NMR-Developmental-Management-Types-A-and-B-Ramon-Lewis-3

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Developmental Management Training

Power:

Power When teachers use ‘coercive’ discipline techniques (Punishment & Aggression) students do not become more responsible. When teachers use more ‘inclusive’ techniques (Discussion, Recognition, Involvement & Hinting) students become more responsible

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Classroom Rules ( Rights and Responsibilities ) Students and the teacher have the right to do as much work as possible - Right to Learn Students and the teacher have the right to feel comfortable and safe in the classroom - Right to safety

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Four Kinds of Students A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum B. Managed within the class These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others C. Managed out of class These students cannot be managed as part of a group and need to be isolated, sent out or referred to others D. Not managed These students generally seem unmanageable no matter what is tried

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Summary of Teacher Actions to ‘Kinds’ of students Managed by normal curriculum Visual and Verbal Hints C. Managed out of class One on one interactions, adult discussion/ conversation to reorient values D. Not managed Rebuilding student concept via a focus on their feelings of competence, usefulness and belonging B. Managed within the class Calm assertive control through systematic use of rewards for efforts and logical consequences for lack of effort

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Summary of Teacher Actions to ‘Kinds’ of students Managed by normal curriculum Visual and Verbal Hints B. Managed within the class Calm assertive control through systematic use of rewards for efforts and logical consequences for lack of effort

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Expectations Balance Consequences Rewards

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Expectations +,+,+,+ - Academic Behaviour Provide 7positive :1 negative RESSPONSE when dealing with Academic behaviour +, +, +

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Expectations + Social Behaviour is 1:6 when dealing with Social behaviour -,-,- -,-,-

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Expectations + ve - ve How do you restore the Balance ?

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Non-verbal praise – smile or nod Very specific verbal recognition (praise/encouragement) Communication to family Provision of special privileges Material rewards Time/Choice Any others??? Continue to recognise the students who don’t need to be bribed because they are so mature, etc. It’s the effort that’s being recognised, not the behaviour. Everybody is obliged to respect rights Minimise rewards as soon as possible

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What are the biggest time wasting behaviours? Not the most disruptive, how do you respond? Rank the behaviours

Strategies for dealing with inappropriate behaviour using Rights based explanations :

Strategies for dealing with inappropriate behaviour using Rights based explanations

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A ‘type’ students Hinting Non Verbal Examples Verbal Examples

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Framing the direction of the hint Who’s Responsible? Community / Class or Personal What is the focus? Positive (Praise) or Negative

1. General hint :

1. General hint ‘Some students are ignoring the rights of their friends ’. ( personal responsibility; negative focus ) ‘Just about everyone appears to be respecting their classmates’ rights ’. ( personal responsibility; positive focus ) ‘ Some students don’t seem willing to discourage their classmates from doing the wrong thing. ( communal responsibility; positive focus ) ‘Some students aren’t encouraging their friends to behave responsibly ’. ( communal responsibility; negative focus )

2. Specific hint:

2. Specific hint There is so much noise that some students can’t hear the explanations. (personal responsibility; negative focus) It looks like most children are allowing others to hear. (personal responsibility; positive focus) Very few students seem to be willing to encourage others to reduce the noise so that their classmates can hear my explanations . (communal responsibility; negative focus) It looks like most children are trying to see that their classmates allow others to hear . (communal responsibility; positive focus)

3. Restatement of expectations :

3. Restatement of expectations Didn’t we agree that students wouldn’t talk disrespectfully to each other? (personal responsibility; negative focus ) I thought that students were expected to let their classmates get on with their work, without interruption . ( personal responsibility; positive focus) We said that we all would stop others from talk disrespectfully to their classmates . ( communal responsibility; negative focus ) I thought that we expected every student to help their friends with the work . ( communal responsibility; positive focus)

4. I-messages :

4. I-messages I’m upset that some students talk during instruction because others miss out . (personal responsibility; negative focus) I’m relieved to see that students are treating each other nicely . ( personal responsibility; positive focus) I’m disappointed that some students are allowing others to talk during instruction because others miss out. ( communal responsibility; negative focus) It’s good to see some students are prepared to stop their friends from throwing things in the classroom. Someone could have been hurt. ( communal responsibility; positive focus)

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Beyond Hinting??? Rights Based explanations Must focus on the behaviours NOT the student Quickly highlight the responsibility of the person Reduces the impact of classroom negativity by reducing the attention

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Open stance Leaning forward Eye contact Pause 1 sec after nomination 3 seconds after explanation Assertive body language Adult tone of Voice Tone you would expect back from their response Calm, reasonable and rational

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Nominate the student Josh!..... Indicate the inappropriate behaviour You’re constant talking..... Indicate why the behaviour is inappropriate (THE RIGHTS!) Is preventing others from learning..... Indicate appropriate behaviour Therefore please be quiet! Talking when Teacher is trying to talk to the class

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Nominate the student James!..... Indicate the inappropriate behaviour You’re moving around the room Indicate why the behaviour is inappropriate (THE RIGHTS!) It is disrupting the work of these three students..... Indicate appropriate behaviour Therefore please sit here where you wont be tempted Wandering around the room

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Your turn

Rights based explanations:

Rights based explanations Nominate the student Indicate the inappropriate behaviour Indicate why the behaviour is inappropriate (THE RIGHTS!) Indicate appropriate behaviour Talking when Teacher is trying to talk to class Calling out Not having equipment Putting down other students . Coming late to class Fighting Eating in class

Calling Out:

Calling Out Nominate the student Indicate the inappropriate behaviour Indicate why the behaviour is inappropriate (THE RIGHTS!) Indicate appropriate behaviour Please be quiet.’ ‘David, you’re calling out. Others have a right to concentrate.

Rights based explanations:

Rights based explanations Not having equipment ‘David, you need your equipment to learn. When you borrow from others it distracts them. Please bring all your things to class.’

Rights based explanations:

Rights based explanations Putting down other students. ‘David, Cleo has a right to feel comfortable. You are not respecting her rights. Please speak nicely.’ ‘When you speak disrespectfully to Cleo, David, she feels bad. She has a right to feel safe. Be careful how you say things.’

Rights based explanations:

Rights based explanations Coming late to class ‘David, when you come late to class you aren’t being fair. It distracts others. Please come on time.’

Rights based explanations:

Rights based explanations Fighting ‘Fighting puts people at risk of being hurt. Everyone has a right to feel safe. Please keep your hands to yourself.’

B Students Verbally controlling students :

B Students Verbally controlling students 1 . Be calm not hostile. 2 . Explain. Include - name of student - description of inappropriate behaviour - statement of why it is inappropriate - demand (what to do now) e.g . David, .............you’re talking. It’s disturbing others. They have a right to work. Please be quiet ! Note your body language and tone

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3. If resistance- Reassert that it won’t be discussed now e.g. I understand. If you wish to discuss it we can do that after the lesson or at lunchtime. Right now, please be quiet. 4. Reassert again. (Optional) e.g. That’s not the point. PLEASE...BE...QUIET! (said softly) 5. Give choice. e.g. You have a choice. If you aren’t quiet, you will have to ............. (Have a hierarchy of consequences prepared) 6. Follow through. e.g. Please sit over there. ( Be ready to reassert)

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If strong resistance is met, don’t get into a power struggle. Defuse the power but increase the level of severity of the consequence. e.g. David, I don’t intend to force you. However, if you don’t, then I am going to ............The choice is yours. You have 10 seconds to think about it.

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Summary Rights Based explanations Must focus on the behaviours NOT the student Quickly highlights the responsibility of the person or group Reduce the impact of classroom negativity Don’t engage in a power struggle