Responsiveness To Instruction/ Classroom Management

1. Responsiveness To Instruction/Classroom Management Making Connections!

2. School-Wide system of support for student achievement should look like this: Intensive Intervention 5% Strategic Interventions 15% Core Curriculum 80%

3. The 70-20-10 Principle 10% Chronic Rule Breakers! Out of Control Most of the Time! 20% These students break rules on a somewhat regular basis. 70% These students rarely break rules or violate principles

4. Always Remember… “The trick of a good discipline plan is to control the 20 percent without alienating or overly regulating the 70 percent and without backing the 10 percent into a corner. Heavily punitive plans tend to give the illusion that they are successful. However, the seeds are sown for chronically disruptive students to explode, for some the 70 % to lose interest in learning, and for many of the 20 % to become sneakier at misbehaving.” (Discipline With Dignity, p.33)

5. 4 Types of Consequences • Generic – they can be connected to any rule. • Conventional – conventional punishments can be changed into effective consequences. • Educational – they are specifically designed to teach new behaviors. • Natural/logical – they are the result of students’ choices.

6. Generic Consequences • Reminder or Warning of Rule • “XOXO, we raise our hands before speaking.” • An Action Plan for Improving Behavior • Stay away from 1) What did I do? 2) What should I do? And 3) What will I do? • Helping Others (Community Service) • Tutoring, Monitoring playground, Reading to younger students,…. • Humorous Consequences • Example – Teacher who makes up song lyrics for tardy students: “Since you’ve been gone, we’ve covered the Battle of Gettysburg.”

7. Conventional Consequences • Detention • Phone calls home • Office referrals • Does the rule violation break the law? • Is it an assault, harassment, drug sale, or sexual misbehavior? • Does the rule violation break a school rule – fighting? Hitting? Profanity towards student/teacher? ** “The problem with referrals is that the one who solves the problem is the one who earns the student’s respect. Teachers who refer on a regular basis lose the confidence and respect of all students, not long those referred.”

8. Always Remember… “When students break a rule, do not assume they know better. Just as good academic instruction includes explanation, demonstration, practice, repetition, and evaluation, so, too, should these components be highlighted when teaching better behavior.” (Discipline With Dignity, pg. 95)

9. Educational Consequences • Identify the problem behavior with the student and ask whether he thinks it would be OK to keep doing the same thing? • If the student does not understand that his behavior was wrong, explain why it was. • Following your explanation, ask the student to explain what was wrong in his words. • Re-create the situation that led to trouble as near as possible and demonstrate through role play at least on appropriate way of handling the situation. Let the student provoke you in the same way hew as provoked that led to his problem behavior. Demonstrate a better response.

10. Ask the student to practice the response you used or another that might be equally effective without leading to trouble. • Switch roles and tell the student that you are going to try to provoke him in the same way that led to trouble and you want him to practice using what was just rehearsed. • Repeat a few times to polish. • Evaluate and adjust as needed. If you notice the student using the strategy effectively, point it out. Sometimes, the strategy will need to be practiced more or modified so that the student can use it naturally.

11. Natural/logical Consequences • If a student messes up a bathroom, a logical consequence is for that student to clean it up. • If a student hurts another student, a logical consequence is for the offending student to do something nice for the hurt student or to do something constructive for the school. • If a student comes to class late, she stays late.

12. Final Thought… “In deciding whether a consequence is effective, it is best to implement it as many as FIVE times for a trial period of three weeks.” (Discipline With Dignity, pg. 97)