- 1. Assertive Discipline Chapters 1-8 Brian Powchak
2. 77% of teachers admit that their teaching would be more
effective if they did not have to spend so much time dealing with
disruptive students! Reality? Lack of respect for teachers Changing
classroom demographics Ineffective teacher training Jones &
Jones- creating classroom environments in which all students feel
safe and valued. 3. Strong Teacher Voice High Expectations
Effective Classroom Discipline Plan Policies and Procedures TAUGHT
Ability to Motivate kids Ability to Build Trusting Relationships
Ability to Gain Support from Parents & Admin. You CAN BE AN
EFFECTIVE MANAGER! 4. Triangle of classroom discipline procedures
PBIS-a culmination of research on effective classroom management
practices Reteaching behavior expectations Unless the factors of
creating personal connections between peers and students and staff
and implementing meaningful, engaging academic tasks are addressed,
the popularized behavioral approaches to changing student behavior
will be inadequate as interventions to create safe, productive
learning environments. (Jones, pg. 18) 5. Defined: Assertively
communicate through words and actions that they are in charge of
the classroom in a fair and consistent manner. Decisive, Confident,
firm, Caring Not Controlling, aggressive, demeaning 6. Tips and
Techniques Not speaking over student talking Recognizing
appropriate behavior Correction and Redirection
http://www.educationworld.com/a_curr/voice/voice013.s html 7.
Expect compliance from 100% of students Follow Through! If you
Expect 100% compliance you have a responsibility to ensure that
100% of your directions are meaningful. Behavior, race,
socioeconomics, culture. 8. Lets talk about the example of Adrian
on page 17. Sweat the Small Stuff Never Back Down Best Classroom
managers will facilitate change by changing themselves 9. Natural
Authority vs. Role-Bound Authority As far back as Holt (1970s)
defined goal as Natural authority Positive student response to
natural authority Confrontation and withdrawal response to
role-bound or Arbitrary authority Do you see discipline as the
power to control behavior or the opportunity to teach students pro
social behaviors? 10. Pelligrino(2010) legal/rational authority,
based on teachers competence and the logical view of working within
a reasonable, ordered environment, is the only sustainable type of
authority for teachers. Brophy (1996): Classroom management as the
proactive development of a safe, supportive, engaging classroom
environment, whereas less successful teachers view classroom
management as maintaining teacher authority and implementing
discipline methods. 11. Classroom discipline Plan PBIS 3 Parts to
your plan Rules Supportive feedback Corrective Action 12.
Consistency: When done correctly, the single most important feature
of classroom management Developing your RULES Positive Proactive
Observable 13. Verbal Recognition Positive Referral Rewards &
Awards Privileges Group Contingency 14. Response to problem
behavior Best if natural consequence can be applied Used to show
students you CARE too much to let them fail. Coercion vs.
Correction Think in terms of teaching replacement behavior Make a
mistake in math =? Make a mistake in behavior=? 15. Importance of
Your Classroom Behavior Plan Possible Actions include: Time
Out/Take 5 Time after class Think Sheet/Behavior Reflection Loss of
Privilege Recess/lunch detention Time out in another classroom
Parent Contact 16. Severe Clause Clean slate Keeping track of
System Simplicity Data tracking 17. Critical Question we must
continually ask ourselves: What are my long-term goals for my
students? How do I want their lives to have been impacted by the
time they spent with me? If not you then who? If not now then when?
18. 1. behavior is a response to students not having their basic
needs met within the environment in which the misbehavior occurs.
2. Unproductive behavior = a skill deficit 3. Social-Cognitive
skill deficit model: students need to be taught social and work
skills in the same manner that they are taught reading or math
skills. 19. Behavior is attempting to meet a need. Needs such as
attention, power/control, escape, fun, self- regulation. 20.
Brendtro 1990 Coopersmith 1967 Kohn 1993 Glasser 1990 Kids opinion
By Topper 94 Belonging Significance Collaboration Love Friendship
Mastery Competence Content Fun Fun & challenge Independence
Power Choice Power/freedom choice Generosity Virtue Survival Master
skill to pursue dreams Physical well- being Status/reputation
Unconditional love Chance to make a difference for another 21.
Importance of Day 1 Expectations Setting the tone PBIS Page 42-4 of
Assertive Discipline 22. Teaching policies and procedures on Day 1
Easiest to hardest Elementary Curriculum Secondary Curriculum
