assertive discipline quick guide

8/4/2019 Assertive Discipline Quick Guide

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The content of this QuickGuide is excerpted from Lee Canter’s Assertive Discipline 4th

Edition 3

Never speak over Students

Teachers’ with the Voice will never speak when any student is not paying attention and is speaking out; they expect total silence when they are speaking. If students talk when you’re talking immediately “stop in midsentence,” and let the students know that what they are doing is unacceptable:

“Marquez, when I’m speaking I expect all students will be silent and paying attention to me, by talking, youhave chosen to receive the next consequence from our discipline plan.”

Use the Voice when Recognizing Appropriate Student Behavior

The most effective way to assert your authority is by constantly monitoring student behavior and lettingthem know you are doing so by singling out students who “are” meeting your expectations. Thus in a firmvoice that fills the room you would want to constantly make statements such as:

I see James, Luis, and Hope are working and are not talking

Use the Voice when correcting Disruptive Students

When dealing with disruptive students, teachers with the Voice will in a calm firm manner simply tell thestudents what they are to be doing and, if appropriate, the disciplinary consequence they have chosen toreceive by their behavior.

Tyree, the directions was to work on your assignment and not talk, you have chosen to go to Time Out.

Never argue with Students

When teachers with the Voice tell students to do something, you’ll never see them engaging in a discussionor argument with them until they do what they have asked.

Teacher: Nick it is time to get to work on your journal entry .

Nick: Why are you on me? Other students haven’t started .

Teacher: Nick, that’s not the point. You need to get to work on your journal entry .

Nick: But why do I have to if other students don’t?

Teacher: I said that’s not the point; time to start on your journal.

Nick: Man, you’re on my case .

Teacher: Nick, you have a choice: immediately start working on your journal, or you will choose to receive lunch detention.

Strategies to build your Voice

There are several steps you can take to help you build your voice.

Role Play

With a colleague, practice using the Voice and get feedback on your efforts.

Observe a Colleague

Watch a fellow teacher who has good management skills and model her voice tone and mannerisms.

Model after a Teacher You have Known

Model the Voice of an effective disciplinarian you have known well, a former teacher of yours, your masterteacher or a former colleague you have observed.




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Model after a Teacher in this Video Series

Model the Voice of any of the effective teachers in this series.

Get Dramatic

If you feel it simply is not your “style” to be assertive, what can you do? Simply go into your classroom and“playact” having the Voice. Frequently teachers who act like they have the Voice soon find that they aremore comfortable than they ever thought they would be with it, and the Voice soon becomes part of theirteaching persona.

Receive “Real Time” Coaching

One of the most effective strategies to help any teacher improve a “teacher voice” is to receive immediate, in-the-moment feedback from a colleague, mentor, coach or supportive administrator.

DEVELOPING YOUR CLASSROOM DISCIPLINE PLAN

The goal of a classroom management plan (sometimes called a ‘discipline place’) is to have a fair andconsistent way to establish a positive classroom environment that promotes the well-being and academic

achievement of all the students. A classroom management plan serves as the cornerstone of your efforts tomotivate students to behave appropriately in your classroom.

A classroom management/discipline plan has three parts:

Rules that the students need to follow at all times in the classroom. For example:

• Follow directions the first time they are given

• Keep hands feet and objects to yourself

• No cussing or teasing

Positive recognition that the students will receive for following the rules. For example:

• Positive verbal comments

• Positive phone call or notes to parents• Behavior award

• Class-wide rewardsConsequences that the students will receive if they choose not to follow the rules. For example:

• First time students disrupt: Warning

• Second time students disrupt: Fill out Think Sheet and send to parents

• Third time students disrupt: Lunch/recess or after school detention

• Fourth time students disrupt: Call parents

• Fifth time students disrupt: Time out in other teacher’s classroom or send to administrator

• Severe disruption: Send to administratorThere are many benefits of having a classroom management plan, including:

Increasing your ability to respond in a more consistent and fair manner to student behavior

Increasing your ability to get the support of parents

Increasing your ability to get the support of your administrators




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Determine your Classroom Rules

Rules are those expectations that are in effect the entire school day or period, no matter what activity thestudents are engaged in. Rules are those expectations that, if not met by students, will result in you takingcorrective action to motivate the students to improve their behavior. Here are the guidelines for determiningyour rules.

Have only a limited Number of Rules

You want to have only a few rules, typically a maximum of five.

Rules Need To Be Observable

Rules need to describe behaviors that are observable i.e. behaviors that you can clearly see and or hear.

For example:Keep hands and feet to yourself.No cussing or teasing.Follow directions.

Be sure to avoid vaguely stated, non-observable expectations that do not clearly state exactly how you wantthe students to behave.

Vague Rules (these are not effective!)Be nice to the other students.Be respectful. Always act appropriately.

Rules Must Always Include “Follow Directions”

There is only one rule that is necessary for all teachers to include, which is “follow directions.” This rule iscritical since the foundation of effective classroom management is the need for students to follow theteacher’s directions.

Sample Effective Classroom Rules

• Follow directions.

• Keep hands, feet, and objects to yourself.

• No cussing or teasing.

• Do not leave the classroom without permission.

• No yelling or screaming.

Determine your Positive Recognition Strategies

Positive recognition is the sincere and meaningful attention that you give to students in response to theirbehaving according to your expectations. The effective use of positive recognition strategies will help youmotivate your students to follow your rules, reduce disruptive behavior and help you build positive

relationships with your students.

There are various strategies you can plan to utilize to provide positive recognition to your students.

Positive Verbal Feedback

The most effective way to motivate students to follow your rules is to verbally recognize in a positivemanner, students who are behaving appropriately. In later sessions you will be introduced to the use of theBehavioral Narration strategy a highly effective tool to help you increase your positive feedback.




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Positive Phone Calls and Notes

The goal of positive notes or phone calls is to let the students’ parents know that it is important for you torecognize appropriate behavior in your classroom. Letting your students know that you will send positivemessages to their parents can often serve as an excellent motivator.

Get in the habit of making positive phone calls or sending home positive notes or emails. A good rule of thumb is “two” positive contacts per day or period. If you are making a phone call it can be brief

“This is Ms. Lewis, Jessie’s teacher. I just wanted to let you know he is off to a great start this year. He is a pleasure to have in class. Please let Jessie know I called and how pleased I am with how he is doing in class.”

Special Privileges

All students, especially at the elementary level, have “something special” that they enjoy doing at school.Special privileges that students tend to enjoy include:

First in lineTutor younger studentsHelp the teacher Work on a favorite activity Classroom monitor

Extra free timePoints on the Board Class-wide Reward System

A class-wide reward system is a program in which all of your students work together to earn a reward that isgiven to the entire class. Such a strategy is highly effective with upper elementary - secondary level students.

One of the most effective class-wide reward systems for beginning teachers to utilize is called “points on theboard.” In this simple to implement system you establish a goal for the number of points the class must earnto get its reward. Whenever you observe students following your directions you let the class know thestudents have earned a point on the board that will move the class closer to its reward.

“ Juan is going back to his seat, Kris has started working, Allie is working without talking and they have earned a point for the class.”

Here are the guidelines for utilizing a “Points on the Board” class-wide reward system in your classroom.

• Determine Reward Class Will Earn

Come up with a reward that the students will work toward. Keep in mind this reward must meettwo criteria: 1) you are comfortable having the students earn it; and 2) the students truly want thereward. Typical rewards teachers find useful:

Extra free timeExtra P.E. timePreferred activity timeMissed (skipped) homework assignment

Special treat, such as popcorn or other snack, eListen to music in class

• Make Sure Students Earn the Reward Quickly Grades K-1 l day Grades 2-3 2 days to 1 week Grades 4-5 1 week Grades 6-12 1-2 weeks




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Time Out in another ClassroomSend the student to another classroom for approximately twenty minutes with academic work. Thisis a useful corrective action, especially if you do not have administrative support.

Call Parents Calling parents/another adult family member (if possible with the student present) at the next break after the student chose to misbehave can be a highly effective corrective action.

Consequences need to be included in a Discipline Hierarchy

You need to plan out what consequences students will receive when they choose to disrupt. The mosteffective way to determine what consequences students will receive is to organize them in what is known as a“discipline hierarchy.”

A discipline hierarchy lists the consequences in the order that they will be given to students for disruptivebehavior during a day or period. The consequences in the hierarchy are progressive starting with one that isminimal, such as a warning, then become gradually more substantial if the student chooses to continuedisrupting.

Sample Hierarchy for Grades K-3First time: Warning

Second time: Five minute time outThird time: Miss free choice timeFourth time: Call parentsFifth time: Time out other classroom or send to administrator

Sample Hierarchy for Grades 4-5First time: WarningSecond time: Fill out Think SheetThird time: Recess/lunch or after school detentionFourth time: Call parentsFifth time: Time out other classroom or send to administrator

Sample Hierarchy for Middle/Secondary First time: WarningSecond time: Think SheetThird time: Lunch or after school detentionFourth time: Time out other classroom or send to administrator

Discipline Hierarchy should also include a Severe Clause

A “severe clause” states that if a student is severely disruptive (i.e. defiant, violent, engages in any behavior that stops the entire class from functioning) you need to skip all the other steps of thehierarchy and immediately send the student to the administrator’s office.

Each Day Students start over with a Clean Slate

No matter how far students have gone the previous day on your discipline hierarchy, the next day they should start over with a clean slate. That means the first time they disrupt each day they shouldreceive a warning.




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Keep Track Of Consequences

In order to insure that you will remember to provide the students the disciplinary consequences they havechosen to earn, you will need to have a record keeping system to keep track of when students are disruptive.Here is a simple method to consider.

Write Disruptive Students’ Names on a Clipboard

The first time a student is disruptive and is warned you simply write his or her name on a sheet of paper youhave on a clipboard. If a student disrupts a second time you simply put a “check” next to their name. Eachsubsequent disruption earns an additional check recorded next to the student’s name.

When you record a “check” next to the student’s name, you will also, if appropriate, provide them theconsequence they have earned. For example, if an elementary student has disrupted a second time he wouldgo to “time out” for five minutes after a check is recorded next to his name.

Some consequences will need to be provided at a later time, i.e., staying after class. When this is the case, besure to periodically check the clipboard to make sure you remember to provide the students theconsequences they have chosen to receive.

Before you implement your classroom management plan you will want to:• Share your plan with your principal/vice principal

• Introduce the plan to your students

• Send your plan home to parents

PROGRAM TWO:

Teaching Policies and Procedures at the Beginning of the Year

TEACH POLICIES AND PROCEDURES AT THE BEGINNING OF THE SCHOOL YEAR

An important aspect of being an effective classroom manager is teaching your students how you expect themto behave in all classroom activities.

Determine Classroom Activities

The first step in teaching policies and procedures is to determine all your classroom activities that students will engage in.

Instructional Activities

These are activities where your students will be learning:Teacher-directed instruction Whole-class discussionSitting on the rug Working with a partnerIndependent work Teacher working with a small group while other students work independently Working in groups




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Taking tests Working at centers Working at labs

Procedures

These are basic routines that involve movement into, within, and out of the classroom:Responding to an attention getting signal

In-seat transitionsOut-of-seat transitionsLining up to leave the classroom Walking in lineEntering the classroom after recess, lunch or the beginning of the periodStudents going to pull-out programsDistributing and collecting materials/papers Attending an assembly Emergency drillsBeginning-of the-day or period routineEnd-of the-day or period routine

Policies

These are expectations that are in effect at all times in the classroom:Classroom rulesPositive recognitionCorrective actionsBringing appropriate materials to classMaking up missed work due to an absenceSharpening pencilsUse of materials on bookshelves or in cabinetsIndividual students leaving class to go to the restroomClassroom interruptions

Late or missing assignmentsStudent helpersTaking care of desks, tables, and chairsUse of the drinking fountain

Plan How to Teach a Lesson on Responsible Behavior

You will want to plan how you will teach students to behave in various classroom activities.

Determine What Behavior you will Teach

Think about what behavior you will need the students to engage in during the specific activity to be

successful. Determine only a limited number of behaviors and make sure they are observable. For example:

• Teacher Directed Instructiono Follow directionso Sit up straight and keep their eyes on the teachero Do this without talking

• During a Whole-class Discussiono Raise hand and wait to be called on before speaking




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This is a high bar, but this level of Classroom Management is essential to students’ success. Withoutstudents’ attention, you will not be able to effectively teach them. Without student behavior that can betrusted, you will never be able to let them engage in more exciting, student-centered learning experiences.

Mastering the steps of the Behavior Management Cycle will enable you to dramatically increase your ability to positively manage their students’ behavior in a way that leads to 100% compliance from 100% of

students 100% of the time. This cycle begins whenever you give directions to your students.

The Behavior Management Cycle has three steps:

Step One: Clearly communicate the Explicit Directions you need your students to follow.

Step Two: Utilize a unique strategy called “Behavioral Narration” to provide positive support tostudents who are complying with your directions.

Step Three: Take Corrective Action with students who are still not complying with your directions.

STEP ONE: EFFECTIVELY GIVE EXPLICIT DIRECTIONS

Students generally want to follow directions, and often ‘misbehave’ because they truly don’t know what theteacher’s expectations are. As the teacher, you must be very explicit about exactly what you want thestudents to do, and how you want them to do it, so that students are clear on what is expected of them.

Directions tell Students “what” to do and “how” to do it – Whenever you give directions to students youneed to communicate expectations for “how” the students are to behave related to three key areas:

• Verbal Behavior – Up to 80% of the disruptive behavior of students can be categorized as someform of inappropriate verbal behavior. Thus whenever teachers give directions to the students,they need to explicitly communicate what verbal behavior is expected.

o No talking.o Use your “12 inch indoor voice.”

o Raise your hand and wait to be called upon before you speak.• Physical Movement – Approximately 15% of the disruptive behavior of students involves

inappropriate movement. Thus the second area which teachers need to communicate whatbehavior they expect when they give directions relates to student movement.

o Stay in your seat.o Walk.o Go directly to your seat.

• Participation in the Activity – In most activities that teachers ask students to engage in, they need to know how they want the students to participate in the activity in order to be successful.Thus, the third area in which teachers need to communicate what behavior they expect is how they want the students to participate in the activity.

o Get right to work.o Do your own work.o Take turns with your partner.

Examples:

• I need everyone to work on the assignment. That means I should see you all doing your own work while staying in your seat, and I should hear no talking. If you need help turn over your “help card.”




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• I want each of you to silently pick up your chair and without talking, walk directly to your study group, sit down and wait for my directions on how to do your assignment.

• When I say go, I want everyone to take out your workbooks and immediately turn facing your partner and begin working on the questions on page 14, using your indoor voices.

Have all the Students’ Attention when giving Directions – Only give directions when you have the attentionof all of your students. Utilize an “attention getting signal” (e.g. a hand signal, verbal cue, flash of the lights,

etc.) to ensure you quickly get all the students focusing on what you are about to say. Check to make certain Students understand the Directions – Whenever you give directions, check to see if all the students understand the directions.

Cue the Students to Start the Activity – Often when teachers give directions to the students, students willbegin the activity before the teachers are ready for them to do so. You need to be sure to always you’re yourstudents not to start the activity until you say, “GO!” [Many effective teachers begin their directions with“When I say ‘go’, I need you to...(what students are to do & how they are to do it)…”]

PROGRAM FOUR:

The Behavior Management Cycle – Step TwoBehavioral Narration

The most effective way to motivate your students to follow your directions is through the use of a conceptcalled “behavioral narration.” Here is how it works.

When you finish giving directions to the students, you immediately monitor the class looking for students who are complying , and then in a voice that is loud enough for all the class to hear, simply “narrate” or“describe” what you see them doing. With elementary level students you can single out students by name.

When I say GO, I want everyone to go directly back to their seats, take out their books and immediately get towork, and I want you to do this without talking. I’ll be looking for students who are following my directions.

Ready, GO! Lisa is going directly back to her seat without talking.

Kyla has taken out her book and is already getting to work.

Juan has gone back to his seat, taken out his book and is working without talking.” (Behavioral Narration)

Since middle-secondary level students often do not want to be singled out by their teachers for “beinggood,” with older students you would want to narrate “groups” of students who are following yourdirections.

When I say GO I want everyone to go directly back to their regular seats, take out their books and immediately get to work and I want you to do this without talking. Ready, GO!”

I see students walking back to their seats without talking. Students at table three already have their books out.Students at table five are working without talking. (Behavioral Narration)

Benefits of Using Behavioral Narration

Enables You to Repeat Directions In A Positive Manner

When you utilize behavioral narration you are basically “repeating” your directions to the students by describing the behavior of those students who are following your directions.




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Enables You to Set A Positive Tone In The Classroom

When you use behavioral narration you give attention to the students who are following your directionsrather than those who are not, this helps set a positive tone to your interactions with students.

Enables You to Let Your Students Know You are “On Top” of their Behavior in a Positive Manner

Through the consistent use of behavioral narration you will let your students know you are “aware” of how they are behaving by your calling out students who are on task.

Behavioral Narration Enables You to Motivate Students without the Drawbacks of Praise

Praise is judgmental and has drawbacks if used too often. Behavioral narration enables you to recognizestudents who are following your directions in a descriptive manner that can be more effective.

Guidelines to Utilizing Behavioral Narration

Utilize Behavioral Narration within Two Seconds of Giving Your Directions

You need to immediately begin narrating the behavior of students who are following directions.

Narrate Using a Strong Teacher Voice

When narrating the behavior of on task students be sure to do so using a strong teacher voice that lets allthe students know you are “on top of” all that is going on in the classroom.

Narrate without Judgment

Simply objectively state what compliant students are doing. Do not add judgments like “I like the way that ___ is doing ___” or “Nice work, Josh, on silently getting out your homework.”

Narrate the Behavior of Two to Three Students or Groups of Students

You will want to narrate the behavior of several students. This will again insure you have sufficiently repeated the directions to be certain that all the students understand them, and second, you will set apositive tone.

Utilize Behavioral Narration Before You Correct Student Behavior

After you give your directions be sure to narrate on task students before correcting those who are off task or disruptive.

Monitor Students Who Have Difficulty Following Directions and Be Sure to Narrate Their Behavior whenThey Choose to Behave

The more you monitor the behavior of students who are difficult, and narrate their behavior when they follow your directions, the more you will motivate them to behave appropriately.

Utilize Behavioral Narration only as Frequently as Necessary

When you begin using behavioral narration use it every time you give your directions. Over time youcan phase out the frequency of how often you use behavioral narration.

Utilize Behavioral Narration every 60 Seconds to Keep Students on Task

Behavioral narration is a highly effective tool to not only motivate students to get on task but also tokeep them on task. As a rule of thumb, when you first start using behavioral narration you need tonarrate the behavior of students who are staying on task every 60 seconds during an instructionalactivity. As the students’ behavior improves you can use the strategy less frequently.




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Combine the Use of Behavioral Narration with A “Points on the Board” Class-Wide Reward System

With upper elementary and middle-secondary level students you may want to combine the use of behavioral narration with a “Points on the Board” class wide reward system. Whenever you observestudents following your directions you not only narrate their behavior, but also let the class know thestudents have earned a point on the board that will move the class closer to its reward.

“ Juan is going back to his seat, Kris has started working, Allie is working without talking and they have

earned a point for the class.”

PROGRAM FIVE:

The Behavior Management Cycle – Step ThreeTaking Corrective Action

When you have followed the first two steps of the Behavior Management Cycle, (you have effectively givenexplicit directions and narrated the behavior of 2-3 students who are complying) yet still have students whoare engaging in inappropriate behavior, you need to move to the third step of the cycle and “take correctiveaction.”

Guidelines for Taking Corrective Action

Follow the 10-20 Second Rule

You need to take corrective action immediately. You basically have a maximum of only 10-20 secondsfrom the time you cue the students to begin following your directions to correct any off task ordisruptive students, or the number of such students will quickly grow.

In a Firm “Teacher Voice” Restate Directions and provide Consequence as a Choice

The most effective response you can make to students who are not following your directions is to in a

calm, strong, firm “teacher voice” tell the students to follow the directions you have just given, and theconsequence they have “chosen.” Such clear firm responses communicate to the students that you areserious about all students following directions. In addition, when you give students a choice as to whether or not they receive a consequence, you place responsibility where it belongs—on the students.Be sure to avoid nagging, threatening, or growing angry. Lastly, you should never apologize to a studentfor taking corrective action with him or her; it should simply be a matter of inevitable business.

Examples:

Connie, the directions were to sit and look at me without talking; you have chosen to get your warning.

Jack, students need to do their own work without shouting out. You have chosen to go to time out.

My directions were ‘stay in your seat when you’re working’, Carlos; you have chosen a lunch detention.

Administer Consequences from a Discipline Hierarchy

The consequences you provide students should be part of a predetermined discipline hierarchy that hasbeen presented to the students.

Correct Inappropriate Talking

Inappropriate talking is the most common behavior problem, and you must firmly and consistently correct this behavior.




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Take Corrective Action Every Time Students Are Disruptive

Students will never believe you “mean business” and follow your directions unless and until they know you will take corrective action— you must provide disciplinary consequences each and every timestudents choose not to follow directions.

Catch Students Being on Task

After you have had to provide consequences to students, you will want to find the first possibleopportunity to narrate the students’ on task behavior. You want to be sure to demonstrate to studentsthat you are not simply going to limit their inappropriate behavior, but that you are committed tosupporting their appropriate behavior as well.

Prepare for the Students to Test Limits

There may be times when students will continue to disrupt even after they have been given a warning ora consequence. In these situations, you should:

• “Move in” – Move closer to the student, show concern in a firm quiet voice, and let the studentknow that his behavior is inappropriate. Remind the student of the consequences received so farand what will happen next if the misbehavior continues.

•

“Move out” - With older students, it may be more appropriate to “move out” of the classroom tospeak with them. Removing the audience of peers may increase the effectiveness of yourcorrective actions.

• Stay calm – Students feed off a teacher’s emotional upset and use it to further fuel their ownanger. The more upset the student gets, the calmer you need to become.

• Don’t argue – You need to stand your ground and simply keep repeating what you want thestudents to do. You should not ever engage in a ‘back-and-forth’ with a student.

• Have a Back-up Plan – For the small percentage of students who become defiant when you setlimits, you must have a “back up plan” to insure you can get support to remove students fromyour classroom.

Please Note: When students “test” you, they are sending a clear message that the relationship between thetwo of you needs work. You need to reach out and build a positive relationship with such students.

PROGRAMS SIX & SEVEN:

Implementing the Behavior Management Cycle throughout the School Year

The ultimate goal of any classroom management program is to teach the students to manage their ownbehavior with as little direction from the teacher as possible. Effective teachers have learned that the morebehavioral structure they provide their students at the beginning of the school year, the easier it will be togive students the freedom to manage their own behavior as the year progresses.

LEVELS OF CLASSROOM MANAGEMENT STRUCTURE

Effective teachers utilize three distinct levels of behavioral structure throughout the school year.

Level One: Teacher Managed

Highly teacher directed




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Utilize at the beginning of the school year or when turning around a disruptive classroom

Primary focus is teaching students responsible behavior, not academic content

Level Two: Transitioning to Student Self Management

Utilize when 90% of the students have mastered behavioral expectations

“Loosen the reins”

Focus on both teaching responsible behavior and academic content

Level Three: Student Self Management

The ultimate goal of behavior management

Students rarely need behavioral direction

Focus is solely on teaching academic content

MANAGING BEHAVIOR AT THE TEACHER MANAGED LEVEL

Instructional ActivitiesTop priority is teaching behaviorConsistently give explicit directions

Narrate behavior every 60 secondsUtilize class-wide rewardsStop lesson and take corrective action from discipline hierarchy if student disrupts

Transitions

Give explicit directions

Check for understanding

Chunk complex directions

Enforce no talking

Narrate behavior

Offer timed incentive

Take corrective action from discipline hierarchy if student disrupts

TRANSITIONING TO STUDENT SELF MANAGEMENT

Instructional Activities

Focus on both teaching responsible behavior and academic content

Continue to give explicit directions


Reduce frequency of behavioral narration

Phase out class-wide rewards

Continue to take corrective actions with consequences from discipline hierarchy

Transitions

Continue to give explicit directions


Don’t chunk directions

Still enforce no talking




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Reduce frequency of behavioral narration

Phase out timed incentives

Continue to take corrective actions with consequences from discipline hierarchy

STUDENT SELF MANAGEMENT

Instructional ActivitiesSole focus is on teaching academic content

Vague directions are sufficient

Narration is rarely needed

There is no longer the need to use the discipline hierarchy consequences

Transitions

Vague directions are sufficient

Narration is rarely needed

There is no longer the need to use the discipline hierarchy consequences

PROGRAM EIGHT:

Building Trusting Relationships with Students

Establishing positive relationships with students is not only critical to reducing the disruptive behavior of students, but is essential in investing and effectively teaching students. Many teachers, however, havedifficulty in building positive relationships with their students.

The False Assumption that Students Trust Teachers

One key reason many teachers have difficulty building positive relationships with students is that they assume the students will automatically trust them because they are the teacher, and assume students believeall teachers have the students’ best interest at heart.

Most students do have a basic level of trust in teachers. These students tend to have had teachers who havedealt with them in a positive manner in the past. In addition, these students tend to be from a home wheretheir parents back the teacher’s efforts and they encourage the students to behave and succeed in school.

Due to their previous life experience these students will tend to trust you, the teacher. Thus, you will be ableto more easily establish a positive relationship with them and motivate them to behave appropriately in yourclassroom.

There are, however, a percentage of students who enter your classroom with a negative view of school andteachers. These students may have had teachers who interacted with them in a negative or demeaningmanner. In addition, they may have parents or other family members who do not have a positive view of school or teachers. Due to these students’ life experiences, teachers are not adults who they instinctively “trust.”

The reality is that if students don’t trust you or your intentions, there is a higher probability that they willnot care about complying with your behavioral and academic expectations. You will find you have students who are going to continually fight you and give you a hard time by being disruptive and defiant, because intheir eyes you are “the teacher”, and teachers from their perspective don’t care about their well being.




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Your family…where are you from? are you married? do you have a boy/girlfriend? do you havechildren? do you have pets? Your favorite hobbiesFavorite music/movies/books/TV shows/songs

In addition, when appropriate, let the students know what is going on in your life. What you did over the weekend, on your vacation etc., and what’s up with the significant people in your life.

Admit Your Mistakes An important aspect of being “authentic” is to be willing to admit your mistakes. Don’t try to pretend to beperfect. Don’t be afraid to admit you’ve “messed up” because the students will lose respect for you.

Reach Out to Students

Greet Students at the Door

At the beginning of each day or period make it a point to personally greet and find something specialto say to each student, especially those with whom you need to work on your relationship.

Talk With the Students about Non-Academic Topics

One of the key strategies to building positive relationships, especially with students with whom you are working to build a positive relationship, is to talk with them about personal topics (e.g. their interests,concerns, joys and fears, etc).

Contact Students after a Difficult Day

If you have a rough day with a student (have to send him out of class, etc.) be sure to reach out to himbefore the next day begins. That may mean finding time to talk to the student after school or callinghim at home that night. Let the student know you want to find a way for the two of you to resolve any issues that come between your having a positive relationship.

Recognize Absences

Call students on days they are absent to see how they’re feeling and to let them know you missed

them. Attend the Students’ Extracurricular Events

Another step you can take to reach out to your students is to attend events the students areparticipating in, such as athletic events, artistic performances, etc.

Make Home Visits

There are few ways you can let students know you care that are more effective than taking the time togo to their home.

Conduct Problem Solving Conferences

When you have students who are having behavioral issues in your classroom, you will want to know how to

sit down with them and come up with solutions to help them be more successful.

Here are the basic guidelines to follow when conducting a problem solving conference with students.

1. Meet with the Student when you can give Her Your Undivided Attention -- You only want toconduct a “problem solving conference” with a student when you will not be disturbed orinterrupted.




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2. Show Empathy and Concern -- When problem solving with students, let them know you areconcerned about their success and are meeting with them to help -not punish- them.

3. Question the Student to find out why there is a Problem -- Don’t assume you know why the studentis misbehaving. Do some gentle inquiring about her behavior.

4. Determine what you can do to Help -- What can you, as a concerned teacher, do to help the studentsolve the problem? You may discover a simple answer that will get the student on track.

5. Determine how the Student can improve her Behavior -- You also need to focus on what the studentneeds to do to improve her behavior in the future.

6. Agree on a Course of Action -- Combine your input with the student’s input and agree upon whatboth of you can do to improve the situation. Often capturing this agreement in writing and bothsigning it can be effective.

7. Restate your Expectations -- Let the student know that you care too much about her and will notallow her to continue her inappropriate behavior.

8. Summarize the Conference -- Wrap up the conference by summarizing what was said. Mostimportant, end your meeting with a note of confidence.

PROGRAM NINE:

Building Trusting Relationships with Parents & Families

You absolutely need family support to help your students reach their full potential.

BUILD POSITIVE RELATIONSHIPS WITH PARENTS

You will need to earn the trust of students’ parents or other adult family members. Just like with somestudents, some parents don’t have an innate trust in teachers. Following are some tips:

• Reach out and begin to build positive relationships with students’ families even before the schoolyear begins

• Make your first contact with families positive

• Don’t just give family members information, but ask questions to get to know them and their childbetter, and to learn ways that they can support their child (or the whole class) throughout the year

• Each day make positive contact with at least two of your students’ parents, be it via phone call, emailor note

• Contact parents/family members at the first sign of a problem; don’t wait to contact parents until

their child has significant issues

PLAN OUT PARENT/FAMILY CONFERENCES

Before you ever talk with parents/adult family members about a classroom management concern, plan out what you’re going to discuss.




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• Begin with a statement of concern – why this behavior issue is holding the child (and/or otherchildren) back from being successful

• Always start by sharing your genuine concern for their child

• Describe the student’s behavior in objective terms

• Avoid making vague, subjective or judgmental comments to family members

• Describe the steps you have taken to help their child

• Let the family know want to do all you can to assist their child

• Always get the family member’s input and perspective on what s/he feels is causing the problem and what they feel may help solve it

• Discuss the next steps you want each party to take to help their child

• Plan out what actions you will take in your classroom to assist their child

• Discuss why the parents’ help is needed to solve their child’s problem

• Plan out what actions the parent or family will take to assist their child

• Plan out what actions the child needs to take

• Express your confidence that the problem can be resolved

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Parents maybe worried; reassure them that if you work together you can help their child• Let the family member know you will follow up

• Set up a time to talk about how their child is progressing

assertive discipline quick guide

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