Slide 1:CLASS MANAGEMENT AND DISCIPLINE BY MICHEL BELANGER


OUTLINE :OUTLINE


My Professional Background :My Professional Background


Slide 4:WARNING: “USE ONLY WHAT STICKS TO YOUR PERSONALITY AND TEACHING STYLE.”


APPROACHES :APPROACHES GLASSER’S CHOICE THEORY ALL HUMAN BEHAVIOR IS DRIVEN BY 5 BASIC NEEDS: SURVIVAL (SHELTER, PERSONAL SECURITY) LOVE (SENSE OF BELONGING) POWER (FEELING WORTHWHILE) FREEDOM (ABILITY TO CHOOSE) FUN (PLEASURE AND ENJOYMENT)


Slide 6:GLASSER’S REALITY THERAPY BACKGROUND: VENTURA SCHOOL FOR GIRLS IN CALIFORNIA MAIN PRINCIPLES OF HIS APPROACH: 1-Establish a supportive relationship with the person (Need for love or belonging). 2-Focus on present behavior. Do not accept excuses. 3-Remain non-judgmental. Avoid criticizing and blaming. 4-Make workable, specific and short term goals or plans (Example: disorganized student). 5-Assure follow-up and modification of goals/plan if need be (Need for security). 6-Don’t give up.


Slide 7:ED FORD: DISCIPLINE AT HOME AND AT SCHOOL THE RESPONSIBLE THINKING PROCESS: QUESTIONING 1-What are/were you doing? 2-What are the rules? 3-What happens when you break the rules? 4-Is this what you want to happen (Need for power/choices)? 5-Where do you want to be? 6-What must you do to accomplish this? What is your plan? 7-What will happen if you break the rules again? N.B. NO USE OF THE WORD “WHY!”


Slide 8:EGIDE ROYER: INSTITUTE OF BEHAVIORAL STUDIES IN QUEBEC CITY APPROACH WITH DISRUPTIVE STUDENTS: 1-Truly listen to your students (Need for belonging). 2-Take the time to learn something about them. 3-Do not boss/order them around (Need for power). 4-Let them teach you things (Feeling worthwhile). 5-Develop a positive relationship with them as well as their friends. 6-Be sincerely interested in their lives. 7-Show them you care (Need for love). L’indiscipline en classe. “For students to listen to you, they must love and respect you.”


Slide 9:SUMMARY OF APPROACHES: GLASSER, FORD AND ROYER 1-FOR A TEACHER TO HAVE A SUCCESSFUL DISCIPLINE IN CLASS, HE MUST ESTABLISH A GOOD RELATIONSHIP WITH THE STUDENTS. 2-WHEN RULES ARE NOT RESPECTED, HE/SHE MUST BE FIRM AND CONSISTENT BUT SUPPORTIVE. 3-THIS APPROACH IS EVEN MORE IMPORTANT WITH THE MOST DIFFICULT STUDENTS.


CLASSROOM STRATEGIES :CLASSROOM STRATEGIES


Slide 11:MYTH: ESTABLISHING GOOD RELATIONSHIPS WITH STUDENTS DOES NOT MEAN BEING THEIR FRIEND! OUR ROLES REALITY: OUR ROLES ARE CLOSER TO THOSE OF PARENTS. ACCORDING TO THE LAW ON EDUCATION IN ONTARIO, TEACHERS ARE THE LEGAL REPRESENTATIVE OF PARENTS AT SCHOOL BECAUSE THEY ARE IN CHARGE OF THEIR EDUCATION AND THEIR SAFETY.


Slide 12:IMPORTANT QUOTES FROM GLASSER “REASONABLE RULES, FIRMLY ENFORCED…ARE A NECESSARY PART OF HELPING STUDENTS BECOME RESPONSIBLE… .” SCHOOLS WITHOUT FAILURE, P.194 “ACCORDING TO THE RESULTS OF A TWELVE YEAR STUDY IN SELF-ESTEEM…HIGH-SELF-ESTEEM CHILDREN PROVED TO BE LESS PERMISSIVE THAN THOSE OF CHILDREN WITH LOWER SELF-ESTEEM… . THEY DEMANDED HIGH STANDARDS OF BEHAVIOR AND WERE STRICT AND CONSISTENT IN ENFORCEMENT OF RULES.” SCHOOLS WITHOUT FAILURE, P.195 “BASED ON MY TEN YEARS OF WORK AT THE VENTURA SCHOOL WITH GIRLS FROM BACKGROUNDS SIMILAR TO THOSE OF THE STUDENTS, I BELIEVE THAT THEY COULD INTERPRET THE FAILURE TO ENFORCE THE RULES ONLY AS A DEMONSTRATION THAT THE STAFF DID NOT CARE ABOUT THEM.” SCHOOLS WITHOUT FAILURE, P.199


Slide 13:PHYSICAL STRATEGIES: CLASSROOM SET UP 1-MAKE YOUR CLASS INVITING (POSTERS, STUDENT WORKS, WORDS OF ENCOURAGEMENT ETC) NEED FOR BELONGING 2-OUTLINE YOUR EXPECTATIONS (AS TO THE CURRICULUM AND BEHAVIOR) 3-PLACE DESKS TO ASSURE EASY ACCESS AND CIRCULATION (IMPACT OF A TEACHER’S PROXIMITY) 4-ORGANIZE DIFFERENT CENTRES: READING, GROUP WORK, RESPONSIBLE THINKING CENTERS 5-PUT LESSON PLANS AND/OR TSW’S ON BOARD NEED FOR SECURITY


Slide 14:PHYSICAL STRATEGIES: CONTINUED 6-TRY TO BE IN CLASS BEFORE THE STUDENTS (OPPORTUNITY TO GREET THEM AND TO GET TO KNOW THEM BETTER) NEED FOR LOVE AND BELONGING


Slide 15:PEDAGOGICAL STRATEGIES 1-ESTABLISH ROUTINES AT THE BEGINNING OF CLASSES -STUDENTS KNOW WHAT THEY SHOULD BE DOING -ALLOWS TEACHER TO COMPLETE ADMINISTRATIVE AND OTHER DUTIES (NEED FOR SECURITY) 2-HAVE A VARIETY OF ACTIVITIES (LENGTH OF 15-20 MINUTES) -GREATER SUCCESS WITH STUDENTS WHO LEARN DIFFERENTLY (VISUAL, AUDITORY, HANDS-ON) 3-ELIMINATE TRADITIONAL WAYS OF QUESTIONING -CHOOSE STUDENTS RATHER THAN ALWAYS HAVE THE SAME ONES ANSWER (NEED FOR POWER/FEELING WORTHWHILE) 4-GET TO KNOW YOUR STUDENTS, THEIR SCHEDULES AND PREPARE YOUR CLASSES WITH THIS IN MIND -EXCITED CLASSES AFTER LUNCH OR AFTER P.E. -HYPERACTIVE OR ATTENTION DEFICIT STUDENTS -POWER SEEKERS OR TEMPERAMENTAL STUDENTS


Slide 16:PEDAGOGICAL STRATEGIES II 5-GIVE STUDENTS A CHOICE -DUE DATES -ACTIVITIES/ TYPES OF ASSESSMENTS (NEED FOR FREEDOM) 6-ASK THEM FOR FEEDBACK ON YOUR TEACHING AND YOUR ACTIVITIES -JOURNAL WRITING (NEED FOR POWER) 6B-REFLECT ON YOUR TEACHING -EXAMPLE: GROUP WORK 7-BE CREATIVE AND HAVE FUN -EXAMPLE OF SHAKESPEARE UNIT (ELIZABETHAN DANCE, SHAKESPEAREAN INSULTS, SCENE ENACTMENT, BOARD GAMES, ETC.) (NEED FOR FUN)


Slide 17:PREVENTIVE DISCIPLINARY STRATEGIES AT THE BEGINNING OF THE YEAR: 1-PLACE STUDENTS IN ALPHABETICAL ORDER 2-LEARN ALL OF YOUR STUDENTS’ NAMES WITHIN THE FIRST WEEK (NEED FOR BELONGING) DURING THE YEAR: 1-BE FIRM AND CONSISTENT IN YOUR EXPECTATIONS BUT ALSO FAIR AND FLEXIBLE 2-ASSIGN NATURAL AND LOGICAL CONSEQUENCES -INCOMPLETE HOMEWORK -WRITING ON DESKS


Slide 18:PREVENTIVE DISCIPLINARY STRATEGIES II 3-NEVER ARGUE WITH A STUDENT IN CLASS; IT LEADS TO HUMILIATION AND/OR LOSS OF CREDIBILITY (NEED FOR LOVE) 4-IF A STUDENT DOES START TO ARGUE, ALWAYS REMAIN CALM. DO NOT BECOME INSULTED BY THEIR COMMENTS AND DO NOT RETALIATE (NEED FOR LOVE) REMEMBER TO “DISASSOCIATE THE STUDENT’S ACTIONS FROM THE PERSON.” 5-INVEST TIME INTO YOUR DISCIPLINE. MEET WITH STUDENTS DURING THE BREAK, AT LUNCH TIME OR AFTER CLASSES.


Slide 19:PREVENTIVE DISCIPLINARY STRATEGIES III 9-USE DIFFERENT TYPES OF INTERVENTIONS: -PROXIMITY -SIGNS -CONTRACTS 6-DOCUMENT YOUR INTERVENTIONS FOR THE ADMIN. AND PARENTS 7-COMMUNICATE REGULARLY WITH PARENTS. MIX THE NEGATIVE WITH THE POSITIVE. 8-LET STUDENTS MAKE WRONG CHOICES! LET THEM UNDERSTAND THAT THEY CONTROL THEIR BEHAVIOR AND THE CONSEQUENCES!! EXAMPLE: “TEFLON KID” (NEED FOR POWER AND FREEDOM)


Slide 20:PREVENTIVE DISCIP. STRATEGIES IV 10-BE CREATIVE IN YOUR INTERVENTIONS AND USE YOUR SENSE OF HUMOR! EXAMPLE: TARDY STUDENT, PEA-SHOOTER


Slide 21:MR. B’S TOP TEN LIST OF AN EFFECTIVE TEACHER


MR. B’S TOP TEN LIST OF AN EFFECTIVE TEACHER :MR. B’S TOP TEN LIST OF AN EFFECTIVE TEACHER 9-ORGANIZED AND PUNCTUAL 10-COMPETENT AND KNOWLEDGEABLE IN THE SUBJECT MATTER 8-FLEXIBLE 7-JUST/FAIR 6-PATIENT 5-EMPATHETIC 4-OPEN-MINDED 3-CREATIVE 2-CARING AND SUPPORTIVE


#1 TRAIT :#1 TRAIT HE/SHE HAS A GOOD SENSE OF HUMOR!


Slide 24:CONCLUSION BEING AN EFFECTIVE TEACHER IS LIKE AN IRON HAND IN A VELVET GLOVE: YOU ARE FIRM AND CONSISTENT WITH YOUR EXPECTATIONS BUT YOU ARE SOFT AND GENTLE IN YOUR APPROACH!


Slide 25:A BOSS DRIVES. A BOSS RELIES ON AUTHORITY. A BOSS SAYS, “I.” A BOSS CREATES FEAR. A BOSS KNOWS HOW. A BOSS CREATES RESENTMENT. A BOSS FIXES BLAME A BOSS MAKES WORK DRUDGERY. A LEADER LEADS. A LEADER RELIES ON COOPERATION. A LEADER SAYS, “WE.” A LEADER CREATES CONFIDENCE. A LEADER SHOWS HOW. A LEADER BREEDS ENTHUSIASM. A LEADER FIXES MISTAKES. A LEADER MAKES WORK INTERESTING. VERSUS BOSS LEADER


Slide 26:THANK YOU FOR YOUR ATTENTION!