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1
Creating & Maintaining Effective Environments for Student Learning
Humanitas Webinar 3-15-07 (Part 2)
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Purpose of Presentation
To review key components of creating and maintaining effective learning environments.
To support Job Corps instructors in developing classroom management techniques that increase positive student behaviors and outcomes.
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Why?
Without effective learning environments, Behaviors are random and outcomes are
unpredictable; Students do not learn to take responsibility
for their own behaviors, choices, and learning;
Instructors burn out quick!
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3 Components - Review
Foundation
Prevention
Intervention
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Foundation – Review
1. Who We Are…2. Assumptions that we make3. Do we use “inner authority” or “inner
apology”?4. Are we modeling behaviors that we
want our students to emulate?5. How are we designing learning
opportunities that include every student?
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Prevention - Review
What are we doing proactively to prevent unwanted behaviors?
Do we understand the difference between rules and procedures and how they are used to shape behaviors?
Do we have consistent rules, and are all students “bought in”?
Do we have procedures that set students up for success and eliminate all that intervention time?
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Prevention - Review
What is the importance of building rapport?
Besides rules, procedures and rapport, what else contributes to prevention?
We call it “Withitness” “Withitness” in this sense, does not
really mean being a “cool” teacher…
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Focusing on Prevention Success
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Rapport
Be Available Show Enthusiasm
Be Non-judgmental
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“Withitness”
Are you constantly aware of what is going on in your classroom? Eye Contact Room Dividers Instructional Aids Unobstructed Passageways Student Traffic Student Space Student Access to Materials Seating Arrangements Other Distractions
(http://web.utk.edu/~mccay/apdm/classmgt/classmgt_b.htm)
http://serc.carleton.edu/images/cismi/broadaccess/australia_lab_group.jpg
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“Withitness”…You tell us:
Name some ways that “withitness” can help build a productive environment.
What are some other traits of “withitness” that you have witnessed that are effective?
What are some common errors that you see? How might “withitness” be different in varied
environments? Academics? Trades? WB-L?
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Prevention =
What we do proactively
Rules & Procedures Rapport Withitness
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Intervention =
What we do in response to behaviors and events.
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Intervention
What events or behaviors push your buttons? What do you do? How is that working for you? What is the difference between responding
and reacting? Do you believe that the way you
react/respond actually predicts the outcome?
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Intervention
Question: What is the purpose of intervention?
Answer: To help your student modify his/her behavior while maintaining the integrity of the class.
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Intervention
Question:
Why do students misbehave?
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Behavior is Communication
“Developing” social skills;
For avoidance of failure;
For power & revenge;
For attention-seeking
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Intervention Technique:
Event + Response = Outcome
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When using this technique, ask :
What is the desired OUTCOME for each event?
What would be appropriate RESPONSES to obtain these outcomes?
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Let’s try it…
Think of a misbehavior or event that requires your intervention…
Ask yourself, “What is the desired outcome?”
Plan your response.
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Intervention Techniques
Goals of Misbehavior For Avoidance-of-Failure Behavior
“Leave Me Alone” For Power & Revenge Behavior
“Let’s Fight/You Can’t Make Me/I’ll get even”
For Attention-Seeking Behavior “Look at Me”
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Intervention Techniques
Attention Power Revenge Avoidance of Failure
Target-Stop Do
Acknowledge their power
Graceful Exits Decrease Competition
Give the eye Table the matter
Consequences Chart
Modify Instructional
Methods
Acknowledge Appropriate
Behavior
Grant Legitimate
Power
Building Caring
Relationships
Make Mistakes
Okay
http://www.pbismaryland.org/SummerInstitute2006/Presentations/ShaunaKing~CooperativeDiscipline.ppt#272,21,Intervention and Prevention Strategies
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The 411 on the 911
Know your students (KYS) and cultures.
1st priority in altercation: Separate students;
2nd priority: Get help!
Know JC emergency numbers and procedures.
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The Heart of the Matter
I’ve 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 de-escalated and a child humanized or dehumanized.
~Haim Ginott
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Next Webinar
Date: TBA Time: TBA Topic: Classroom Strategies
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Resources
Job Corps Learning Disabilities Websitehttp://jccdrc.jobcorps.gov/ld
Job Corps Disability Websitehttp://jcdisability.jobcorps.gov/index.htm
Diane Fairchild, National Director of Student Services, [email protected]
Kim Jones, Disability Coordinator, [email protected]