their class-wide reward on the specified day

• The timing of the reward will vary by age

• Works in conjunction with individual rewards

• Use of strategy can ebb and flow throughout year

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MGMT 3: Session Agenda

Area of Focus

Opening: Review of MGMT 1-2 & Preview of MGMT 3

BMC Step One: Giving Explicit Directions

BMC Step Two: Behavioral Narration

BMC Step Three: Taking Corrective Action

Closing: Summary & Pledge

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Behavior Management Cycle: Step Three

Taking Corrective Action• The most difficult step for many teachers• A necessary step to show students that we:

• Demand excellent behavior• Will enforce that demand with consistent consequences• Care about them and are committed to their learning

Video Clip: BMC Step 3: Taking Corrective Action

Handout 1: Guided Notes on Behavior Management Cycle

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Step Three (Taking Corrective Action): Snappy Practice

Re-state Directions & Deliver Appropriate Consequence

• Within10-20 seconds

• Re-state exactly how student should behave

• State consequence student has chosen

• Be calm and assertive

• Use teacher voice

• Make eye contact

• Use proximity strategically

• Do not engage

• Make 3x as many positive statements as negative

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MGMT 3: Session Agenda

Area of Focus

Opening: Review of MGMT 1-2 & Preview of MGMT 3

BMC Step One: Giving Explicit Directions

BMC Step Two: Behavioral Narration

BMC Step Three: Taking Corrective Action

Closing: Summary & Pledge

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Closing: Summary

Video Clip: Behavior Management Cycle Summary

How is this teacher effectively taking all 3 steps

of the Behavior Management Cycle?

What else is she doing well (in terms of management)?

A promise to my students…

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Closing: Pledge

Dear Summer School Students at __________,

I promise to you that I will do my very best to establish and maintain confident leadership of a positive, efficient, ‘in-control’ classroom environment in which every one of you can learn. To do this, I am going to have to work extra hard on __________ and __________, while making the most of my strengths in __________. I am committed to doing the work needed to hold you to high behavior expectations because __________.

Faithfully,

___________