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Lemov, Doug (2010). Teach Like a Champion JossetBass.
Wong, Harry and Wong, Rosemary (2009). The First
Days of School Harry K. Wong Publications, Inc.
Hunter, Robin (2004). Madeline Hunter’s Mastery
Teaching Corwin Press.
Center for Teacher Effectiveness (2008). Time to
Teach: Encouragement, Empowerment, and
Excellence in Every Classroom.
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Welcome!
Frank Bouknight, instructor
fbouknight@sc.rr.com 843-861-0560
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Think of the most effective teacher or
teachers you have had in elementary, high
school, college, or other settings.
Tell your neighbor the characteristics or
attributes that made the teacher or teachers
effective.
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Instruction
High Expectations
Relationships
Management and Organization
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Preventing misbehavior is more effective than
reacting to misbehavior.
Positive reinforcement (rewards) are more
effective than punishment.
Relationships can have a positive or negative
impact.
behavior
Presenting
something
Removing
something
Positive
reinforcement
Negative
Reinforcement
(e.g.,
stickers, “good
job”)
behavior
Positive
Punishment
(detention)
(e.g., if finish assignment, then
no homework; if A average,
exempt the final)
Negative
Punishment
(go stand on the
wall)
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“I didn’t do it”
“It wasn’t me”
“Sue is bothering me”
“It is in my locker”
“I’m not late”
“She talked about my
mommy”
“You never told me”
“Mrs. Smith doesn’t make us”
“That’s not fair”
“Jim called me a …”
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“Why can’t I go to the
restroom?”
“Why can’t I go to my
locker?”
“Why can’t I go see the
nurse?
“Why can’t I call my Mom?”
Why can’t I talk to Bobby?”
“Why can’t I sharpen my
pencil?”
“Why can’t I bring it in
tomorrow?” Why? Why?
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Is the behavior stopping me from teaching or
stopping others from learning?
If no, then address and move on.
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“Could be”
“Maybe so”
“Never-the-less”
“I understand”
“I hear you”
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What’s your secret?
Think of the best disciplinarian in your school.
If you could ask this person one secret to their
success, what would they say?
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Withitness (monitoring)
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Classroom arrangement
Body position
Frequency
Procedures
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Catch it quick and fix it.
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Few words as possible.
To do is better than not to do.
The Look.
Signals and gestures.
Body position and body language.
Group corrections “You all should be…” “We need
two.”
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Time Out
Punishment or time to think about a better
choice?(Time to Teach and PBS)
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Not asking why
◦ What are you going to do to fix it?
◦ Center on the future.
◦ Develop responsibility.
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Not arguing (limit stage time)
◦ “ I need you to…”
◦ Broken record.
◦ Avoid the hook.
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Being consistent
◦ It is okay to be inconsistent as long as you do it
consistently.
◦ Students need a predictable environment so they can
make good decisions.
◦ Withitness is required.
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Do what you say (reputations)
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Use a business like approach (Don’t be a pal)
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Noncompliance is often caused by incompetence.
Students misunderstanding, not knowing how,
distracted, etc.
Teachers need to be:
◦ Specific
◦ Concrete
◦ Sequential
◦ Observable
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The number one problem in the classroom is
not discipline; it is the lack of procedures
and routines. The majority of behavior
problems are caused by failure of students
to follow procedures and routines. (Harry
Wong)
They need to know you know they know!
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A procedure is a method or process for how
things are done in a classroom. A procedure
is what the teacher wants done.
A routine is what students do automatically.
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Explain: state, explain, model, and
demonstrate.
Rehearse: practice the procedure under the
supervision of the teacher in the actual
context. Group and individual practice.
Reinforce: reteach, rehearse, practice, and
reinforce the procedure until it becomes a
habit or routine.
Low Structure
1) When someone is not teaching or speaking to the class.
2) When you need to sharpen your pencil.
Medium Structure
1) When there is no line at the pencil sharpener.
2) Sharpen quietly with no talking.
3) Respect personal space of others along your way.
High Structure
1) Always have two sharpened pencils for class.
2) Raise hand for permission before going to the sharpener.
3) Sharpen and return quickly and quietly to your area.