video clip : we demand students behave because we care
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MGMT 3 : Maintaining Control Through the Behavior Management Cycle [email protected] “ True terror is to wake up one morning and discover that your high school class is running the country.” -Kurt Vonnegut. Video Clip : We Demand Students Behave Because We Care. - PowerPoint PPT PresentationTRANSCRIPT
MGMT 3: Maintaining Control Through the
Behavior Management [email protected]“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,
___________