Organization and Management
of Learning Environment
Southeast Alabama Regional Inservice Center
Troy University
Southeast Alabama Regional
Inservice Center, Troy University
1
Alabama Quality Teaching
Standards
 Page 1 of handout
 Standard 2:
 Teaching and Learning
(Organization and Management of
Learning Environment)
Southeast Alabama Regional
Inservice Center, Troy University
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Indicators
 2.1 Designs a classroom organization and
management system built upon ageappropriate expectations and researchbased strategies
 2.2 Creates a climate that promotes
fairness and respect
 2.3 Creates a safe, orderly, and stimulating
learning environment that nurtures
motivation and engagement of learners
Southeast Alabama Regional
Inservice Center, Troy University
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Handouts
 Provided on a CD
 Easily modified for personal use
Southeast Alabama Regional
Inservice Center, Troy University
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References
Elizabeth Breaux
Lee Canter
Geoff Colvin
Robert J. Marzano
Ruby K. Payne
Arthur L. Robin
Julia G. Thompson
Sharon K. Weiss
Todd Whitaker
Harry Wong
Southeast Alabama Regional
Inservice Center, Troy University
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Just a Few Reminders…
 State law requires local boards of education to have a
student discipline policy.
 Teachers must be familiar with and follow school
board policy on student discipline.
 Teachers must review the school student code of
conduct.
 Board policy supersedes school policy.
 Whenever possible, administer discipline in private,
out of the view and hearing of others.
 If you are not following board policy, the board will
not be able to support your actions.
Southeast Alabama Regional
Inservice Center, Troy University
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Unresolved Classroom
Management Issue
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Find a partner.
Share the issue.
Listen to a possible solution.
Reverse roles.
Please, do not begin yet; wait for the procedures
on the next slide.
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Inservice Center, Troy University
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Procedure for Selecting a
Partner
 Thirty (30) seconds to select and decide
who will share first
 Earliest birthday of the year will share first
Example: The person with an April birthday will
share before the person with an October
birthday
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Same birthday month? Use the day
Same month and day, flip a coin
Unable to find a partner, join another group
Wait for the signal to begin selecting
your partner (on next slide)
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Inservice Center, Troy University
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Find a Partner
 Turn to page 4 of your handout packet, and
follow the directions for “Select a Partner”
 Thirty seconds
 Find a partner
 Decide who will share first
 In the first blank, write your partner’s
name
 In the second blank, write who will share
first
 Wait for next slide. Do not begin your
discussion yet.
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Inservice Center, Troy University
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Share
 First person has one minute to share
a classroom management issue
 Second person has one minute to
offer a suggestion
 Initial at the bottom of page 4 when
finished
 Begin now
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Inservice Center, Troy University
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Second Partner
 One minute to share
 One minute for partner to offer
suggestions
 Begin now
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Inservice Center, Troy University
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Who Will Share?
 Share the classroom management
issue
 Share the solution
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Inservice Center, Troy University
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Index Card
 Briefly write the unsolved issue
 No complete sentences
 Two minutes
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Inservice Center, Troy University
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Mental Trip Back in Time
 Back to the beginning of a school
year
 Back to the week before school
begins
 Back to the time you are in your
classroom preparing for the new
school year
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Inservice Center, Troy University
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Tell Me
 What are you doing?
 What are you thinking?
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Inservice Center, Troy University
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Fast Forward
 Professional development days
 Two days before the students arrive
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Inservice Center, Troy University
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Tell Me
 What are you doing?
 What are you thinking?
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Inservice Center, Troy University
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Your Actions Send a Message
 During the first two weeks of school, students receive
unspoken messages from their teacher.
 These messages are based on the decisions you make
and the actions you take.
 Which message are you sending?
I am overwhelmed with a list of skills to “cover”
and document.
I will not allow any one student or group of
students to interfere with the instruction of others.
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Inservice Center, Troy University
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I Hope
 Students receive the second
unspoken message
 Proactive, assertive, and in control
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Inservice Center, Troy University
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But How?
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Expectations and consequences
No need to be harsh
Follow through with consequences
Phone calls to parents
Caring, fair, and have self-control
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Inservice Center, Troy University
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Marzano (2003)
 Virtually all of this research points to the
beginning of the school year as the
linchpin for effective classroom
management.
 Even if the research were not so clear,
common sense dictates that devoting the
first few days of the year, the semester,
or the quarter to classroom management
has the potential to ward off many
future problems. (p. 93)
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Inservice Center, Troy University
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Your Focus
 First two weeks
 Primary student goals should be
classroom management skills
 Secondary student goals should be
academic skills
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Inservice Center, Troy University
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Just to Clarify
Teachers Continue with…
 Preparation of lessons
 Assessment of students
 Instruction of academic skills
Note: Lesson plans should include specific
activities for teaching classroom
management procedures.
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Inservice Center, Troy University
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For Two Weeks…
 Classroom management will take
priority
 Academic goals should be secondary
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Inservice Center, Troy University
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Two Choices
 Take care of the majority of
management issues at the beginning
of the year.
 Allow management issues to interrupt
instruction throughout the year.
Southeast Alabama Regional
Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
Timer
Everyone works together
Negative consequences
Teacher/Student relationships
Page 6 of Handout
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Inservice Center, Troy University
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Consistent
 Why is consistency important in a
classroom?
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Inservice Center, Troy University
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Predictable Environment
Thompson (1998)
 Consistent classroom management
allows a teacher to create a
predictable environment where
students know what to expect and
thus can make choices based on
established rules, boundaries, and
consequences. (p. 323)
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Inservice Center, Troy University
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What is Insanity?
 Insanity: doing the same thing over
and over again and expecting
different results.
-Albert Einstein
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Inservice Center, Troy University
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Hard to Do?
 Why is consistency the hardest skill
for most teachers to implement?
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Inservice Center, Troy University
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Not in Control of…
 last minute requests from
administrators.
 events that happen with students at
home.
 unexpected situations in our personal
lives.
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Inservice Center, Troy University
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We Are in Control of
 Our response
 Our choices
 Our behavior
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Inservice Center, Troy University
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We May Choose to
 Whine
 Take our frustrations out on the
students
 Manage with “class”
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Inservice Center, Troy University
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Stay Consistent
Consistent
Organize procedures
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Inservice Center, Troy University
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Organize Procedures
 Why is it important for teachers to
have procedures for how to and when
to?
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Inservice Center, Troy University
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Opening Activity
 Asked to share a classroom
management issue
 Procedures?
 Procedures easy to follow?
 Predict problems that might arise and
provide a solution?
Southeast Alabama Regional
Inservice Center, Troy University
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Emmer, Evertson, and
Worsham (2003)
 It is just not possible for a teacher to conduct
instruction or for students to work productively if they
have no guidelines for how to behave or when to
move about the room, or if they frequently interrupt
the teacher and one another. Furthermore, inefficient
procedures and the absence of routines for common
aspects of classroom life, such as taking and reporting
attendance, participating in discussions, turning in
materials, or checking work, can waste large amounts
of time and cause students’ attention and interest to
wane. (Marzano p.17)
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Inservice Center, Troy University
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Marzano (2003)
 38% decrease in disruptions with the
implementation of rules and
procedures.
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Inservice Center, Troy University
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Good Line Manners
 Keep your hands down beside you.
 Look straight ahead.
 Stay behind the person in front of
you.
 Stay quiet.
 Walk.
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Inservice Center, Troy University
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Sharpen Pencils
One person at a time…
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When the timer is on.
Before the 8 o’clock bell.
During snack.
During seat work.
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Inservice Center, Troy University
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Wash Hands and Get Water
One person at a time…
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When the timer is on.
Before the 8 o’clock bell.
During snack.
During seat work.
Southeast Alabama Regional
Inservice Center, Troy University
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Bully Report
My Name ______________________
Date ___________________________
Person who bothered me ____________________
This is what happened ______________________
_________________________________________
Witness _____________________________
1-866-444-6996
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Inservice Center, Troy University
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Student Jobs…
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Put trash cans in the hall
Empty the pencil sharpeners
Erase the board
Girl’s bathroom monitor
Boy’s bathroom monitor
Girl’s soap
Boy’s soap
Girl’s paper towels
Boy’s paper towels
Turn computer on
Advance the power point
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Inservice Center, Troy University
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Student Jobs Continued…
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Snack drinks from lunchroom
Turn of lights and close door/ lunch
Change the date
Boy’s test monitor
Girl’s test monitor
Boy’s reading log
Girl’s reading log
Bird seed
Pass out papers/homework/assignments
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Inservice Center, Troy University
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Student Jobs Continued…
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Timer in the mornings
Note about paper towels
Make sure all the chairs are up
Put paper in the printer
Put marbles in the jar
Change marble number on the board
Pick up paper in the afternoon
Check board work in the morning
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Inservice Center, Troy University
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Student Jobs Continued…
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Apples off the tree
Put clothespins back in the morning
Straighten book bags in the morning
Lock the door at 8:00 AM
Nurse
Collect papers/homework/assignment
Reading log sheets
Take notes to the office
Take assignments to ISS
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Inservice Center, Troy University
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Procedures for Entering the
Classroom
 Walk to your assigned seat.
 Complete the warm-up.
 Remain quiet, with no
communication.
 Wait for instructions.
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Inservice Center, Troy University
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Procedures for Changing
Classes
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Walk to the next class.
Line up against the wall.
Stay in single file.
Enter the room when directed.
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Inservice Center, Troy University
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Beginning of Class
 Everyday, the directions for the day
will be on the upper right hand
corner of the board.
 The steps are numbered in the order
they should be completed.
 Ask questions as I go over the
directions.
 Begin with number one after the
review..
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Inservice Center, Troy University
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Procedures before Standardized
Testing:
 Use the restroom; you will not be
allowed to leave the room during
testing.
 Blow your nose.
 Have a tissue on your desk.
 Take off your shoes, if you like.
 Enjoy a peppermint, if you like.
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Inservice Center, Troy University
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Procedures during Standardized
Testing
 Work only on the section assigned by your teacher.
 General questions will be answered, but your teacher
may not answer questions about specific items on the
test.
 Stay at your desk during testing. However, if you
need to vomit, get to a trash can quickly.
 If your pencil point breaks, raise your hand. Your
teacher will bring you another one.
 If another tissue is needed, raise your hand. Your
teacher will bring one.
 If additional scratch paper is needed, raise your hand.
Your teacher will bring one.
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Inservice Center, Troy University
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Procedures during a
Standardized Test, Continued
 Read very carefully. Make sure you understand what
the item is asking you to do.
 There are answers on the test designed to trick
people who work in a hurry. Take your time.
 If you do not know the answer, skip that item and
come back to it later. When skipping an item in your
test booklet, make sure to skip it on the answer
document also. Making yourself a note on the scratch
paper may help you remember.
 From time to time, double check to make sure the
question and the space on your answer document are
the same.
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Inservice Center, Troy University
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Procedures after Completing a
Standardized Test:
Sit quietly so that you do not disturb your classmates.
Check over your work.
Make sure your answer circles are filled in completely.
Erase any marks hanging out of the bubble circles.
Erase all stray marks.
Do not look at any other part of the test.
Place your answer document inside the front cover of
your test booklet.
 You may lay your head down, or you may draw on your
scratch paper. After this session, scratch paper will be
collected and shredded.
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Inservice Center, Troy University
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Students Leaving the Room
 Sign the folder with your name and the
time you are leaving. Ask the time keeper
to initial next to the time.
 Complete a hall pass.
 Look at the amount of time allowed for
your leaving the room.
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Restroom: four minutes
Office: five minutes
Locker: three minutes
 Mark the time when you return. Ask the
time keeper to initial next to the time.
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Inservice Center, Troy University
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Southeast Alabama Regional
Inservice Center, Troy University
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Student Passes Gas?
 It’s better to let
it out and be
ashamed…
 than to hold it in
and be in pain.
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Inservice Center, Troy University
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Your Turn
 Think about a situation that needs a
procedure.
 Look at handout page 7.
 Prepare a set of procedures for that
activity.
 Five minutes
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Inservice Center, Troy University
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New Academic Skill
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Introduce
Practice
Independent work
Assessment
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Inservice Center, Troy University
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New Procedures
Elizabeth Breaux (2007)
 Teach, Practice, and Implement
 Teach: The teacher must literally teach the
students exactly how a particular procedure
is to be done.
 Practice: the teacher must allow the
students to try the procedure themselves.
 Implementation: The teacher begins the
consistent implementation of what has
been taught and practiced. (p.24)
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Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
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Inservice Center, Troy University
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Need a Reward
 Why do teachers need to provide
rewards?
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Inservice Center, Troy University
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Rewards
 Individuals
 Small groups
 The whole class
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Inservice Center, Troy University
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Disciplinary Interventions
Marzano (2003)
To illustrate, a meta-analysis by Scott
Stage and David Qurioz (1997) included 99
studies, 200 experimental comparisons,
and more than 5,000 students. Their
overall finding was that, in general,
disciplinary interventions resulted in a
decrease in disruptive behavior among
almost 80 percent of the subjects in
the studies they analyzed. (p. 28)
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Inservice Center, Troy University
63
Positive Reinforcements
 According to meta-analysis by
Marzano(2003)
 When using positive reinforcements
as a disciplinary intervention
 Thirty-one percent decrease in
disruptions (p.29)
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Inservice Center, Troy University
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Find Positive Rewards
 Handout pages 8 and 9, “Rewards
That Don’t Cost Much Money”
 Circle at least ten (10) rewards you
might use
 List rewards and requirements on
page 10 of the handout packet
 Five minutes
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Inservice Center, Troy University
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Will You Share?
 Share other positive reinforcement
ideas.
 Write on the clipboard using just a
few words.
 Ideas will be shared before the close
of the workshop.
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Inservice Center, Troy University
66
Just to Clarify
 There are times when punishment is
warranted and must be applied,
especially for repeat offenders,
defiance, or disregard for safety.
 However, once a reward is earned,
do not take it away as punishment.
Find something else for punishment.
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Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
Sign a contract
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Inservice Center, Troy University
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Sign a Contract
 Why/When is it helpful to use a
contract?
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Inservice Center, Troy University
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Basic Parts of a Contract
 Persons involved
 Positive behaviors expected (Lee
Canter suggests that educators focus
on no more than five behaviors at a
time)
 Consequences
 Signatures
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Keep in Mind
 It has taken many years for the
behaviors to be learned.
 Your efforts may not show up
immediately.
 Celebrate any small change.
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Inservice Center, Troy University
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Behavior Plan for “Student”
 These are the behaviors that Student
needs to have.
 These are the rewards Student will
receive.
 These are the consequences for
Student.
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Inservice Center, Troy University
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Inservice Center, Troy University
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Inservice Center, Troy University
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Child’s Plan
What we expect:

Assignment sheet will be filled out neatly and completely.

Assignment sheet will be brought home every school night.

Assignment sheet will be signed on Monday night then put in your Five Star.

School related work will be done for one hour on school nights.

Stay on task at school. (No offense)
Consequences:

Lose phone privileges for one week from the day of the offence and bedtime is 8:45.

Above consequence and lose electronic privileges for one week from the day of the
offense.

Above consequences and lose fun privileges for the following weekend (spend the
night, company over, parties, dances, trips…).

Additional offenses at school will result in all of the above consequences.
Responsibility with Braces:
Take care of braces or lose $5.00 per visit to the dentist.
Defiance and Disrespect:
When you are disrespectful and/or defiant towards an adult, all of the above
consequences will be enforced. In addition to the consequences above, you will have an
additional household chore such as: vacuum the carpet or blow the driveway and street.
This extra chore will need to be done before the week is over or consequences remain
until the chore is done.
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Inservice Center, Troy University
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Contract for Increasing
Commitment
 This is what I can do to be more successful:
 This is my plan for making more of an
effort to be more successful:
 This is what might keep me from making
my plan a success:
 This is what I can do to stay away for those
things that keep me from being successful:
 These are other people at school who can
help me be successful:
 These are fair consequences that I should
face if my plan does not work:
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Inservice Center, Troy University
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Simple Contract
 Identify behavior.
 Provide the student with three (more
or less) numbered craft sticks.
 Collect one stick each time the
behavior is exhibited.
 Provide a negative consequence if
behavior is exhibited again that day
(that period or that week).
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Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
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Inservice Center, Troy University
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In Transition
 Why do behavior problems often
happen during transitions?
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Inservice Center, Troy University
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Solve Transition Problems
 Group work
 Partner with a person sitting beside
you
 Thirty seconds
 Offer suggestions
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Inservice Center, Troy University
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Solution?
1. A teacher is walking with her
students to lunch. She is a smart
teacher and knows to walk at the end
of the line to keep all of the students
in view. However, when the front of
the line turns the corner, the first two
students in line engage in a fist fight.
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Inservice Center, Troy University
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Solution?
2. A teacher is conducting beginning of the
class duties of taking roll and collecting
homework assignments. He knows to
have a bell ringer activity on the board for
students to complete as soon as they enter
the classroom. The teacher notices that
very few students are completing the
assigned work, and the majority of
students are both talking and walking
around the room.
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Inservice Center, Troy University
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Solution?
3. During dismissal, the teacher
suddenly remembers a few important
steps that should have been included
in the homework assignment. Since
this teacher wants her students to be
successful, she tells them about
these steps. The next day, only four
of the students in the class have that
information included in that
assignment.
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Inservice Center, Troy University
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Solution?
4. When the teacher begins class, there
are constant interruptions because
students need supplies such as:
pencil, paper, sharpened pencil,
completed homework assignment, a
text book, or a dictionary. This
teacher had already allowed time for
students to prepare for the class
while he was speaking briefly with the
teacher next door.
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Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
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Inservice Center, Troy University
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Parents
 Why is it important to stay in touch
with parents?
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Inservice Center, Troy University
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Working with Parents
 Take the first step
 Have a specific request in mind
 Contact the parent after a little time has
passed (avoid a tone of anger)
 Allow parents to present their point of view
(everyone deserves the right to be heard)
 Ask for parent’s thoughts (help you see their
perspective)
 Return parent calls promptly
 Send a (delivery confirmation) letter in the
mail
 Document, document, document
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Inservice Center, Troy University
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Meeting with Parents
 First, state the facts (out of the first 20
days of school, Student has not had math
homework on 10 different days)
 Next, let the parent know that this is not
typical of a student this age or at this grade
level
 Finally, present the request (In order for
Student to be successful, he/she will need
to…
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Inservice Center, Troy University
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Parents Need to Feel Successful
If you make a point of helping parents
feel successful about their children,
you will find them more willing to
work successfully with you.
–Thompson (1998) (p 105)
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Inservice Center, Troy University
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How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
Timer
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Inservice Center, Troy University
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Timer
 How could a timer help a teacher stay
consistent?
 How has it been used today?
 Name specific activities when you
might use a timer.
Southeast Alabama Regional
Inservice Center, Troy University
91
How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
Timer
Everyone works together
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Inservice Center, Troy University
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Everyone Works Together
 Why is it important for everyone in
the class to work together?
 Together Everyone Accomplishes
More. (Team)
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Inservice Center, Troy University
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Conflict Resolution
 Provide procedures so students may
solve problems instead of the teacher
solving the problems.
 Assign a student mediator.
 Find a time for solving the problem,
but do not let it interrupt instruction.
Southeast Alabama Regional
Inservice Center, Troy University
94
How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
Timer
Everyone works together
Negative consequences
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Inservice Center, Troy University
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Negative Consequences
 Why are negative consequences
necessary?
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Inservice Center, Troy University
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Just Some Thoughts
 Natural consequences
 Feel uncomfortable or inconvenienced
 Loss of privileges, time-out, conduct cuts,
restitution, or after-school detention
 Management without making a break in
the lesson
 Time-out (co-worker)
 Ask others for help
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Inservice Center, Troy University
97
Marzano (2003)
 To illustrate, a meta-analysis by Scott
Stage and David Qurioz (1997) included 99
studies, 200 experimental comparisons,
and more than 5,000 students. Their
overall finding was that, in general,
disciplinary interventions resulted in a
decrease in disruptive behavior among
almost 80 percent of the subjects in the
studies they analyzed. (p. 28)
Southeast Alabama Regional
Inservice Center, Troy University
98
Decrease in Disruptions
 Twenty-eight percent when
punishment is used
 Thirty-three percent when both a
reward and punishment are used
Marzano (p. 29)
Southeast Alabama Regional
Inservice Center, Troy University
99
Suggested Negative
Consequences
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Take away break time for the same amount of time that the
class is talking
Have parent spend a couple of hours in the classroom
Silent lunch/sit near the teacher
Lose free play on Friday
Detain student in the classroom for one minute after other
students leave (no excuse for tardiness in another class)
No treasure chest or ice cream on Friday
Remove the students from the room if disruptive child will not
leave
Exclusion from a fun learning activity (time in another
teacher’s room)
Isolation during lunch
Community service-clean up in the classroom
Southeast Alabama Regional
Inservice Center, Troy University
100
Negative Consequences
Continued
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Communicate with other faculty and staff members,
especially if the student is involved in a club,
extracurricular activities, or a sport
Take away time from the student’s favorite activity
Detention (break, before school. after school)
Community service (Clean up classroom or other area of
the school)
Apology to offended party
Isolation during class
Character education
Disciplinary essay about the negative behavior (requires
student and parent signature)
Loss of computer privileges
Think sheet (on slide ahead)
Southeast Alabama Regional
Inservice Center, Troy University
101
Friday Information Sheet
Each Friday, you will complete this sheet with information
learned during the week. Students who do not get a second
warning are exempt from this assignment and may sit
beside a friend and talk quietly. Re-write the information
below as a paragraph. This is a graded assignment.
One fact I learned this week is ________________________
________________________________________________
A second fact I learned this week is ____________________
_________________________________________________
A third fact I learned this week is ______________________
________________________________________________
Name _________________________ Date _______
Southeast Alabama Regional
Inservice Center, Troy University
102
Additional Negative Consequence: Think Sheet
What I Did Wrong
_________________________________________________________
_________________________________________________________
What I Should Have Done
_________________________________________________________
________________________________________________________
I Need Help With
_________________________________________________________
_________________________________________________________
Name _________________ Date _________________
Southeast Alabama Regional
Inservice Center, Troy University
103
Will You Share?
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Share other negative consequences
Write on the clipboard
Just a few words
Read before the close of the
workshop
Southeast Alabama Regional
Inservice Center, Troy University
104
How?
Consistent
Organize procedures
Need a reward
Sign a contract
In transition
Stay in touch
Timer
Everyone works together
Negative consequences
Teacher/Student relationships
Southeast Alabama Regional
Inservice Center, Troy University
105
Teacher/Student Relationship
 Why is the relationship between a
teacher and a student important?
Southeast Alabama Regional
Inservice Center, Troy University
106
Marzano (2003)
Public school teachers must deal with
all of America’s children with the
exception of incarcerated teens and
children and teens in mental
hospitals. These students enter the
classroom with a staggering array of
serious issues in their lives. (p. 45)
Southeast Alabama Regional
Inservice Center, Troy University
107
Issues Facing Students
Marzano (p. 45)
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Homelessness 12 million people are homeless annually
Depression 5% of youth between 9 and 17 years old are
depressed, and only a minority are treated
Suicide Among youth 15 to 19 years old, suicide is
responsible for more deaths than any disease. Suicide is
the 4th leading cause of death for 10 – 14 year olds.
Violence A majority of violent and aggressive students who
have been suspended or expelled have identifiable
substance abuse or mental health disorders. More than 56
percent of youth who are victims of violence, report the
emotional and physical assault occurred in school. Twenty
percent of all children have diagnosable developmental,
behavioral, and/or emotional problems that increase their
risk of becoming victims and/or perpetrators of violence.
Southeast Alabama Regional
Inservice Center, Troy University
108
Issues Facing Students,
Continued
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Eating disorders Fifteen to 18 percent of high school
students manifest bulimic symptoms.
Alcoholism Twenty percent of children in the United States
grow up in alcoholic families.
Attention Deficit and Hyperactivity Disorder Three to
seven percent of school-age children experience ADHD
disorder. Approximately 50 percent of the 1.6 million
elementary school-aged children with ADHD also have
learning disorders.
Sexual orientation Six percent of students describe
themselves as homosexual or bisexual, and 13 percent are
uncertain about their sexual orientation. Homosexual and
bisexual students have higher than average rates of mental
health problems and eating disorders They are also
concerned about sexual victimization.
Southeast Alabama Regional
Inservice Center, Troy University
109
Issues Facing Students,
Continued
 Incarcerated parents Ten million young
people have had a mother a father or both
behind bars at some point in their lives.
 Poverty Approximately 15.7 million
children live in households with incomes
below the poverty line. Almost 50 percent
of all children in mother-only families are
impoverished.
 Sexual and physical abuse In 1993, 1.55
million children were reported as
maltreated, and another 1.22 million were
in imminent danger.
Southeast Alabama Regional
Inservice Center, Troy University
110
Class
 This is where there is an emphasis on
class as opposed to room
management.
 Students deserve to be treated with
respect and dignity.
 We need to teach students the social
skills that they are not getting at
home.
Southeast Alabama Regional
Inservice Center, Troy University
111
Avoid
 Arguing with a student
 Using sarcasm to control behavior
 Administering punishment in front of
the class
 Punishing the whole class due to the
behavior of a few students
Southeast Alabama Regional
Inservice Center, Troy University
112
Power Struggle: Student and
Teacher Lose
 Use nonverbal cues: eye contact,
proximity, or hand gestures.
 Avoid raising your voice.
 Do not negotiate.
 Be consistent.
 Deal privately with situations.
 Take a little time. “You know I am
pretty upset right now. I think it is
best if we deal with this later.”
Southeast Alabama Regional
Inservice Center, Troy University
113
Review of Managing a Room
with “Class”
 Create routines and procedures for the day-today operation of class and enforce them.
 Post your class rules and teach them to
students.
 Enforce class rules for all students every day.
 Don’t threaten students. When you tell
them something, mean what you say.
 Be prepared and organized so that you will find
it easier to make those tough quick decisions
each day.
Southeast Alabama Regional
Inservice Center, Troy University
114
Continued
 Prevent discipline problems from starting or
getting out of hand.
 Hold everyone accountable for the same high
standards for behavior and academic
performance. See page 12 for suggested
accommodations of academic work, if needed.
 Listen carefully to your students, but don’t be a
pushover for too many excuses. Thompson
(1998 p. 324)
 Intervene early when students are having
problems.
 Use class time well. Keep all students engaged
in meaningful work from the start of class until
the end of class.
Southeast Alabama Regional
Inservice Center, Troy University
115
Special Situations
Marzano (2003)
 School may be the only place where
the needs of many of these children
facing extreme challenges are
addressed. In studies by Jere Brophy
(Brophy, 1996 and Brophy & McCaslin,
1994) teachers who were most
effective classroom managers tended
to employ different strategies with
different types of students. (p. 48)
Southeast Alabama Regional
Inservice Center, Troy University
116
Special Thanks
Kathy D. Robinson, MS, LAPC
Auburn University
Southeast Alabama Regional
Inservice Center, Troy University
117
Teachers Should Request Help
 Non-Compliance
 Disruptive Behavior Disorders
 Bullying
Southeast Alabama Regional
Inservice Center, Troy University
118
Non-compliance
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Resisting directions
Not minding
Oppositional behavior
Defiance
Southeast Alabama Regional
Inservice Center, Troy University
119
Managing Non-Compliance
 Short (20 minutes) video
presentation
 Geoff Colvin
Southeast Alabama Regional
Inservice Center, Troy University
120
Why do students choose noncompliance?
They…
 get their own way and get to do what
they want to do.
 get out of doing something they do not
wish to do.
 become engaged in a power struggle
with the teacher.
Southeast Alabama Regional
Inservice Center, Troy University
121
Establishing Compliance and
Correcting Non-Compliance
List of the Basic Steps
 Maintain the flow of instruction.
 Present request.
 Offer consequence for non-compliance.
 Allow time for processing.
Southeast Alabama Regional
Inservice Center, Troy University
122
Maintain the Flow of
Instruction
 The actions by the teacher
communicate that non-compliance
receives as little attention as possible.
 Instruction is the primary focus for
both the teacher and the students.
Southeast Alabama Regional
Inservice Center, Troy University
123
Present Request
 Secure the attention of the noncompliant student.
 Present the request in clear and easy
to understand language.
 Allow sufficient time for the
student to process what is
required.
Southeast Alabama Regional
Inservice Center, Troy University
124
A Choice Has Been Made
 The student now is held accountable.
 Compliance will earn a brief
acknowledgement while instruction
continues.
 Non-compliance will result in a
negative consequence while
instruction continues.
Southeast Alabama Regional
Inservice Center, Troy University
125
Correcting Non-Compliance
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Acknowledge the choice briefly.
Continue with instruction.
Deliver the consequence.
Use a calm and matter of fact
manner.
Southeast Alabama Regional
Inservice Center, Troy University
126
Review of Strategies for Maintaining
Cooperation and Correcting NonCompliance
 Maintain the flow of instruction for the class.
 Secure attention before making a request in a
respectful manner.
 Clearly specify the request.
 Allow time for the student to process the request.
 If the request is fulfilled, provide reinforcement
immediately.
 If the request is not fulfilled, present the choices of
fulfilling the original request or facing a small negative
consequence.
 Allow time for the student to process the choices.
 Follow through based on the student’s choice.
 Maintain the flow of instruction for the class.
Southeast Alabama Regional
Inservice Center, Troy University
127
Disruptive Behavior Disorders
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Oppositional Defiant Disorder
Conduct Disorder
ADHD
Bullying
Southeast Alabama Regional
Inservice Center, Troy University
128
Oppositional Defiance Disorder:
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There is a pattern of negativistic, hostile, and defiant
behavior lasting for six (6) months or more with at
least four (4) of the following:
Looses temper
Argues with adults
Actively defies
Refuses to comply or accept punishment
Angry and resentful
Blames others for his/her mistakes
Vindictive or spiteful
Appears unaffected by what the teacher does or says
Southeast Alabama Regional
Inservice Center, Troy University
129
How to Handle an ODD Student
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If possible, ignore behavior.
Follow up with consequences.
Keep routines and consistency.
Provide choices.
Agree with the child and move on.
Present the behavior in a positive form.
Avoid lectures, reasons, and explanations.
Southeast Alabama Regional
Inservice Center, Troy University
130
Conduct Disorder
 Repetitive and persistent pattern of
behavior that violates the basic rights
of others.
 Children and adolescents with this
disorder have great difficulty
following rules and behaving in a
socially acceptable way.
Southeast Alabama Regional
Inservice Center, Troy University
131
Diagnostic Criteria for Conduct
Disorder
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Physical harm to people and animals
Destruction of property
Deceitfulness or theft
Serious violations of rules
Southeast Alabama Regional
Inservice Center, Troy University
132
Conduct Disorder and the
Family
 Parents of children with conduct disorder are often
blamed as poor disciplinarians or bad parents. As a
result, these parents may be reluctant to engage with
schools or other authorities.
 There is a strong correlation between children
diagnosed with conduct disorder and a significant
level of family dysfunction, poor parenting practices,
an overemphasis on coercion and hostile
communication patterns, verbal and physical
aggression and a history of maltreatment.
Encyclopedia of Mental Disorders
Southeast Alabama Regional
Inservice Center, Troy University
133
Attention Deficit Hyperactivity
Disorder (ADHD)
 The essential feature is a persistent
pattern of inattention,
hyperactivity, or impulsivity that is
more frequently displayed and more
severe than is typically observed in
individuals at the same level of
development.
Southeast Alabama Regional
Inservice Center, Troy University
134
Inattention
 Has a hard time keeping their mind
on one thing
 May get bored with a task after only a
few minutes
 May give effortless automatic
attention to activities and things they
enjoy
 Has difficulty focusing attention on
organizing and completing a task
Southeast Alabama Regional
Inservice Center, Troy University
135
Hyperactivity
 People who are hyperactive always
seem to be in motion.
 They can’t sit still.
 These children squirm in their seat or
roam around the room.
 They might wiggle their feet, touch
everything, or noisily tap their pencil.
 Hyperactive teens and adults may
feel intensely restless.
Southeast Alabama Regional
Inservice Center, Troy University
136
Impulsivity
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Unable to think before acting
Hard to wait for things
Hard to wait for turn in a game
May grab a toy or hit others when
angry
Southeast Alabama Regional
Inservice Center, Troy University
137
Bullying
Bullying involves negative and
repetitive actions, either physical or
verbal, that have hostile intent by the
bully.
Olweus, 1973,1993
Southeast Alabama Regional
Inservice Center, Troy University
138
Distinct Features of Bullying
 Harassment of the victim occurs over
time (Repetitive)
 Intent behind the harassment is
either mentally or physically harmful
to the victim (Intentional)
 Imbalance of power is evident
(Power)
 R. I. P.
Southeast Alabama Regional
Inservice Center, Troy University
139
Types of Bullying
 Verbal bullying including derogatory
comments and bad names
 Bullying through social exclusion or
isolation
 Physical bullying such as hitting,
kicking, shoving and spitting
 Bullying through lies and false rumors
Southeast Alabama Regional
Inservice Center, Troy University
140
Types of Bullying Continued
 Having money or other things taken
or damaged by students who bully
 Being threatened or being forced to
do things by students who bully
 Racial bullying
 Sexual bullying
 Cyber bullying (via cell phone or
internet)
Southeast Alabama Regional
Inservice Center, Troy University
141
Students Bully
 Strong need for power and (negative)
dominance
 Find satisfaction in causing injury and
suffering to other students
 Are often rewarded in some way for
their behavior with material or
psychological rewards
Southeast Alabama Regional
Inservice Center, Troy University
142
Gender Differences in Bullying
 Most studies find that boys bully more than
girls.
 Boys report being bullied by boys; girls
report being bullied by boys and girls.
 Boys are more likely than girls to be
physically bullied by their peers.
 Girls are more likely to be bullied through
rumor-spreading, sexual comments, social
exclusion.
Southeast Alabama Regional
Inservice Center, Troy University
143
Statistics on Bullying
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Approximately 3 in 10 children are affected as a bully, a victim or
both. (National Institute of Child Health and Human
Development, 2001)
It is estimated that 30 percent of teens in the U.S. were involved
in bullying in some form or fashion. (The National Youth Violence
Prevention Resource, 2006)
As many as 1 in 7 students has reported being the “victim” of
bullying. (Substance Abuse and Mental Health Services
Administration, 2006)
Approximately 25% of elementary and high school students
report being bullied at least once per week. (National Center for
Education Statistics, 2003)
A nationwide survey highlighted by the Centers for Disease
Control and Prevention (CDC) found that 6.6 percent of students
in grades 9-12 had missed at least one day of school during the
30 days preceding the survey because they felt unsafe at school
or on their way to or from school. (2001)
Southeast Alabama Regional
Inservice Center, Troy University
144
Effects of Bullying
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Victim
Depression
Low self-esteem
Health problems
Poor grades
Suicidal thoughts
Homicidal thoughts
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Bully
Get into frequent
fights
Steal and vandalize
property
Drink alcohol and
smoke
Report poor grades
Perceive a negative
climate at school
Carry a weapon
Southeast Alabama Regional
Inservice Center, Troy University
145
Effects of Bullying
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Observer
Fearful
Powerless to act
Guilty for not
acting
Tempted to
participate

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The School
Develops an
environment of fear
and disrespect
Students have
difficulty learning
Students feel insecure
Students dislike school
Students perceive that
teachers and staff
have little control
Southeast Alabama Regional
Inservice Center, Troy University
146
How Do You Spot
a Victim of Bullying?
Primary Signs
 Repeatedly teased,
name calling,
threatened
 Made fun of
 Picked on, pushed, hit
 Involved in fights in
which they are
defenseless
 Books/money taken or
damaged
 Physical signs
Secondary Signs
 Alone and excluded
from peer groups
 Chosen last for team
games
 May stay close to
teacher
 Difficultly speaking in
class
 Appears distressed
 School work
deteriorates
Southeast Alabama Regional
Inservice Center, Troy University
147
Prevention
Arnette, J. L., & Walsleben, M. C. (1998). Combating fear and restoring safety in schools.
Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of
Justice.
 Rules against bullying that are publicized, posted
school-wide, and accompanied by consistent sanctions
 Student and adult mentors who assist victims to build
self-esteem and to foster mutual understanding of
and appreciation for differences in others
 A "buddy system" that pairs students with a particular
friend or an older student who is aware of the buddy's
class schedule and is available if help is needed
 An on-campus parents' center to recruit parents to
participate in the educational process, volunteer, and
assist in school projects and activities
Southeast Alabama Regional
Inservice Center, Troy University
148
Prevention
Arnette, J. L., & Walsleben, M. C. (1998). Combating fear and restoring safety in schools.
Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of
Justice.
 Parenting and anger management classes for adults
 Behavior contracts signed by students and parents,
and written behavior codes for students, teachers,
and staff members
 Discipline policies that emphasize positive behaviors
rather than punishments for wrong behaviors
 Training for all adult supervisors in cafeterias,
playgrounds, or other "hot spots" where bullying is
known to occur
 Classroom and school-wide activities designed to
build self-esteem (for those who are bullied) by
spotlighting special talents, hobbies, interests, and
abilities of all students
Southeast Alabama Regional
Inservice Center, Troy University
149
Interventions
The Olweus Bullying Prevention Program core elements for school-level interventions in this
program include:
 Assessing school needs and goals by using an
anonymous questionnaire to poll the student body
on the nature and extent of bullying problems
 Forming a bullying prevention coordinating
committee
 Providing in-service days for teachers to review
findings of the questionnaire, discuss the problem,
and plan the prevention efforts
 Holding school-wide events to launch the program
and incorporating anti-bullying themes and
activities into the curriculum
Southeast Alabama Regional
Inservice Center, Troy University
150
Interventions
(The Olweus Bullying Prevention Program, continued)
 Increasing supervision in areas that are known "hotspots"
for bullying, including the cafeteria and playground
 Developing school-wide rules and consistent consequences
for violations against bullying
 Developing a system to reinforce positive behaviors
 Holding staff discussion groups to enhance understanding
and motivation
 Involving parents in school activities
 Ensuring that both parents and schools are aware of
available resources in the community
 Make sure bystanders know they have more “power” than
the bully
Southeast Alabama Regional
Inservice Center, Troy University
151
http://www.stopbullyingnow.hrsa.gov/kids/
Southeast Alabama Regional
Inservice Center, Troy University
152
Resources
 Stop Bullying Now! Information,
Prevention, Tips, and Games.
 It's My Life . Friends . Bullies | PBS
Kids GO!
 SafeYouth.org - Violence Prevention
Topics – Bullying
 http://www.clemson.edu/olweus/
 Pathways Courses - The ABCs of
Bullying
Southeast Alabama Regional
Inservice Center, Troy University
153
Who’s Watching Alabama?
 On-line safety
 http://whoswatchingalabama.org
 Will come to your school and present
a program for your students
 Troy University
Southeast Alabama Regional
Inservice Center, Troy University
154
Review of Special Situations
 Different behavior disorders require
different strategies
 Know when to ask for help
 Consistency will help with behavior
modification
 Celebrate any small changes in behavior
 Whenever possible, maintain the flow of
instruction
 Know ahead of time how you will manage
the behavior when it happens
Southeast Alabama Regional
Inservice Center, Troy University
155
One More Area That Affects
Student Behavior
 Society is divided into three economic
classes:
 Poverty
 Middle Class
 Wealthy
Southeast Alabama Regional
Inservice Center, Troy University
156
Students Living in Poverty
Ruby K. Payne, Ph. D. (2003)
 Individuals bring with them the hidden
rules of the class in which he/she was
raised.
 Schools and businesses operate from
middle-class norms and use the hidden
rules of the middle class.
 Students living in poverty do not have the
skills to self-regulate their behavior.
 We can neither excuse students nor scold
them for not knowing: as educators we
must teach them and provide support,
insistence, and expectations.
Southeast Alabama Regional
Inservice Center, Troy University
157
The Wealthy Class Values
Connections…
 Political
 Financial
 Social
Southeast Alabama Regional
Inservice Center, Troy University
158
The Middle Class Values…
 Work
 Achievement
 Material Security
Southeast Alabama Regional
Inservice Center, Troy University
159
Families in Generational
Poverty Value…
 Relationships
 Entertainment
 Survival
Earlier we discussed the importance of
student/teacher and parent/teacher
relationships. If a relationship is
established first, it is more likely that
discipline (when needed) will be accepted.
Southeast Alabama Regional
Inservice Center, Troy University
160
Behaviors Related to Poverty
Payne (2003)
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Laughs when disciplined.
Argues loudly with the teacher.
Angry response.
Inappropriate or vulgar comments.
Physically fights.
Hands always on someone else.
Cannot follow directions.
Extremely disorganized.
Only completed part of a task.
Disrespectful to the teacher.
Cheats or steals.
Constantly talks. (pp. 103-104)
Southeast Alabama Regional
Inservice Center, Troy University
161
Laughs When Disciplined
 A way to save face in a matriarchal
poverty.
 Intervention:
 Understand the reason for the behavior.
 Tell the student three or four other
behaviors that would be more
appropriate.
Southeast Alabama Regional
Inservice Center, Troy University
162
Argues Loudly with the Teacher
 Poverty is participatory, and the culture has
a distrust of authority.
 Sees the system as inherently dishonest
and unfair.
 Intervention:
 Don’t argue with the student.
 Have them complete a set of questions that
identify the behavior, give a reason for the
behavior, list at least four other actions that
could have been used, and tell what he/she will
do next time.
Southeast Alabama Regional
Inservice Center, Troy University
163
Angry Response
 Anger is based on fear (loss of face).
 Intervention:
 Respond in the adult voice.
 When the student cools down, discuss
other responses that could be used.
Southeast Alabama Regional
Inservice Center, Troy University
164
Inappropriate or Vulgar
Comments
 They rely on casual register
(language of a type that is
appropriate to a social situation or
used for communicating with a
particular set of people), may not
know formal register.
 Intervention:
 Make students generate or teach
students other phases that could be used
to say the same thing.
Southeast Alabama Regional
Inservice Center, Troy University
165
Physically Fights
 Necessary to survive in poverty.
 Only know the language of survival.
 Does not have language or belief system to
use conflict resolution.
 Sees himself as less than a man if he does
not fight.
 Intervention:
 Stress that fighting is unacceptable in school.
 Examine other options the student could live
with at school.
Southeast Alabama Regional
Inservice Center, Troy University
166
Hands Always on Someone Else
 Poverty has a heavy reliance on
nonverbal data and touch.
 Intervention:
 Allow them to draw or doodle.
 Have them hold their hands behind their
backs when in line or standing.
 Give them as much to do with their
hands as is possible in a constructive
way.
Southeast Alabama Regional
Inservice Center, Troy University
167
Cannot Follow Directions
 Little procedural memory used in
poverty.
 Sequence is not used or valued.
 Intervention:
 Write steps on the board.
 Have them practice procedural self-talk.
 Have them write at the top of the paper
the steps needed to finish the task.
Southeast Alabama Regional
Inservice Center, Troy University
168
Extremely Disorganized
 Lack of planning, scheduling or prioritizing
skills.
 Not taught in poverty.
 Also, probably does not have a place to put
things at home so they can be found.
 Intervention:
 Teach a simple color-coded method of
organization in the classroom.
 Use the five-finger method for memory at the
end of the day.
 Make students give a plan for their own
organization.
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Only Completed Part of a Task
 No procedural self-talk.
 Does not “see” the whole task.
 Intervention:
 Write on the board all the parts of the
task.
 Make student check off each part when
finished.
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Disrespectful to the Teacher
 Has lack of respect for authority and the
system.
 May not know any adults worthy of respect.
 Intervention:
 Tell students that approach is not a choice.
 Have students either generate other options.
 Give students alternative verbal phrases.
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Cheats or Steals
 Indicative of weak support system, weak
role models/emotional resources.
 May indicate extreme financial need.
 May indicate no instruction/guidance during
formative years.
 Intervention:
 Use metaphor story to find the reason or need
the cheating met.
 Address the reason or need.
 Stress that the behavior is illegal and not a
choice at school.
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Constantly Talks
 Poverty is very participatory.
 Intervention:
 Make students write all questions and
responses on a note card two days a
week.
 Tell students they get five comments a
day.
 Build participatory activities into the
lesson.
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To Review
 Schools operate using the hidden rules of the middle
class.
 We may need to teach the hidden rules to students
who are living in generational poverty.
 Education provides an opportunity for students to
move out of poverty.
 Behaviors are learned over a period of time, so it will
take time to change behaviors.
 Students need to learn there are behavior
expectations at home and behavior expectations that
may be different at school.
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Workshop Review
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Stay consistent
Firm but fair
Stay consistent
Have procedures prepared
Stay consistent
Have a plan for disruptive behavior
Stay consistent
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Sharing
 Rewards
 Consequences
 Situations from index cards
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References
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Breaux, Elizabeth. (2007) How to Reach & Teach all
Students. Larchmont: Eye on Education.
Canter, Lee. (1976) Assertive Discipline: A Take
Charge Approach for Today’s Educator. Los Angeles:
Lee Canter and Associates.
Canter, Lee and Marlene Canter. (1991) Parents on
Your Side. Santa Monica: Lee Canter and Associates.
Charney, Ruth Sidney. (1998) Teaching Children to
Care, Management in the Responsive Classroom.
Greenfield: Northeast Foundation for Children.
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References Continued
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Colvin, Geoff. (2004) Managing Non-Compliance. Video. Eugene:
Iris Media Inc.
Levy, Ray. Reinforcing Small Changes in Behavior.
SchwabLearning.org A Parent’s Guide to Helping Kids with
Learning Difficulties.
Marzano, Robert J. (2003) Classroom Management that Works.
Alexandra: Association for Supervision and Curriculum
Development.
Payne, Ruby K. (2003) A Framework for Understanding Poverty.
Highlands: aha! Process, Inc.
Robin, Arthur L. and Sharon K. Weiss. (1997) Managing
Oppositional Youth. Video. Plantation: Specialty Press.
Thompson, Julia G. (1998) Discipline Survival Kit for the
Secondary Teacher. San Francisco: Jossey-Bass.
Wong, Harry K. and Rosemary T. Wong. (2001) The First Days of
School. Mountain View: Harry K. Wong Publications.
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Research:
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Brophy, J. E., (1996) Teaching problem students.
New York: Guilford.
Brophy, J. E., & McCaslin, N. (1992) Teachers’
reports of how they perceive and cope with problem
students. Elementary School Journal, 93, 3-68.
Emmer, El T., Evertson, C. M., & Worsham, M. E.
(2003). Classroom management for secondary
teachers (6th ed.) Boston: Allyn & Bacon.
Stage, S. A. & Quiroz, D. R. (1997). A meta-analysis
of interventions to decrease disruptive classroom
behavior in public education settings. School
Psychology Review, 26, 333 368
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