educarnival 2016 at iit delhi - presentation by rick smith

Conscious Classroom Management:

Bringing Out the Best in Students and Teachers

Rick Smith 415-456-9190

[email protected] www.consciousteaching.com

© 2016 Rick Smith [email protected] www.consciousteaching.com twitter: @consciousTching text stuffyoucanuse to 22828 for our newsletter www.facebook.com/consciousteaching

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Inner InnerApology Authority

• Experience• Reflection• Assume the Best• Procedures• Positive Connections • Consistency • Consequences• When Consequences Don’t Work

The Continuum of Inner Authority

Prevention

Intervention

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Inner Inner Apology Authority

The Continuum of Inner Authority

Reflection: What situations in the classroom tend to move you toward inner apology?

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Holding Our Ground

• Avoid the “land of reasons”• Table explanations until later• Respond rather than react• An effective “No” is both firm and soft• Caring does not equal explaining

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Stuff You Can Use - Assumptions

! Teachers teach behavior ! Volume, tone, posture ! Go under the wave !  Invisible Contract: Students want safety and

structure ! They want us to pass the test ! Radios- Head and Heart !  “What can I do now to behave better?”

“I know you say you don’t care, but let’s work together

as if you do.”

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RRR Technique RecognizeReorientRespond

Anger is a Feeling

Reactivity is a Choice

Anger is a Feeling, Reactivity is a Choice

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Teaching ProceduresTeaching Procedures

! Assumptions! Approaches! Strategies

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•  Vision of whole

•  Break into parts

•  Teach parts

•  Connect to whole

•  Check for understanding

Formula for Teaching

(happens throughout)

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Assumption 2

Procedures are therailroad tracks

Content is the train

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Effective Procedures: Assume the Best, High

Expectations, Clear Road Map, Practice

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!  Lining Up

!  Readiness to Learn

!  Dismissal Formation

!  Student Volume

Rubrics and Visuals

-Assume the Best -Break Things Into Parts -Feed Students

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Visuals'•  Classroom(Procedures(

•  Starting'Class'•  Setting'up'Labs'•  Putting'supplies'away'•  Forming'groups'•  Lining'Up'•  Dismissal'•  Finished'Early'•  Seating'arrangement'

Classroom(Behavior('

•  Disruptions'•  Tardies'•  Keeping'hands'to'oneself'•  Eating'•  Getting'out'of'seat'•  Hats'•  Cell'phones'''''Schoolwide Procedures

-Dress code -Cafeteria tables -Clean bathrooms -Riding the bus -Attending assemblies

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Check with administration about using photos of

students

Finished Early?

• Work on tonight’s homework• Take out reading book and read in silence• Write a journal entry• Answer questions 14, 16a, and 17b

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Where can I build-in student choices?

• Alternatives to assignments• Kids teaching each other• Project-based learning• Community service

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Consistency – Hand Raising

-Procedure Precedes Content -Hand Raising consistency will improve all classroom consistency

Coherent Directions 1. 2. 3. 4.

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The Popcorn Effect

Get all students actively on-task before having private conversations

~Minimize the number

~Maximize the opportunity

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Consequence Assumptions I

• There are no punishments, just consequences.

• Consequences teach behavior and responsibility

• Students have the power of choice.

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Consequence Assumptions II

• All Choices bear fruit

• Some fruit is sweet; Some fruit is bitter

• Choices matter – they have impact

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Consequence Assumptions III

• Consequences provide a “pause” for students.

• Start with the gentlest consequence and move up the ladder.

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Consequence Ideas

• How: Go under the wave - Let your consequences do the work

• When: Delay consequences until later

• What: Get comfortable with your consequences or change them

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Consequences in Action

Assume the bestSoft eyes, soft voice

Make their choices clearRespect the choice they make

Repeat until new choice is made

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Consequence Ideas II ! Private meeting with teacher ! Multiple consequences for each level ! Give students consequence choices ! Call parents (successes and challenges) ! Send students to other classrooms ! Tape referral or letter to desk ! Caught doing well

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Breaking the Cycle

Students have to:1. want to change2. know how to change (modeling)3. practice changing4. be conscious of their choices 5. receive ongoing support

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The Conversation: What was wrong, What is right,

Clean slate

Implementation• List Changes in Priority

Order

• Make sure #1 is “doable”

• Implement #1 Only

• Start With Your Favorite Class

• Spread to all Students / Classes

Allow at least 8 – 10 school days

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www.consciousteaching.com

Books, Trainings & Online Courses

Free$Stuff$for$Administrators$!

Free$Resources$and$Cool$Strategies$

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© 2016 Rick Smith 415-456-9190 [email protected] www.consciousteaching.com facebook: www.facebook.com/consciousteaching twitter: @consciousTching

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Management Checklist

This checklist provides “threads” that can be followed to help teachers get through the maze of management problems. One key is consciousness - being aware of strategies and approaches that work. Another key is consistency - implementing the strategies every day. Procedures

! Am I honoring the “calling on raised hands” procedure, or am I acknowledging student answers even when students call out?

! Am I ensuring that all students are fully on task before I address individual student

questions and needs, or am I addressing individual student concerns while the rest of the class watches (the “popcorn effect”)?

! Am I teaching and re-teaching procedures, and checking for understanding?

! Am I teaching at least two procedures per class or lesson, and writing them into my

lesson plan?

! Am I making use of non-verbals – visuals, rubrics, sound signals, music for transitions, and hand signals?

Rules and Consequences

! Are students clear about the rules and consequences in my class? ! Am I using consequences consistently? ! Do I have a structured hierarchy of consequences that I feel comfortable using? Or

is there too big a gap between consequences that I use, such that one is too mild, and the next is too harsh, so that I hesitate to use it (the “picket-fence” syndrome)?

! Am I holding my ground efficiently and clearly with students, delaying explanations

until the dust settles and I can talk with them individually? Or am I over-explaining my decisions to my students, so that we end up engaging in public debates?

! Am I treating student complaints and arguments as disruptions deserving of

consequences, or am I allowing students to “argue with the ref”?

! Am I consistently contacting parents?

! Am I welcoming the “charge” of being in charge, or am I in a state of self-apology?

! Am I being firm and soft in a way that invites student cooperation (Structured and Safe), OR mean and confrontational (Unsafe), OR a loose pushover (unstructured)?

© 2016 Rick Smith 415-456-9190 [email protected] www.consciousteaching.com

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“Stuff You Can Use” ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

educarnival 2016 at iit delhi - presentation by rick smith

Education