Part 2 Presented By: Debbie Silver, Ed. D. - - PowerPoint PPT Presentation

▶
part 2
SMART_READER_LITE
LIVE PREVIEW

Part 2 Presented By: Debbie Silver, Ed. D. - - PowerPoint PPT Presentation

Nov 18, 2023 438 likes •851 views

Lion Taming 101 Classroom Management Part 2 Presented By: Debbie Silver, Ed. D. <www.debbiesilver.com> The Teacher Concerning a teachers influence, I have come to the frightening conclusion that I am the decisive element in the

slide-1
SLIDE 1

Lion Taming 101 Classroom Management Part 2

Presented By: Debbie Silver, Ed. D. <www.debbiesilver.com>

slide-2
SLIDE 2

The Teacher

“Concerning a teacher’s influence, I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated, and a child humanized or dehumanized.”

  • -Haim Ginott
slide-3
SLIDE 3

Killer Statements and Gestures

Conduct a class discussion around the following questions: Have you ever worked really hard at something or been very excited about something and someone "killed" your good feeling by something they said or did? What was said or done? Have you ever witnessed someone's pride or other feelings be "killed" by something that someone else said or did? What was said or done? How do you think the other person felt? Introduce the concept of "killer statements and gestures" as anything that is said or done to "kill" someone's good feelings about themselves. These things can be negative comments, body language, or gestures. List together some of the things that are often said in and around the classroom that fit these categories (even those said and done by staff members).

slide-4
SLIDE 4

I A L A C

slide-5
SLIDE 5
  • a. Model high expectations.
  • b. Use eye contact and simple gestures.
  • c. Practice active listening skills.
  • d. Build connections.
  • V. Tips for Communicating with Students
slide-6
SLIDE 6

e. Do not begin instruction until all students are focused and attentive. f. Be sure your voice and body language are consistent with your words. g. Use direct eye contact and simple hand gestures to redirect off-task or inappropriate behavior.

slide-7
SLIDE 7

h. Use close proximity and a quiet voice to make reminders and censures personal and private. i. Be warm and friendly, and be firm. j. Talk to upset students away from other students.

slide-8
SLIDE 8

k. Practice active listening skills. l. Write e-mails, notes, or letters to students

  • ccasionally just to tell them why you are

glad that you are their teacher.

slide-9
SLIDE 9

Hallway Conversations I

  • Invite a student who’s “losing it” into the

hall.

  • Remain facing the student while

addressing the class.

  • (If the student refuses to go, send a

student to the office for help.)

  • Give yourself a moment to calm down.
  • Give the class something to do.
slide-10
SLIDE 10

Hallway Conversations I

  • Stand next to the student rather than

backing him/her into a corner.

  • Wait, and say nothing.
  • Say: “I can see by your body language

that you’re upset.”

  • Give choices: a moment to collect

him/herself, pass to see the counselor, or return to the classroom.

  • Revisit the issue later.
slide-11
SLIDE 11

Hallway Conversations II

  • Greet students as they enter the room.
  • Ask student who’s upset to step aside and

wait for you.

  • Say: “I can see by your body language

that you’re upset.”

  • Give choices: a moment to collect

him/herself, pass to see the counselor, or calm down and enter to the classroom.

slide-12
SLIDE 12

Tips for Writing Letters to Students

slide-13
SLIDE 13

Tips for Writing Letters to Students

  • Write things that are positive and specific

to the individual student. (Some students will compare their messages from you to see if you say the same things to everyone.)

  • Make sure everyone gets at least one

note or letter from you during the year.

slide-14
SLIDE 14

Tips for Writing Letters to Students

  • Be truthful and be sincere. You can even be

funny if that’s how you interact with students, but be very careful that your words cannot be misinterpreted as sarcastic or negative (humor is tricky without the facial expressions and vocal tone to indicate that you are joking).

slide-15
SLIDE 15

Tips for Writing Letters to Students

  • Make sure your positive comments have

“no strings attached.”

  • Don’t make a big deal of presenting the
  • note. Be as private as possible (you can

even leave it in a locker or mail it).

slide-16
SLIDE 16

Tips for Writing Letters to Students

  • Don’t ask them if they read it; give it

freely, and let it go.

  • Don’t ask for or expect anything in return.
slide-17
SLIDE 17

What I Value In You

slide-18
SLIDE 18

romantic investing serene prudent busy strong-will

  • rganizer

confident kind motivated tactful tireless artistic understanding committed industrious careful disciplined spontaneous thoughtful convincing self-reliant commanding expressive friendly persistent tolerant settled gentle neat goal-directed persuasive loyal caring progressive affectionate distinctive thinker sharp graceful perfectionist clever capable reliable exact self-determined certain leader tenacious well-informed looked up to growing resolute creative dedicated eager ambitious

  • rderly

courageous active

  • utgoing

individualistic consistent influential

Strength Words (emotional, mental, physical, spiritual)

slide-19
SLIDE 19

steadfast searching honorable giving poised appreciative productive

  • riginal

strong fair-minded determined thrifty considerate respected planner unselfish fulfilled flexible efficient self-aware manager likes new ideas cooperative self-directed

  • pen-minded

forceful dependable adjusted talented predictable comforting inquiring witty intelligent sociable practical systematic encouraging serious unique trustworthy imaginative adaptable precise foresight pursuing forgiving listener empathetic compassionate visionary humorous cheerful motivating artistic athletic energetic disciplined sharing caring daring risk taker courageous patient coordinated loyal fun loving perceptive

Strength Words-Continued (emotional, mental, physical, spiritual)

slide-20
SLIDE 20

Laughter is NOT chaos.

It is the softening influence that promotes emotional intelligence and learning!

slide-21
SLIDE 21

Laughing WITH Others Laughing AT Others

  • 1. Going for the jocular vein

1. Going for the jugular vein

  • 2. Based on caring and empathy

2. Based on contempt and insensitivity

  • 3. Builds confidence

3. Destroys confidence

  • 4. Involves people in the fun

4. Excludes some people

  • 5. A person chooses to be the

5. A person does not have a choice in being “butt” of a joke made the “butt” of the joke

  • 6. Amusing, invites people to laugh

6. Abusing, offends people

  • 7. Supportive

7. Sarcastic

  • 8. Brings people closer

8. Divides people

  • 9. Leads to a positive repartee

9. Leads to one-downmanship cycle

  • 10. Pokes fun at universal human

10. Reinforces stereotypes foibles

  • 11. Nourishing

11. Toxic

  • 12. Icebreaker

12. Ice maker

From Laughing Matters magazine published by The Humor Project, Inc. as quoted in Jump Start Your Brain by Doug Hall
slide-22
SLIDE 22
  • a. Modeling
  • b. Practice
  • c. Talk with students away from others
  • d. Give choices when possible
  • e. Say what you mean, mean what you say.
  • VI. Be Proactive!
slide-23
SLIDE 23

a. To Gain Power b. To Get Attention c. To Seek Revenge d. To Avoid Failure

Adapted from Catherine Neale Watson, Middle Ground, Spring, 1995

  • VII. Why Students Misbehave
slide-24
SLIDE 24
  • e. Because they are bored!

Debbie Silver, Ed.D.

slide-25
SLIDE 25
  • Could this be about your own need to win?
  • Could you have misinterpreted the situation?
  • Have you confronted the one who wasn’t the

primary instigator?

  • Is this hostility directed towards you or is it

actually displaced aggression?

  • Is the student just trying to get attention (even if

it is negative)?

Things to Consider Before You REact to a Disruptive Student

slide-26
SLIDE 26
  • Does the student feel that she/he is not being

respected or losing face?

  • Is it possible that this student really did

misunderstand?

  • Could the student have been joking?
  • Is this student acting out of a feeling of

powerlessness or hopelessness? Things to Consider Before You REact to a Disruptive Student (continued)

slide-27
SLIDE 27
  • a. Use written communication when possible.
  • b. Respect their privacy.
  • d. Ask student to keep journals.
  • VIII. Tips for communicating with

Students

slide-28
SLIDE 28
  • a. Meeting with student
  • b. Meeting with others
  • c. Individual behavior sheets
  • IX. Handling ongoing disruptions
slide-29
SLIDE 29

Student’s Name___________________ Class/Period _______ Date _______

Individualized Behavioral Journal Page

slide-30
SLIDE 30

Long-Range Goals for Student: _________________________________ _______________________________

slide-31
SLIDE 31

Short-Range Goal for Student: _________________________________ _______________________________

slide-32
SLIDE 32

What Student Will Do to Meet Target Goal: _________________________________ _______________________________

slide-33
SLIDE 33

What Teacher Will Do to Help Student Meet Target Goal: _________________________________ _______________________________

slide-34
SLIDE 34

What Parent (or Other) Will Do to Help Student Meet Target Goal: _________________________________ _______________________________

slide-35
SLIDE 35

What will happen if student fails to meet target goal :

1st Time- _____________________________________ ___________________________________ 2nd Time- _____________________________________ ___________________________________

slide-36
SLIDE 36

Positive recognition student will receive for making target goal: ________________________________ ________________________________

slide-37
SLIDE 37

Positive recognition will make for sustaining target goal for______ (time period).

____________________________________ ____________________________________

slide-38
SLIDE 38

_______________ Date _________________________________ Student Signature _________________________________ Teacher Signature _________________________________ Parent or Other Signature (optional)

  • Comments and Dates:

Adapted from Lee Canter and William Glasser by Debbie Silver, 2002

slide-39
SLIDE 39
  • a. Examine your long term goals as well as your

short term goals.

  • b. Apologize for mistakes, but do not make

excuses.

  • c. Learn and grow!
  • d. Remember why you became a teacher in the first

place!

  • X. Be Reflective
slide-40
SLIDE 40

www.debbiesilver.com password: iamateacher