More “Time To Teach”
Please!
H. Celeste Turner, Ed.D.
NC Dept. of Public Safety
March 30, 2015 – April 1, 2015
Time, it has been said, is the coin of learning.
Yet every teacher has known the frustration of losing valuable instructional
time to matters of discipline, just as every student has known the
frustration of losing valuable learning time to matters of discipline. For
some teachers and for some students, the amount of time lost is very
great. The strategies taught in this seminar have proven to restore that
lost time to teachers and students in a way that is simple, fair, and
mutually respectful. We believe that it can be effective for you in your
unique situation. We will explain it to you as clearly as we can, in the
hopes that it will help you expand your "time to teach."
“Remarkably Effective Classroom Discipline
Strategies That Work… On Us!”
These are the kids who do
the right thing---
• ALWAYS!!!
These are the kids who
do the right thing---
SOMETIMES???
These are the kids who do the right
thing---
NEVER!!!
Also, NEVER sick.
D
“Teachers have the
most difficult job in
America”
Time“2” Be Proactive
Proactive
Strategies
Reactive
Strategies
Philosophical
Assumptions
Setting
The
Stage
●
“Kids don’t care how much you know, until they know how much you
care” Madeline Hunter
Punishment does
not change
behaviors!
If it did, there would be no
need for prisons.
Discipline the behavior,
not the students.
• There is much more to discipline
than punishment.
• Give kids enough rope to burn
themselves, but not hang
themselves.
• There are no bad kids, but there
are bad behaviors.
Self-Control
The “SMARTR”
Response
(Student Mood Assessment and
Rapid Teacher Response)
Conflict is
inevitable!
and
Conflict is
essential!
Self
Control
Keeping Cool
Verbal Communication
Calm is Contagious
Silence is Powerful
Tone-Volume-Cadence
You’ll always get 2nd chance
Non-Verbal Communication
Personal Space-1 ½ to 3 feet
Body Language
Avoiding Power Struggles
Defending Credibility
Past History
Button Pushing-Parents in stores
I Understand
Probably So
Nevertheless
I’m Sorry
Conflict is inevitable, but
combat is optional!
Classroom
Arrangement
“If it’s not fixed, break it”
Unconditional Positive Regard
(UPR)
• Honeymoon Period
• Relationships
Unconditional Positive
Regard
• Non-Contingent Interaction
• Contingent Interaction
Contingent Interaction
• “Thanks for turning in your assignment.”
• “Look over chapter 14 for tomorrow”
• “Good job of citing the references in
your paper.”
• “That’s not quite right. Let’s try #14 one
more time.”
Non-Contingent Interaction
• “How’s your day going?”
• “What is your pet’s name?”
• “What music have you been listening to
lately?”
• “Good job in the game last night!”
• “Any plans for the weekend?”
Unconditional Positive Regard
(UPR)
• Research is clear, if kids know you
value them as human beings, they will
return it.
• A human doing just does stuff for you.
• A human being will do their all for you.
• Rules without Relationships =
Rebellion.
• Extra Curricula
Give students the
time of day.
TEACH-TO’S
Extremely Handy Tools…
but where did they come from?
Classroom Management
Two Essential Elements
• T.L.C
• Teaching Classroom Expectations
–Teaching classroom expectations
–Looking for performance on expectations (monitoring)
–Consequenting behavior – both positive and negative
• Identifying classroom expectations
– Student Voice
Teach To’s
Direct Instruction Model
Model
Lead
Test
I do, We do, You do
TEACH TO’S
• Determine what the teach to’s in your
classroom/building are.
• New teachers may need to ask the
veterans what the key rules should be.
• Just posting rules in the classroom is
not enough.
• Frontload, spend as much time as
needed in the beginning to teach these.
Turning a disruptive
moment into a learning
moment
A “win-win” experience for both
student and teacher
REFOCUS FORM
• What was your behavior?
• What did you want?
• What will you do next time?
• Are you ready to return to
the routine of the class?
Refocus
- A real classroom event
Students are working in small groups
Typical
Teacher:
“Everybody, it’s time to put away our diagrams and return to our seats”
Students:
(Begin to put away diagrams and return to their seats)
Stanley:
(Continues to lie on the floor)
Teacher:
“Stanley, would you please put your diagram away?”
Stanley:
“I will.” (no movement)
Teacher:
“Stanley, in your seat please…It’s time for math.”
Stanley:
“What math?”
Teacher:
“It’s the math we worked on together over recess yesterday!”
Stanley:
“Oh that, I forgot it at home.”
Teacher:
“No, it’s right there on your desk, the yellow paper.”
Stanley:
“What paper?”
Refocus
- A real classroom event
Students are working in small groups
Better!
Teacher:
“Everybody, it’s time to put away our diagrams and return to our seats”
Students:
(Begin to put away diagrams and return to their seats)
Stanley:
(Continues to lie on the floor)
Teacher:
“Stanley I know you love this stuff, but let’s move on to math now”
Stanley:
Stanley continues working…
Teacher:
“Room ten please” (refocus)
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Teacher:
Teaching…
Refocus
- Another classroom event
Students are reading independently. Kelly is wandering around taking
others off-task
Typical
Teacher:
“Kelly, what should you be doing?”
Kelly:
“Sharpening my pencil”
Teacher:
“No, we’re reading. You don’t need your pencil for reading!”
Kelly:
“But I might later…”
Teacher:
“Where is your pencil, anyway?”
Kelly:
“I’m looking for one.”
Teacher:
“Please return to your seat and start reading.”
Kelly:
“But…can I sharpen it quick?”
Teacher:
{Begins to move toward Kelly}
Kelly:
“Okay. . .Okay, I’ll do it later”
Refocus
- Another classroom event
Students are reading independently. Kelly is wandering around taking
others off-task
Better!
Teacher: (CIQ’S) “Kelly, I need you in your seat please”
Kelly:
“But…”
Teacher:
”Room ten, thank you.” (matter of fact)
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
Teacher:
Teaching. . .
You just saved….
100
Words
Refocus
The Most Powerful Solution to Problem Behavior
Elements Underlying REFOCUSING
1. Eliminate repeated warnings and/or multiple requests.
2.Contingently withdraw attention when a problem behavior occurs.
3.Retain behavioral momentum: a sequence of high probability
compliance commands.
4.Refuse to reach the unbearable limit -- don’t take turns!
5.Developing self-control takes a lot of practice.
Time
Out
Emergent Behavior
1.
2.
Early Intervention
Time Out
1.
2.
3.
(hallway, office, etc.)
Learning Stops
Often Reinforcing
Limited Supervision
Time Out Outcomes
Return Often
Hindered Academic Performance
Time
In
Emergent Behavior
Time In Outcomes
Early Intervention
Time In
1.
2.
3.
(REFOCUS)
Learning Continues
REFOCUS (Problem Solving)
Adequate Supervision
1.
2.
Return Seldom
High Academic Performance
“What
If’s”
Emergency Intervention
For Serious Problem Behavior
Low-Level or Minor Event
Administrative Intervention
1. Calm Request
2. Administrator (or trained personnel) arrive
3. Teacher directive
**Never ever give away your authority**
4. REFOCUS in alternative setting
5. Welcome Back
Emergency
Intervention
For Serious
Problem Behavior
Emergency Intervention
For Serious Problem Behavior
High-Level or Major Event
Emergency Event for aggressive challenging behavior
Summoning the response team
1. Calm Request
2. All Call
Every Staff member without children
Scanning the environment for an available room
3. Flood the environment
Happy, smiling, teaching, adults … non-confrontational
**Team Leader Automatically Assigned**
4. First Request (team leader)
5. Remove the audience (the most powerful step)
6. Final request
Absolutes? Absolutely!
1. Absolutes are critical behaviors which cannot, in fact,
WILL NOT be tolerated.
2. The battle of absolutes should be worth fighting.
3. Absolutes are few in number.
4. Absolutes “draw a line in the sand and allow for no
retreat.”
5. Absolutes are set for a building by…EVERYONE!
•
•
•
•
•
Students
Staff
Parents
Administration
School Board
6. Absolutes are powerful
1.
2.
3.
They are set as a building team.
They are taught-to as a building team.
They are enforced by more than a building team.
Rationale Supporting Absolutes
1. Children deserve a safe environment.
2. It is time to stop abdicating parents from
their responsibility of raising their children.
3. It is time to stop building prisons for 45 year
olds and time to start teaching our
Kindergarteners no more violence.
4. It is time to stop making policy based on 2% of
the population.
RESULTS!!!
(which really means some
data)
Vista Heights Middle School
Discipline Summary
July 1 - October 20
TOTALS
Defy Authority
Habitual Disruption
Damage Property
Battery w/o Injury
Profanity
2004
2005
%
800
185
111
14
22
20
586
109
89
6
13
11
- 26.8
- 41.1
- 19.8
- 57.1
- 40.9
- 45.0
Idaho School Results
Suspension Totals 1997 - 98
September - 13
October - 7
November - 4
December - 5
January - 1
February - 7
March - 1
April - 1
May - 0
June - 0
Suspension Totals 1998 - 99
September - 1
October - 3
November - 0
December - 1
January - 0
February - 0
March - 0
April - 0
May - 0
June - 0
Idaho School Results
Reading
Language
Math
1997-1998
1998-1999
22
59
1997-1998
1998-1999
23
43
1997-1998
1998-1999
24
75
Thank You
H. Celeste Turner, Ed.D.
hollyene.turner@ncdps.gov