2. South Texas Educational Technologies, Inc. Horizon
Montessori I 221 North Main McAllen, Texas 78501 Presenter Steven
E. Hudson Assistant Principal
3. "The most important action an effective teacher takes at the
beginning of the year is creating a climate for learning." Mary
Beth Blegan, former U.S. Department of Education teacher-in-
residence
4. Using UPR in the classroom to create a climate of positive
engagement without the negatives .
5. Unconditional Positive Regard
6. What is UPR? Unconditional Positive Regard means I, as a
teacher/parent/adult, care deeply about you as an individual; but,
I find the behavior(s) you are demonstrating to be wrong. I will
separate the behavior(s), at all times, from the way I regard and
react to the individual, regardless of the circumstances.
7. Explain How you use UPR daily How you can utilize the
concept of UPR more frequently What about the idea of UPR do you
not like What about the idea of UPR you do like How, at this
moment, you can think of a way to implement the concept of UPR in
one or more instances
8. What do you mean, you dont accept negative programming?
9. What is meant by positive?
10. What is positive? Positive is that which builds
self-esteem. Positive is not measurable in a quantitative sense but
is in a qualitative sense. Positive always brings results. Positive
is always met with positive. Positive takes time. Positive requires
a paradigm shift.
11. According to Fred Jones Positive Classroom Discipline, "The
most widespread management technique at home and in the classroom
is nag, nag, nag." "It's also probably the least effective."
12. Color Model the Total Student Student Classroom activities
Teacher talk Peer involvements Positive discipline model
13. Count them 12 Steps to a positive classroom experience
14. 12 Steps Howard Miller suggests 12 steps teachers can take
at the beginning of the year to promote effective classroom
management.
15. Positive Attitude = Positive Results!
16. Develop the Model 1. Develop a set of written expectations
you can live with and enforce. 2. Be consistent. Be consistent. Be
consistent. 3. Be patient with yourself and with your students. 4.
Make parents your allies. Call early and often. Use the word
"concerned." When communicating a concern, be specific and
descriptive.
17. 5. Don't talk too much. Use the first 15 minutes of class
for lectures or presentations, then get the kids working. 6 Break
the class period into three or more different activities. Be sure
each activity segues smoothly into the next. Avoid changes in
routines, when possible! 7. Begin at the very beginning of each
class period and end at the very end. Plan your time accordingly
this Takes Practice!
18. 8. Don't roll call. Take the roll with your seating chart
while students are working. 9. Keep all students actively involved.
For example, while a student does a presentation, involve the other
students in evaluating it. 10. Discipline individual students
quietly and privately. Never engage in a disciplinary conversation
across the room. 11. Keep your sense of perspective and your sense
of humor. 12. Know when to ask for help.
19. Develop a set of written expectations you can live with and
enforce. Each student must be aware of and know the expectations.
No more than 4 5 rules One general for the school. Ex.: Students
will not use their hands or feet to touch another person without
the other persons permission. Each rule must be specific and
enforceable.
20. Must be grade level/developmentally/ culturally acceptable.
Must be explainable and realistic. With older students more
enforceable if students assist in the design of the rules.
[Caution, they make tough rules so be on the look-out.]
21. Be consistent! Be consistent! Be consistent! Our sense of
right/wrong is 90% developed by the age of three. Elementary
students are concrete in their reasoning. If there is the
perception of unfairness students will call you on it, each and
every time. Rules apply to all students equally, regardless of the
circumstances.
22. Be patient with yourself and with your students. Nurture
strength of spirit to shield you in sudden misfortune. But do not
distress yourself with dark imaginings. Many fears are born of
fatigue and loneliness. Beyond a wholesome discipline, be gentle
with yourself Desiderata
23. Make parents your allies. Call early and often. Use the
word "concerned." When communicating a concern, be specific and
descriptive. Above all, be positive even the worse information is
able to be presented in a positive manner. Be specific explain to
the best of your ability the situation. Speak to the individual and
paint a word picture. State that I am [or we are] concerned
about
24. Don't talk too much. Common fallacy the more I talk the
more my students will receive in the areas of instruction, advice,
directions, etc. Fact 1 Peer talk is 90% effective whereas teacher
talk is only 10% effective. Fact 2 the more something is repeated
the more chance there is for selective attention setting in with
the student(s).
25. Use the first 15 minutes of class for lectures or
presentations, then get the kids working. Lecture is the worse
method of instructional delivery!
26. Break the class period into 3 or 4 or maybe, even more
different activities. To much of anything is boring and especially
if it is repetitive. Just as too much candy can make one ill, to
much of anything can lead to boredom and tune-out(s)! Segues should
be smooth and students should know prior to a seque when they
arrive.
27. Begin at the very beginning of each class period and end at
the very end. Class time is a precious commodity and should be
treated as such. Excellent instruction breeds excellent classroom
management. Develop time-sense and with-it-ness when you are
teaching. Students will always meet your expectations Do Not
decrease your expectations; but, rather expect each student,
regardless of their story, to meet your expectations. Expectations
of course are developed based on best practices and the
developmental stage of each child (differentiation).
28. Don't roll call. Taking roll call wastes valuable
instructional or practice time for students. Take the roll with
your seating chart while students are working. After all, every
teacher should know their students on sight and hearing them say
they name is a time-wasting activity.
29. Keep all students actively involved For example, while a
student does a presentation, involve the other students in
evaluating it. Peer tutoring use higher level students, who
understand the concepts, to assist other students in the classroom.
Require some training on working with peers before allowing to
assist. Down time makes time for disciplinary issues to arise.
Never, never give Free Time as this just invites disciplinary
issues to come occur.
30. Discipline individual students quietly and privately. Never
engage in a disciplinary conversation across the room. Discipline
privately at your desk or out of the room. Never discipline an
entire class for the errors of a few. Never discipline in a
negative manner it leads to aggressive behaviors. Never raise your
voice Students get yelled at in the home You lose control Students
tune you out This leads to frustration on the parts of all
involved
31. Keep your sense of perspective and your sense of humor An
appropriate sense of humor is a wonderful thing and it teaches your
students that you are a real person. Remember, this too shall pass
and every day is a new day. Never, never hold anything against a
child. This is retaliation and is not only against the law but it
creates in the child negative emotions and is related to drop- out
rates, poor school performance, disciplinary problems and etc.
32. Know when to ask for help When the door closes you are not
in another dimension. Help is available you only need to ask! If
help is offered, because a colleagues or the administration noticed
something, embrace it because the only effect it will have is to
assist you in being a better teacher. Constructive criticism is
never punitive, it is also constructive. Even Master Teachers had
to learn and all asked questions.
33. Joy ! Another boring Q & A
34. Specifically What one thing did you learn today that you
can use in class tomorrow?
35. Specifically What one thing did you learn today that you
want to share with a colleague?
36. Specifically What one thing today caused you to have some
questions?
37. Specifically What one thing covered today would you like
more information on, at a future date?
38. References Mary Beth Blegan, former U.S. Department of
Education teacher-in-residence
http://webspace.ship.edu/cgboer/rogers.html Fred Jones 'Positive
Classroom Discipline Howard Miller, Associate Professor of
Education at Lincoln University (Jefferson City, Missouri) Hudson,
Steven E. (1987) Classroom management a glassarian approach,
re-examined. Hudson, Steven E. (1988) Positive classroom
discipline: A model to live by Audience: Student Teachers
University of Houston, College of Education, Houston, TX.
39. Hudson, Steven E. Setting up a positive classroom
environment. Audience: Student Teachers University of Houston,
College of Education, Houston, TX Motivation: They wont learn so
its up to us Audience: Student Teachers University of Houston,
College of Education, Houston, TX.