Transcript Managing with Class

Teacher
Jason, please turn in
your assignment.
The assignment you
didn’t finish during class.
Great, please turn it in
now.
You have a choice: turn it
in or do it again.
I guess you’ve made the
choice to do it again.
That’s disrespect…go to
the office.
Moves closer…& puts
hand on J. shoulder.
Jason
What assignment?
I finished it.
I don’t have it with me
now.
You never believe me.
Make me.
F_____ you!
Pulls away, glares, &
raises fist as if to strike.
De-Escalation Model
Prevention
 Establish
and then teach routines and
procedures
 Be Organized
 Creative Teaching
 Show Enthusiasm
 Post Rules
 Explain it, then expect it
 Mobility and proximity control
Prevent with Non-verbal cues
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Hand signals
 Music
 Post-It Notes
 Blue Rule
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Neon Clipboard
 Parking lot
 Tally System
Are you inviting students to learn?
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Have students assistants (leadership opportunities)
Change activities every 15-20 minutes to keep interest
Positive Interventions
 Business
like approach: Save the
animation for teaching, not for discipline
 Develop success strategies: class to
attention, hand raising, less voice/more
non-verbals
 Positive phrasing: Thank you, please,
what’s troubling you?
 Give choices
 Speak to a student in a low voice
Assertion
 Negative
consequences
 Consequences–definite, not damaging
 Severity is not the secret
 Students will usually accept discipline,
not disrespect
 Consequences will not make some
students care
Assertion continued
 Consequences
must “work” for Teacher
 Consequences must be appropriate for
infraction
 Relationship respect is a critical ingredient
in the effective use of consequences
Assertion continued
Levels of Consequences
Loss of privilege-flip the card, move the clip, punch the
card
Last to leave
Classroom timeout w/ Apology Slip,
More punitive
Time Out in another classroom & complete “The What
you Choose Questionnaire”
Parent Contract – 3-5 day Behavior Contract (optional)
Problem Solving
 Student
Support Team
 Counselor
 Student/Teacher conference
 Student/Team conference
 Student/Team/Parent conference
 Behavior contracts
 Concentrate on biggest problem
 Find student’s currency
Referral-Teacher’s rights
 Right
to refer
 Timely response
 Consistency
 Appropriate consequences
 Support and additional resources
Terry Alderman
Referral- Principal’s rights
 Level
one offenses are responsibility of
teacher
 Written referral should be explicit and
objective-(parents have right to read)
 Teacher should follow steps in plan prior
to referral
 Principal has right to decide
consequences
 Teacher support
Terry Alderman
Teacher handles
Level 1 Behaviors
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No supplies/materials
Chewing Gum/Eating
Candy
Sleeping
Throwing Paper towards
Trash Can
Out of Seat
Not Raising Hand
Excessive talking
(interruptions, off task,
talking at inappropriate
times)
More
Level 1 Behaviors
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No Homework
Failure to Complete
Classwork
Clutter around work
space
Horse Play
Making Noise
(Tapping, Beating
etc…)
Not Following
Directions
Last Level 1 Behaviors Handled by
Teachers

Sulking/Attitude
 Tardy
 Possession of cell
phone/pagers (these
should be confiscated
and turned into office)
 Playing with items at
desk
Level 2-Behaviors Discussed with
Grade or Team STILL Handled by
Teacher
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Disrespect: Name calling, inappropriate
language, lying
Cheating
Rude Gestures
Rough Horse Play
Direct Defiance
Excessive Level 1 Behaviors
Level 3 Behaviors Administrative
Consult/Referral
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Directed profanity
Instigating a Fight
Threats
 Using items that could be misconstrued as weapons
 Minor Vandalism
 Leaving Areas Without Permission
 Stealing
 Continued Direct Defiance
 Severe Temper Tantrum
Level 4 – Office Referral
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Sexual Harassment
Drugs
Weapons
Inappropriate display of Affection
Fighting or antagonizing
Threats with a plan (a threat is a threat!)
Bullying
Leaving Campus without Permission
Major Vandalism