1. 1. Using honey instead of vinegar!
2. 2. South Texas Educational Technologies, Inc. Horizon Montessori I 221 North Main McAllen, Texas 78501 Presenter Steven E. Hudson Assistant Principal
3. 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. 4. Using UPR in the classroom to create a climate of positive engagement without the negatives .
5. 5. Unconditional Positive Regard
6. 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. 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. 8. What do you mean, you dont accept negative programming?
9. 9. What is meant by positive?
10. 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. 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. 12. Color Model the Total Student Student Classroom activities Teacher talk Peer involvements Positive discipline model
13. 13. Count them 12 Steps to a positive classroom experience
14. 14. 12 Steps Howard Miller suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.
15. 15. Positive Attitude = Positive Results!
16. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 33. Joy ! Another boring Q & A
34. 34. Specifically What one thing did you learn today that you can use in class tomorrow?
35. 35. Specifically What one thing did you learn today that you want to share with a colleague?
36. 36. Specifically What one thing today caused you to have some questions?
37. 37. Specifically What one thing covered today would you like more information on, at a future date?
38. 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. 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.