Today’s Session
Classroom Management: What Works?
With
Caroline Guibault
Today’s session will begin at 4:00 pm
If you require any assistance to login call 1-780-842-8806
1.
2.
3.
4.
5.
6.
Expand/collapse button
Options menu
Primary video display
Preview video button
Transmit button
Talk button
The Participant Panel
1. Expand/collapse panel
2. Feedback menu
3. Step away button
4. Raise hand button
5. Polling response button
6. Participant list
7. Global options menu
8. Status area
9. Toolbar
10.Activity indicators
11.Participant options menu
Chat Panel
Whiteboard (Presentation) Panel
1.
2.
3.
4.
5.
6.
7.
8.
Whiteboard action bar
Collaboration toolbar
Web Tour mode bar
Scaling menu
Page name
Information menu
Whiteboard page
Properties editor
palette
9. Tools palette
facilitated by Caroline Guilbault, ATA instructor,
caroline.guilbault@rdcrs.ca
This workshop will:
 Examine effective ways to establish classroom
environments that are conducive to learning.
 Explore the importance of building positive
relationships with and among students.
 Provide strategies, tips and hands-on ideas to
respond to inappropriate behaviour especially
those that are the most challenging.
 Quick guide to:
LearningNetworkCommunity@WikiSpaces.com






What tune are you singing?
Put a Student in your pocket!
Tips, tricks and strategies – the specifics!
Parents
Theories/theorists and resources
Self-reflection






Raise a little Hell—Trooper
That Don’t Impress Me Much—Shania
Twain
The Gambler—Kenny Rogers
Who Let the Dogs Out—Baha Men
Bad to the Bone—George Thorogood
We Shall Overcome—Pete Seeger
Instrumental
 Popcorn
 Flight of the Bumblebee
 Dance of the Sugar Plum Fairies
A TeachA Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote Self-Esteem
Linda Albert
The Association of School Counselors
notes that 18 percent of students have
special needs and require extraordinary
interventions and treatments that go
beyond the typical resources available to
the classroom.
Dunn, N. and Baker, S. (2002)

I need to separate bogus bathroom breaks
from genuine ones?
◦ http://www.teachnet.com/howto/manage/cantwait011399.html


I have chronic late/absent students?
Students are continually tattling?





Teach and use quiet signals.
Incorporate wait time to gain and
maintain attention
Teach skills of appropriate movement
Demonstrate and role play how to
respond and move
Use sponge activities—tasks students
can do as the class is getting settled or
when they finish early (i.e. brain teasers,
puzzles, find-a-word, mazes, etc.)
A Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote Self-Esteem
Linda Albert

What particular issues are plaguing your class
or your pocket student? Let’s brainstorm
solutions together!
A Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote Self-Esteem
Linda Albert
A Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote Self-Esteem
Linda Albert
Entry and exit
 Arriving late
 Handing in work
 Where to find
missed
assignments
 Changing
classrooms
 What to do if you
are not there

Requesting
assistance
 Borrowing
materials
 Using the
restroom
 Handing out
materials
 Finishing work
early









Don’t escalate, de-escalate.
Let students save face.
Insist on the right to sanity.
Ask for help.
Get out of the limelight.
Make yourself available.
Send positives.
If you make a mistake, acknowledge it.
1. Sarcasm
2. Negative Tone of Voice
3. Negative Body Language
4. Inconsistency
5. Favouritism
6. Put Downs
7. Outbursts
8. Public Reprimands
9. Unfairness
10. Apathy
11. Inflexibility
12. Lack of Humour




Using democratic processes as often as possible.
Using cooperative learning strategies
Use team building strategies to create bonds
Use discussion, debate and dialogue to allow students
to express themselves
Connecting With Students
Association for Supervision and Curriculum Development
Allen N. Mendler
Building
positive
relationships
with students
is important.
Teachers
need to
model
behaviours
they expect
from their
students.
A Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote Self-Esteem
Linda Albert
It is your ability to require good behaviour
which will determine your eventual
success.
Ronald Morrish
Alienate parents and you potentially
alienate their children.




They will not all react in a way that we might
expect when their child has behaved
inappropriately.
They will not necessarily agree with or back
your plans for consequences for
misbehaviour.
Many will expect that you should treat all
students the same way.
Some parents think their children can do no
wrong.



Realize that an angry parent is better
than an absent parent.
Frame the difference between being fair
and treating everyone the same.
Remember that being a good teacher is
about teaching better behaviour, it is not
about placating the angry or reinforcing
the irresponsible.
Curwin and Mendler






Don’t argue, yell, use sarcasm or act
unprofessionally.
Acknowledge legitimacy of the complaint.
Call parent before you send her to the office.
Diffuse power struggles with parents.
Focus on the future.
Make the parent think that the consequence
could have been worse.
Curwin and Mendler
Parents have come to believe that the best way
to support teachers is by focussing on daily
incidents. Hence, they make statements such
as, “If he does anything wrong, I want to hear
about it.” Frame your answer by saying
something like, “I don’t anticipate that your son
will be giving me concern. If you can take care
of what happens at home, I’ll take care of what
happens at school. That’s my job. I promise I
will let you know about any serious problems
which arise.”
Allen Mendler










Phone calls
Meet the teacher
Send newsletters
Create videotapes
Welcome suggestions
Back and forth folders
Rotate parent involvement
Use dialogue journals
Bulletin board feature
Have a parent book shelf
Conscious Discipline, 7 Basic Skills for Brain Smart Classroom
Management
Becky Bailey
The research strongly supports that every
teacher needs rules and procedures but
not every teacher needs the same rules
and procedures.
Marzano (2004)







Be made within the first three weeks of
school.
Involve a consensus decision making model.
Be consistent with high expectations.
Be rehearsed and modeled.
Provide for flexibility.
Be posted in the classroom.
Be published in newsletters.





Specific
Positive
Make sense
Few in number
Enforceable
According to Curwin and Mendler, framing (or
reframing) is a way to respond to misbehaviour
based on the assumption that the motivation
for a particular behaviour is positive but
expressed in a negative way.
It focuses on behaviour rather than the person.
Framing is the best strategy for
responding to any difficult situation.
It de-escalates rather than escalates
conflict.
1.Assume that no matter how bad the
behaviour, the student is not motivated
by negative forces.
2.The response identifies the problem
behaviour.
3.Often involves a question.
4.Invites rather than commands a
response.





Ask questions
Be calm
Give the student space
Avoid becoming personal, focus on the
behaviour
Use non-confrontational voice tone and
language.
A Teacher’s Guide to Cooperative Discipline
How to Manage Your Classroom and Promote SelfEsteem
Linda Albert
Yes or no?

Treating all students the same way is not
as effective as treating them equitably.
Yes or No?

It is important to recognize that different
students respond to different interventions.
Yes or No?

Being aware of diverse needs is critical in terms of
managing high needs students.

If you are looking for more research and
theory on classroom management, here are
some other “experts”
◦
◦
◦
◦
William Glasser
Curwin and Mendler
Ronald Morrish
Barbara Coloroso





Create a community with a positive climate
and positive relationships.
Post, practice and model your class rules.
Teach and rehearse procedures
Use non-verbal signals, proximity and eye
contact.
Practice reframing.








What is my role in the problem?
What do I bring to this situation (be honest)?
How might my behaviour or my reaction have
triggered this problem?
Am I influenced by race, gender or other factors?
What from my background is being triggered?
Why am I threatened by this behaviour?
Am I being authoritarian?
What is my responsibility in dealing with the
problem?

3 Big Ideas
◦ 3.
◦ 2.
◦ 1.

2 Points to Ponder
◦ 2.
◦ 1.

1 Action to Take (pocket student or other)
◦ 1.

Discipline isn’t what you do when children
misbehave; it’s what you do so they won’t.
Ronald G Morrish

Discipline is about giving children what they
need; not what they deserve.
Robert G Morrish
was facilitated by
Caroline Guilbault, ATA instructor,
caroline.guilbault@rdcrs.ca
Thank you for joining us today. The next session,
“Engaging Students: The Art of Effective Instruction ”
is scheduled for December 2, 4:00pm
Please plan to join us then. Goodnight.