Redirection and Logical Consequences New Hire Orientation 2018 - - PowerPoint PPT Presentation

Redirection and Logical Consequences

New Hire Orientation 2018

Office of Teaching & Learning

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Redirection and Logical Consequences

New Hire Orientation 2018

Please complete DO NOW on page 1 of your notes

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Objective We will work to:

• I. Identify redirection strategies to address

student behavior

• II. Create logical consequences for our classroom

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Why do kids misbehave?

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Many students in Philadelphia

Physical/ Sexual Abuse Neglect Domestic Violence Removal by DHS Violence Drugs/Alcohol Mental Health Death Bullying

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Haim Ginott

“I’ve come to a 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 heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

*page 1 in notes

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Do-Now REVISIT (turn and talk)

Has your thinking changed in regards to your answers to the Do-Now questions based on the last quote that we read?

1. What do you do? What steps do you take? 2. What do you do if the student(s) continues the behavior?

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*page 1 in notes

Redirection

Redirection is a positive, proactive teaching strategy used to address misbehavior before it escalates into a more serious problem.

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*page 2 in notes

“With-it-ness”

• Awareness of what is going
• n in all parts of the

classroom at all times.

• Scanning/making eye

contact

• Look for behaviors that can

turn into problems

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*page 2 in notes

Redirection Continuum

Consequence Public Correction Quick Word Non-Verbal Signal Proximity Anonymous Reminder Group Reminder

LEAST INVASIVE MOST INVASIVE

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*page 2 in notes

• 1. Group Reminder

Correct off-task students without identifying them to the class. “Everyone should be taking out their notebooks right now”

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*page 3 in notes

• 2. Anonymous Reminder

Correct off-task students by highlighting that a minority of students are off task.

“There are still two people talking” (looking with an expression of concern at the students not meeting the expectation)

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*page 3 in notes

• 3. Proximity

Stand near students who are off-task.

Tapping on the desk when you are near to remind student that you do not approve of their behavior

• r that they are not

meeting the expectation

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*page 3 in notes

• 4. Non-Verbal Signal

Non verbal cues to redirect, correct, or alter student behavior. Do not disrupt the flow of the lesson.

A student keeps turning to his friend and tries to take something off of her

• desk. You signal with your

hand to regain the students attention.

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*page 3 in notes

• 5. Quick Word

Teacher approaches the student, conveys what to do, and moves on. “The expectation right now is that we are silent, I need you to stop talking”

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*page 3 in notes

• 6. Public Correction

Do it quickly and convey what to do rather than criticizing

• r commenting on

misbehavior. “Lisa, I’ve asked you to stop talking, you have now lost points

• n this assignment”

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*page 4 in notes

School District of Philadelphia Classrooms

2nd Grade- Philly School Middle/ Upper grades- Teach like a Champion

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Redirection Steps

Focus on the desired behavior rather than the problem behavior Provide a clear description

• f the desired behavior

Positive attention as soon as the student shows the desired behavior

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Redirection Revision activity

Avoid being negative/ nagging or invasive... Use the continuum ladder of strategies...

Frame your expectation in a proactive and positive way…

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*page 4 in notes

PART 2. Logical Consequences

“It’s not the SEVERITY of your consequences that will make them effective … it’s the CONSISTENCY and APPROACH ”

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Consequence

A logical consequence is given as a result for a student not responding to the

• ther redirection

attempts.

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*page 5 in notes

Logical Consequences should be

RESPECTFUL RELEVANT REALISTIC

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*page 5 in notes

Which “R” is left out?

A student spills paint on the floor near the sink. That student misses recess in

• rder to clean the classroom

floor, the hallway, and the lunchroom. “Orion, you’re always hanging in the hallway and coming to class late. You’re a junior and are going to fail at life if you don’t show up on time. You are receiving no points for today’s work. A student is sent to another teacher’s room after throwing objects in the class. “Mikayla why do you never have something to write with? How hard is it to remember a pencil?! You’ve lost five points for classwork today.” “Jamal, we should show self control by waiting our turn in line for lunch. You will be eating lunch with me for the rest of the week.” A student stays inside for recess after looking up violent images on the computer during class.

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*page 6 in notes

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Creating Consequences Menus

• 2 systems to consider

○ Progressive ○ Non-progressive

• Delayed Consequences

○ You don’t have to issue a consequence immediately (it’s okay to talk it through- this is restorative…)

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Example Menu of Consequences

• Change of seat
• Name on board
• Class Dojo
• Loss of privilege
• Detention
• Phone call home
• Restorative assignment
• Teacher conference

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My Classroom: Make and Take Create consequences poster for classroom

Success Criteria ❏ Menu of Options ❏ Something you can consistently enforce ❏ Plan for communication to students

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*page 7 in notes

SDP Teacher Resources

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Closing

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