Redirection and Logical Consequences New Hire Orientation 2018 Office of Teaching & Learning 1
Redirection and Logical Consequences New Hire Orientation 2018 Please complete DO NOW on page 1 of your notes 2
Objective We will work to: I. Identify redirection strategies to address student behavior II. Create logical consequences for our classroom 3
Why do kids misbehave? 4
Many students in Philadelphia Physical/ Neglect Domestic Sexual Abuse Violence Removal by Violence Drugs/Alcohol DHS Mental Health Death Bullying 5
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 6
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? *page 1 in notes 7
Redirection Redirection is a positive, proactive teaching strategy used to address misbehavior before it escalates into a more serious problem. *page 2 in notes 8
“With-it-ness” ● Awareness of what is going on in all parts of the classroom at all times. ● Scanning/making eye contact ● Look for behaviors that can turn into problems *page 2 in notes 9
Redirection Continuum LEAST INVASIVE Group Reminder Anonymous Reminder Proximity Non-Verbal Signal Quick Word Public Correction MOST Consequence INVASIVE *page 2 in notes 10
1. Group Reminder “Everyone should be Correct off-task students without taking out their identifying them to notebooks right now” the class. *page 3 in notes 11
2. Anonymous Reminder “There are still two Correct off-task people talking” (looking students by with an expression of highlighting that a concern at the students minority of students not meeting the are off task. expectation) *page 3 in notes 12
3. Proximity Tapping on the desk when you are near to remind Stand near students student that you do not who are off-task. approve of their behavior or that they are not meeting the expectation *page 3 in notes 13
4. Non-Verbal Signal Non verbal cues to A student keeps turning redirect, correct, or to his friend and tries to alter student take something off of her desk. You signal with your behavior. hand to regain the students attention. Do not disrupt the flow of the lesson . *page 3 in notes 14
5. Quick Word Teacher approaches “The expectation the student, conveys right now is that we what to do, and are silent, I need you moves on. to stop talking” *page 3 in notes 15
6. Public Correction Do it quickly and “Lisa, I’ve asked you convey what to do to stop talking, you rather than criticizing have now lost points or commenting on on this assignment” misbehavior. *page 4 in notes 16
School District of Philadelphia Classrooms Middle/ Upper grades- 2nd Grade- Philly School Teach like a Champion 17
Redirection Steps Focus on the desired behavior rather than the problem behavior Provide a clear description of the desired behavior Positive attention as soon as the student shows the desired behavior 18
Redirection Revision activity Avoid being negative/ nagging or invasive ... Use the continuum ladder of strategies... Frame your expectation in a proactive and positive *page 4 in notes way… 19
“It’s not the PART 2. SEVERITY of your Logical consequences that will make them Consequences effective … it’s the CONSISTENCY and APPROACH ” 20
Consequence A logical consequence is given as a result for a student not responding to the other redirection attempts. *page 5 in notes 21
Logical Consequences should be RESPECTFUL RELEVANT REALISTIC *page 5 in notes 22
*page 6 in notes Which “R” is left out? “Orion, you’re always hanging in the hallway and A student spills paint on the coming to class late. floor near the sink. That A student is sent to You’re a junior and are student misses recess in another teacher’s room going to fail at life if you order to clean the classroom after throwing objects don’t show up on time. You floor, the hallway, and the in the class. are receiving no points for lunchroom. today’s work. “Jamal, we should show “Mikayla why do you never A student stays inside self control by waiting our have something to write for recess after looking turn in line for lunch. You with? How hard is it to up violent images on will be eating lunch with me remember a pencil?! the computer during for the rest of the week.” You’ve lost five points for class. classwork today.” 23
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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…) 27
Example Menu of Consequences ● Change of seat ● Name on board ● Class Dojo ● Loss of privilege ● Detention ● Phone call home ● Restorative assignment ● Teacher conference 28
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 *page 7 in notes 29
SDP Teacher Resources 30
Closing 31
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