Company LOGO What Teachers Need More Of… “Time to Teach!” “teach with passion, manage with compassion” Presented by Kevin McCune

Company

LOGO

What Teachers Need More Of…

“Time to Teach!”

“teach with passion,manage with compassion”

Presented by

Kevin McCune

Who Needs More Time?Time, it has been said, is the coin of learning. Yet every teacher has known the frustration of losing valuable instructional time to matters of discipline, just as every student has known the frustration of losing valuable learning time to matters of discipline. For some teachers and for some students, the amount of time lost is very great. The strategies taught in this seminar have proven to restore that lost time to teachers and students in a way that is simple, fair, and mutually respectful. We believe that it can be effective for you in your unique situation. We will explain it to you as clearly as we can, in the hopes that it will help you expand your "time to teach."

Time to Teach

• How many students does it take to lower the academic achievement of an entire class?

ONE

What would you do with your time if you had 200 less discipline referrals per month?

• As a principal?• As an assistant principal?• As a teacher?• As a student?• As a classroom aide?• As a parent?

Sugar Land Middle School

• Implemented Time to Teach at the beginning of school 2006

• Data proves that in an 8 month period compared from 05-06, there were 1,611 less discipline referrals not related to tardies.

Mission Bend Elementary

• 15 point increase in 5th grade math after implementing Time to Teach in 1 year.

• 85% decrease in discipline referrals in four month period after implementation.

• African American and Hispanic referrals decreased 88%.

Curriculum Coordinator & Discipline?

• As curriculum coordinator in my district the number 1 request I received from teachers:

“We’re under enormous pressure to raise academic achievement, but our efforts are constantly stymied by a small group of students whose disruptive behavior impacts the entire learning environment of the classroom. What can I do?”

The Beliefs

• Belief #1: Times have changed.– How has life changed for the better for students in the last

50 years?

Better equipped to protect themselvesUnderstanding of complex issuesKnowledge base is enormousBetter teachersTechnologyEasier and more efficient ways to gather information

– How has life changed for the worse for students in the last 50 years?

Don’t have the capacity to focusNot as compliant Social ills are more dominantFacing bigger challenges and pressuresFamily structure

The Beliefs•Belief #2: Teachers are doing

an incredible job– Contemporary teachers are doing a better job than

ever before

– Juggle an overwhelming number of tasks

– Teach in the face of social bashing

– Meet the demands of over 20 different groups

– Successfully carry out over 100 different roles

– Evidence teachers are doing an incredible job:

The United States remains the richest, brightest,

republic in the world and has continued as a world leader.

The Beliefs

• Belief #3- “Kids don’t care how much you know until they know how much you care.”

– Students need to feel known, liked, and respected before high level learning takes place.

– Positive classroom climate is essential

– Kids crave structure and discipline and will comply if there is mutual respect.

– Consequent the behavior – Do not punish the child

– Contingent and non-contingent interactions

The Beliefs

• Belief #4: Good discipline is a matter of good timing.

– The key to good discipline is good timing

– There are teachable moments and correctable moments

– Correct behavior early

– Correct minor infractions early before they escalate to major ones

The Beliefs

• Belief #5: Conflict is an essential part of growing up.

– Children are designed to pinpoint our weaknesses

– Children naturally seek out areas of uncertainty to determine limits

– Conflict is a necessary and healthy part of social and intellectual development.

– “Do you care enough about me to let me know what is right and wrong.”

The Beliefs

• Belief #6: Curriculum comes first, but discipline does, too!

– “When your discipline falls apart, take a look at your curriculum.”

– Two important tasks teachers must juggle: Curriculum and Discipline.

– Neither is more important than the other

– Good discipline promotes the curriculum and good curriculum promotes good discipline.

How Much Time is Lost?

According to research, on average a teacher per week loses

6-9 Hours of Instruction

on classroom management issues

“A Tale of Three Students”

Who are they and why should I care?

These are the kids who These are the kids who do the right thing---do the right thing---

ALWAYS!!!ALWAYS!!!

These are the kids who These are the kids who do the right thing---do the right thing---

SOMETIMESSOMETIMES??????

These are the kids who do the right thing---

NEVER!!!Also, NEVER sick.

Sometimes we are the only shot they have at a structured environment.

Agree or DisagreeAgree or Disagree

Discipline is not a bad thing if done right. Discipline is not a bad thing if done right. Saying “no” and following through is just Saying “no” and following through is just as important as giving a hug.as important as giving a hug.

Decisions

Decisions

Decisions Decision

sDecisions

Decisions

Decisions

Teachers make over 1,000

decisions a day!!

Proactive Strategies

Reactive Strategies

Time

“2”

Be Proactive

Teachers get back their time

to teach and principals get their time back

to be instructional

leaders because of less referrals.

Time to Teach is not about control and it is not about forcing kids to behave; it’s about guiding kids to make the correct decisions and then honoring the decisions they make.

5 Core Beliefs5 Core Beliefs

““Kids don’t care how much you know, until they knowKids don’t care how much you know, until they knowhow much you care” how much you care”

Ruling with an iron fist. My way or the highway. Resistance & rebellion not far off

Wishy-washy. Teachers fear taking on the behavior and feel there is no support. Can you spot these teachers?

Give kids a choice & honor their choice. It may be right or wrong, but honor it & respond appropriately. When things get tough, these teachers keep going.

1. Student Teacher Relationships1. Student Teacher Relationships

Madeline Hunter

Identify the following teacher responses as being Identify the following teacher responses as being that of an authoritative teacher, an authoritarian that of an authoritative teacher, an authoritarian

teacher, or a permissive teacher teacher, or a permissive teacher

"Tish, I like the way you raised your hand before speaking.“"Tish, I like the way you raised your hand before speaking.“ "I give up. If this group doesn't want to listen, its your "I give up. If this group doesn't want to listen, its your

problem, not mine." problem, not mine." "Get to the end of the line! (The teacher grabs the "Get to the end of the line! (The teacher grabs the

student's shoulder and pushes him toward the end of line.) student's shoulder and pushes him toward the end of line.) If you want to act like a bully, I'll show you what it's like to If you want to act like a bully, I'll show you what it's like to get pushed around." get pushed around."

"Louise, you did such a nice job on your composition! Let's "Louise, you did such a nice job on your composition! Let's go down and show Mrs. Gailey (the well-liked vice go down and show Mrs. Gailey (the well-liked vice principal).“principal).“

"Hank, when are you going to learn that spitting at people "Hank, when are you going to learn that spitting at people is not a good way to handle conflicts?“is not a good way to handle conflicts?“

"Quit acting like a baby. Act your age.“"Quit acting like a baby. Act your age.“ Students are off task while the teacher quietly sits at her Students are off task while the teacher quietly sits at her

desk and corrects assignments. desk and corrects assignments.

Unconditional Positive Unconditional Positive RegardRegard

Contingent & Non-contingent interactionsContingent & Non-contingent interactions

What they What they dodo…contingent…contingent

Who they Who they areare…non-contingent…non-contingent

How do we show we care?How do we show we care?

Contingent InteractionContingent Interaction ““Thanks for turning in your assignment.”Thanks for turning in your assignment.” ““Look over chapter 14 for tomorrow.”Look over chapter 14 for tomorrow.” ““Good job of citing the references in your Good job of citing the references in your

paper.”paper.” ““That’s not quite right. Let’s try #14 one That’s not quite right. Let’s try #14 one

more time.”more time.” I’ll help if you want me to.I’ll help if you want me to. I really appreciate how you completed I really appreciate how you completed

your work.your work.

Non-Contingent InteractionNon-Contingent Interaction

““How’s your day going?”How’s your day going?” ““What did you do this weekend?”What did you do this weekend?” ““What music have you been listening What music have you been listening

to lately?”to lately?” ““Good job in the game last night!”Good job in the game last night!” ““How are your grades in your other How are your grades in your other

classes?”classes?”

Do lesson plans and Do lesson plans and state standards inspire state standards inspire

students?students?

How do good How do good teachers create teachers create connectedness?connectedness?

Trust and Rapport

• Body language

• Eyes

• Voice

• Soft words

• Games, role-play, and debates

• Psychological truths

• Narratives

Psychological Truths

• Self-revelation

• Higher values

• Emotion driven

• “I trust you enough to tell you this”

• I open up…you open up

Let your students see that you are human,Let your students see that you are human,because you are.because you are.

Contingent Interactions

+

Non-contingent Interactions

=

TRUST and RAPPORT

Punishment does not Punishment does not change behaviors change behaviors

permanently!permanently!

If it did, there would be If it did, there would be no need for more no need for more

prisons.prisons.

Discipline the Discipline the behavior, not the behavior, not the

students.students. There is much more to There is much more to

discipline than punishment.discipline than punishment. Give kids enough rope to Give kids enough rope to

burn themselves, but not burn themselves, but not hang themselves.hang themselves.

Research indicates that children who Research indicates that children who come from authoritarian environments come from authoritarian environments

tend to be:tend to be: A) Happy and satisfiedA) Happy and satisfied B) DisillusionedB) Disillusioned C) Left handedC) Left handed D) RebelliousD) Rebellious D

Research indicates that children Research indicates that children who come from permissive who come from permissive environments tend to be:environments tend to be:

A) Over sixtyA) Over sixty B) RepublicanB) Republican C) DisrespectfulC) Disrespectful D) Unmotivated D) Unmotivated

C

Research indicates that children who come from authoritative environments tend to be:

• A) Happy and satisfied• B) Disillusioned• C) Left handed• D) Rebellious A

5 5 Core BeliefsCore Beliefs1. 1. Student Teacher RelationshipsStudent Teacher Relationships““Kids don’t care how much you know until they know Kids don’t care how much you know until they know

how much you care” how much you care” -Madeline Hunter-Madeline Hunter

Nurturant PathNurturant Path

AuthoritarianAuthoritarian

AuthoritativeAuthoritative

PermissivePermissive

Punishment will not change behaviorPunishment will not change behavior

Discipline behavior, not studentsDiscipline behavior, not students

2. 2. Conflict is an essential part of growing upConflict is an essential part of growing up

Kids are going to take you Kids are going to take you on. Are you ready?on. Are you ready?

True or FalseTrue or False

Conflict is an essential part of growing up.Conflict is an essential part of growing up.

TrueTrue

According to research…According to research…

90% of conflict in a classroom starts 90% of conflict in a classroom starts with the student.with the student.

TrueTrue

According to Research…According to Research…

Over 90% of Over 90% of combativecombative conflict in a conflict in a classroom is classroom is escalatedescalated by the student. by the student.

FalseFalse

Have you ever been challenged?Have you ever been challenged?

““This is boring?”This is boring?” ““Mr. Smith doesn’t do it this way.”Mr. Smith doesn’t do it this way.” ““Why do we have to do this?”Why do we have to do this?” ““This is stupid.”This is stupid.”

How do you handle this?

You do not have to defend your creditability.

Have you ever blown it with a child? Have Have you ever blown it with a child? Have you ever said something you’re not proud you ever said something you’re not proud of? Have you ever snapped? of? Have you ever snapped?

YES WE ALL HAVE.YES WE ALL HAVE.

Keeping CoolKeeping CoolCalm is contagiousCalm is contagious

Silence is PowerfulSilence is PowerfulYou’ll always get another chanceYou’ll always get another chance

Self ControlSelf Control

Personal SpacePersonal Space1 ½ to 3 feet.1 ½ to 3 feet.

Avoiding Power StrugglesAvoiding Power StrugglesDefending CredibilityDefending CredibilityPast HistoryPast HistoryButton PushingButton Pushing

Diffusers

I UnderstandProbably SoNeverthelessI’m Sorry

4 Powerful Phrases that will diffuse conflict and keep the teacher in control

““I hear you, but…I hear you, but…

“This is boring.”• You have two choices here.

1. You can stop teaching and take this on and get caught in the tornado

Or2. You can diffuse the

situation and respond right.

Ready, Fire, AimReady, Fire, Aim Most adults evaluate, we take aim, Most adults evaluate, we take aim,

and then execute our plan.and then execute our plan.

Kids are ready, FIRE, and then take Kids are ready, FIRE, and then take aim. Kids do the behavior first and aim. Kids do the behavior first and then think next.then think next.

Adults have executive function over Adults have executive function over impulsive behavior. Kids have not yet impulsive behavior. Kids have not yet developed this function.developed this function.

The TornadoThe Tornado

Not jumping in the tornado is the Not jumping in the tornado is the best thing you can do.best thing you can do.

Kids are practicing everyday at Kids are practicing everyday at engaging in power struggles and engaging in power struggles and they are good at it.they are good at it.

5 5 Core BeliefsCore Beliefs1. 1. Student Teacher RelationshipsStudent Teacher Relationships

““Kids don’t care how much you know until they know how much you care” Kids don’t care how much you know until they know how much you care”

-Madeline HunterNurturant Path

AuthoritarianAuthoritativePermissive

Punishment will not change behaviorDiscipline behavior, not students

2. 2. Conflict is an essential part of growing upConflict is an essential part of growing up

Self control Calm is contagious Silence is powerful 4 Diffusers

3.3. Parenting affects performanceParenting affects performance

Agree or DisagreeAgree or Disagree

►More and more kids are coming to More and more kids are coming to school unsocialized.school unsocialized.

►Their daily socialization includes:Their daily socialization includes:► Beavis and Butt-HeadBeavis and Butt-Head► South ParkSouth Park► RugratsRugrats► Bart SimpsonBart Simpson

Classroom ManagementClassroom ManagementTwo Essential ElementsTwo Essential Elements

1. T.L.C1. T.L.C►ExpectationsExpectations

TTeach expectationseach expectations

LLook for performance on expectations (monitoring)ook for performance on expectations (monitoring)

CConsequent behavior – both positive and negativeonsequent behavior – both positive and negative

►Help identify expectationsHelp identify expectations Student VoiceStudent Voice

2. Direct Instruction Model2. Direct Instruction Model

►ModelModel►Lead Lead ►TestTest

I do, We do, You doI do, We do, You do

Classroom ManagementClassroom ManagementTwo Essential ElementsTwo Essential Elements

TEACH-TO’STEACH-TO’SExtremely Handy ToolsExtremely Handy Tools……

but where did they come from?but where did they come from?

TEACH TO’STEACH TO’S►Show them what good behavior looks Show them what good behavior looks

likelike► It’s all irrelevant until students are It’s all irrelevant until students are

ready to be with you.ready to be with you.►All happy and healthy families haveAll happy and healthy families have

RulesRules StructureStructure Love Love

TEACH TO’STEACH TO’S►Determine what the teach to’s are in Determine what the teach to’s are in

your classroom/buildingyour classroom/building►Young teachers may need to ask the Young teachers may need to ask the

veterans what the key rules should be.veterans what the key rules should be.► Just posting rules in the classroom is not Just posting rules in the classroom is not

enough.enough.►Frontload, spend as much time as Frontload, spend as much time as

needed in the beginning to teach these.needed in the beginning to teach these.

True or FalseTrue or False

30-40% of children are being raised 30-40% of children are being raised by someone other than their 2 by someone other than their 2

parents.parents.

True

5 5 Core BeliefsCore Beliefs1.1. Student Teacher RelationshipsStudent Teacher Relationships





22. . Conflict is an essential part of growing upConflict is an essential part of growing up


3. Teach To’s3. Teach To’s

Parenting affects performance Direct Instruction Model T.L.C.

4. Classroom Design4. Classroom Design

Classroom ArrangementClassroom Arrangementandand

Positioning of StudentsPositioning of Students

Classroom Ecological Classroom Ecological AnalysisAnalysis

Where have I placed my desks or tables?Where have I placed my desks or tables?

Where do I stand to deliver my teacher-Where do I stand to deliver my teacher-directed information?directed information?

Where are the windows?Where are the windows?

Where are the entrances and exits?Where are the entrances and exits?

Where are my visual information points?Where are my visual information points?

Where are my learning centers?Where are my learning centers?

Are there existing traffic patterns?Are there existing traffic patterns?











Classroom Ecology

5. Refocus5. Refocus

RefocusTurning a disruptive moment into a learning moment

A “win-win” experience for both student and teacher

RefocusRefocusThe Most Powerful Solution to Problem BehaviorThe Most Powerful Solution to Problem Behavior

Elements Underlying REFOCUSINGElements Underlying REFOCUSING

1.1. Eliminate Eliminate repeatedrepeated warnings and/or multiple warnings and/or multiple requests.requests.

2.2. Contingently withdraw attention when a problem Contingently withdraw attention when a problem behavior occurs.behavior occurs.

3.3. Retain behavioral momentum: Retain behavioral momentum: a sequence of high a sequence of high probability compliance commands.probability compliance commands.

4.4. Refuse to reach the unbearable limit -- don’t take Refuse to reach the unbearable limit -- don’t take turns!turns!

5. Developing self-control takes a lot of practice.5. Developing self-control takes a lot of practice.

REFOCUS FORM What was your behavior?

Self Recognition What did you want?

Venting and Ownership What will you do next time?

Action Plan Are you ready to return to the routine of the

class?

Commitment

Teacher: “Everybody, it’s time to put away our diagrams and return to our seats”

Students: (Begin to put away diagrams and return to their seats)

Stanley: (Continues to lie on the floor)

Teacher: “Stanley, would you please put your diagram away?”

Stanley: “I will.” (no movement)

Teacher: “Stanley, in your seat please…It’s time for math.”

Stanley: “What Math?”

Teacher: “It’s the math we worked on together over recess yesterday!”

Stanley: “Oh that, I forgot it at home.”

Teacher: “No, it’s right there on your desk, the yellow paper.”

Stanley: “What paper?”

Refocus

Students are working in small groups

- A real classroom event

Typical

Teacher: “Everybody, it’s time to put away our diagrams and return to our seats”

Students: (Begin to put away diagrams and return to their seats)

Stanley: (Continues to lie on the floor)

Teacher: “Stanley I know you love this stuff, but let’s move on to math now”

(prompt)

Stanley: Continues working…

Teacher: “Room Ten Please” (refocus)

Teacher: Teaching…

Teacher: Teaching…

Refocus

Students are working in small groups

- A real classroom event

Better!

Teacher: “Kelly, what should you be doing?”

Kelly: “Sharpening my pencil”

Teacher: “No, we’re reading. You don’t need your pencil for reading!”

Kelly: “But I might later…”

Teacher: “Where is your pencil, anyway?”

Kelly: “I’m looking for one.”

Teacher: “Please return to your seat and start reading.”

Kelly: “But…can I sharpen it quick?”

Teacher: {Begins to move toward Kelly}

Kelly: “Okay. . .Okay, I’ll do it later”

RefocusStudents are reading independently. Kelly is wandering around taking others off-task- Another classroom

eventTypical

Teacher: CIQ’s

Teacher: ”Kelly, I need you in your seat please?

Kelly: “But…”

Teacher: “Room ten, thank you.”

Teacher: Teaching. . .

Teacher: Teaching. . .

RefocusStudents are reading independently. Kelly is wandering around taking others off-task- Another classroom

eventBetter!

You just saved….You just saved….

100 100 WordsWords

RefocusRefocusThe Most Powerful Solution to Problem BehaviorThe Most Powerful Solution to Problem Behavior

Elements Underlying REFOCUSINGElements Underlying REFOCUSING

1.1. Eliminate Eliminate repeatedrepeated warnings and/or multiple warnings and/or multiple requests.requests.

2.2. Contingently withdraw attention when a problem Contingently withdraw attention when a problem behavior occurs.behavior occurs.

3.3. Retain behavioral momentum: Retain behavioral momentum: a sequence of high a sequence of high probability compliance commands.probability compliance commands.

4.4. Refuse to reach the unbearable limit -- don’t take Refuse to reach the unbearable limit -- don’t take turns!turns!

5. Developing self-control takes a lot of practice.5. Developing self-control takes a lot of practice.

TIME OUTvs.TIME IN

Emergent Behavior

Early Intervention

Time Out(hallway, office, etc.)

1. Learning Stops2. Often Reinforcing3. Limited Supervision

Time Out Outcomes

1. Return Often

2. Hindered Academic Performance

3. No Self Responsibility

Emergent Behavior

Early Intervention

Time In Outcomes

1. Return Seldom

2. High Academic Performance

3. Self Responsibility

Time In (REFOCUS)

1. Learning Continues2. REFOCUS (Problem Solving)3. Adequate Supervision

Keys to Making It Work The Punishment Paradigm is not

REFOCUS. Teach students REFOCUS DOESN’T MEAN BAD! Refocus is a learning moment.

REFOCUS IS NOT A TIME OUT, BUT IS A TIME IN!! Teaching and learning continue for both the teacher and the student.

Emergency InterventionEmergency InterventionFor Serious Problem BehaviorFor Serious Problem Behavior

Low-Level or Minor EventLow-Level or Minor EventAdministrative InterventionAdministrative Intervention

1. Calm Request1. Calm Request

2. Administrator (or trained personnel) arrive2. Administrator (or trained personnel) arrive

3. Teacher directive3. Teacher directive

**Never **Never everever give away your give away your authority**authority**

4. REFOCUS in alternative setting4. REFOCUS in alternative setting

5. Welcome Back5. Welcome Back

Emergency InterventionEmergency InterventionFor Serious Problem BehaviorFor Serious Problem Behavior

High-Level or Major EventHigh-Level or Major EventEmergency Event for aggressive challenging behaviorEmergency Event for aggressive challenging behavior

Summoning the response teamSummoning the response team1. Calm Request1. Calm Request2. All Call2. All Call

Every Staff member without childrenEvery Staff member without childrenScanning the environment for an available roomScanning the environment for an available room

3. Flood the environment3. Flood the environmentHappy, smiling, Happy, smiling, teachingteaching, adults … , adults … non-non-

confrontationalconfrontational**Team Leader Automatically Assigned****Team Leader Automatically Assigned**

4. First Request (team leader)4. First Request (team leader)5. Remove the audience (the most powerful step)5. Remove the audience (the most powerful step)6. Final request6. Final request

SerenitySerenityLord,Lord,

Grant me theGrant me the serenity serenity to accept the to accept the things I cannot change;things I cannot change;

TheThe couragecourage to change the things I to change the things I can;can;

And theAnd the wisdomwisdom to hide the bodies to hide the bodies of the children I had to kill because of the children I had to kill because they ticked me off!they ticked me off!

Absolutes? Absolutely!Absolutes? Absolutely!1. Absolutes are critical behaviors which cannot, in 1. Absolutes are critical behaviors which cannot, in

fact, WILL NOT be tolerated.fact, WILL NOT be tolerated.

2. The battle of absolutes should be worth fighting.2. The battle of absolutes should be worth fighting.

3. Absolutes are few in number.3. Absolutes are few in number.

4. Absolutes “draw a line in the sand and allow for no 4. Absolutes “draw a line in the sand and allow for no retreat.”retreat.”

5. Absolutes are set for a building by…5. Absolutes are set for a building by…EVERYONE!EVERYONE!• StudentsStudents• StaffStaff• ParentsParents• AdministrationAdministration• School BoardSchool Board

6. Absolutes are powerful6. Absolutes are powerful1.1. They are set as a building team.They are set as a building team.

2.2. They are taught-to as a building team.They are taught-to as a building team.

3.3. They are enforced by They are enforced by more thanmore than a building team. a building team.

Rationale supporting Rationale supporting AbsolutesAbsolutes

1.1. Children deserve a safe environment.Children deserve a safe environment.

2. 2. It is time to stop abdicating parents from It is time to stop abdicating parents from their responsibility of raising their responsibility of raising theirtheir

children.children.3. 3. It is time to stop building prisons for 45 It is time to stop building prisons for 45

year olds and time to start teaching our year olds and time to start teaching our Kindergarteners no more violence.Kindergarteners no more violence.

4. 4. It is time to stop making policy based on It is time to stop making policy based on 2% of the population.2% of the population.











Classroom Ecology

5. Refocus5. Refocus

Good discipline is a matter of good timingGood discipline is a matter of good timing

Idaho Middle School ResultsIdaho Middle School Results

Suspension Totals 03-04Suspension Totals 03-04

September - 13September - 13October - 7October - 7

November - 4November - 4December - 5December - 5

January - 1January - 1February - 7February - 7

March - 1March - 1April - 1April - 1May - 0May - 0June - 0June - 0

Suspension Totals 04-05Suspension Totals 04-05

September - 1September - 1

October - 3October - 3

November - 0November - 0

December - 1December - 1

January - 0January - 0

February - 0February - 0

March - 0March - 0

April - 0April - 0

May - 0May - 0

June - 0June - 0

Idaho School ResultsIdaho School Results

Grade 3Grade 3 03-0403-04

ReadingReading 2222

04-0504-05

5959


LanguageLanguage 2323

04-0504-05

4343


MathMath 2424

04-0504-05

7575

Discipline Referrals by Grade LevelDiscipline Referrals by Grade LevelTwo Year ComparisonTwo Year Comparison

Grade LevelGrade Level 8/05 to 11/058/05 to 11/05 8/06 to 11/068/06 to 11/06

PKPK 2626 22

11stst 99 44

22ndnd 1313 11

33rdrd 1212 11

44thth 1414 55

55thth 1515 14(1 student)14(1 student)

Discipline Referrals by EthnicityDiscipline Referrals by EthnicityTwo Year ComparisonTwo Year Comparison

GroupGroup 8/05 to 11/058/05 to 11/05 8/06 to 11/068/06 to 11/06

AsianAsian 55 11

African African AmericanAmerican

6868 66

HispanicsHispanics 2929 66

WhiteWhite 55 66

Benchmark ScoresBenchmark Scores2 year Comparison- % Passing2 year Comparison- % Passing

Subject/Grade LevelSubject/Grade Level 11/2005 to 11/200611/2005 to 11/2006

33rdrd Grade Math Grade Math +16%+16%

33rdrd Grade Reading Grade Reading +9%+9%

55thth Grade Math Grade Math +10%+10%

55thth Grade Math Grade Math +12%+12%

45

2118

128

60

45

125

68

48

59

40

21

66

47

33

89

40 40

88

65

53

110

76

88

62

0

20

40

60

80

100

120

140

Re

ferr

als

Aug/Sep Sep/Oct Oct/Nov Nov/Dec Dec/Jan Jan/Feb Feb/Mar Mar/Apr Apr/May

Months

Olympus JH Total Referrals 04-07

2004-2005

2005-2006

2006-2007

Vladimir KabaidzeVladimir KabaidzeGeneral Director of the Ivanovo Machine Works, near Moscow, in a General Director of the Ivanovo Machine Works, near Moscow, in a

1976 speech to the Communist Party Conference.1976 speech to the Communist Party Conference.

Implementation

Establish a base of supportConduct staff work sessions

1. Conduct an ecological analysis2. Establish guidelines for every area and activity (a few to start with)3. Establish “Absolutes”4. Publish all guidelines

A. Present guidelines and expectations to parent groupB. Establish “buddy teachers”C. Produce “REFOCUS sheets”D. Teach-to REFOCUS processE. Teach-to, model, and walk through all expected behaviorsF. Implement and let the learning begin!

Keeping CoolWhen challenged, it is always best to:

a) Call the principal

b) Remain calm and model cognition

c) Take away social break or recess

d) Stand your ground and stare them down

B

Keeping CoolWhich one of these is not a diffuser phrase?

a) I’m sorryb) Neverthelessc) You're wrongd) Probably so

C

Student Teacher

RelationshipWhich is best

a) Catching kids being good

b) 4 positives for every negative

c) Interaction for no reason

d) Ignoring bad behavior

C

ExpectationsResearch indicates that children who

have a voice in the development of your classroom rules are most likely to:

a) Find ways around the rulesb) Disobey when you are not aroundc) Will become politiciansd) Follow those rules

D

RefocusTrue or False.

When a student Refocuses, he or she has been bad.

a) True

b) False false

Self ControlTrue or False:

Never ask a question if you cannot tolerate the answer.

True False true

Time to Teach

Encouragement

Empowerment

Excellence

All add up to a successful classroom environment

Documents

Company LOGO What Teachers Need More Of… “Time to Teach!” “teach with passion, manage with compassion” Presented by Kevin McCune