Facilitator/Book Study Guide - Conscious Teaching€¦ · Facilitator/Book Study Guide . Conscious Classroom Management, 2nd Edition ... Rick focused primarily on students-at-risk

Conscious Classroom Management, 2nd Edition By Rick Smith and Grace Dearborn Facilitator’s Guide & Book Study

© 2016 Conscious Teaching | consciousteaching.com | 21 Crest Rd, Fairfax CA 94930 | 800-667-6062

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Facilitator/Book Study Guide



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Table of Contents AboutRick&Grace 3Introduction 4Waystogetteachersintothebook 6SessionOne/Two:IntroductionandAssumetheBest 8SessionThree:InnerAuthority 10SessionFour:AskForHelp 13SessionFive: GotStress? 15SessionSix:HoldingOurGround 17SessionSeven:PositiveConnections 19SessionEight:TeachingProcedures 21SessionNine: Consistency 24SessionTen: GettingReady 26SessionEleven:FirstWeekofSchool 28SessionTwelve:LessonDesign 30SessionThirteen:RulesandConsequences 33SessionFourteen:WhenConsequencesDon’tWork 36SessionFifteen:MakingChanges 39SessionSixteen:StrategiesforAdmin&TeacherLeaders 41SessionSeventeen:PuttingItAllTogether–FinalThoughts 43



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About the Authors Rick Smith

Rick Smith is an award-winning teacher, education consultant, and international presenter. He has shared practical teaching strategies to more than a hundred thousand teachers and teacher-trainers in more than forty U.S. states and fourteen countries, including two years’ training American Peace Corps Volunteer Teachers in Ghana, West Africa. A classroom teacher for more than fourteen years, Rick focused primarily on students-at-risk. He’s been a mentor teacher and mentor coordinator for many years, and has taught in both Elementary and Secondary Credential programs in northern California.

Attendees of Rick’s more than one thousand keynotes and workshops consistently praise his sense of humor, his attention to the details of teaching, and the compassion and deep love he holds for teachers and students. These qualities are evident in the numerous articles he has published in education journals — including “Mentoring New Teachers: Strategies, Structures, and Successes,” in Teacher Education Quarterly, and “Assume the Best” in ASCD’s Classroom Leadership.

Rick’s goal is to bring out the best in students and teachers by offering nurturing ways to discover both fun and challenge in education, and by giving teachers tools for surfing the challenging waves of the classroom experience.

Grace Dearborn

Grace Dearborn’s warm, funny, and engaging style has earned her international recognition as a workshop presenter, instructional coach, and consultant to K-12 schools and districts. Her goal is to help teachers improve their craft through reflecting on what they do, how they do it, and who they are. In this way, her trainings and mentoring are both practical and inspirational, leaving a positive emotional footprint on the teachers with whom she works.

Grace taught at multiple grade levels for more than a decade in the San Francisco Bay Area, and authored curriculum for both elementary and secondary schools. Her year-long literacy intervention social studies course for incoming ninth graders in an urban, low-performing high school in Oakland, California, resulted in a dramatic increase in the school’s state test scores over the three years that followed.

In the twenty-plus years that Grace has worked in education, she also has held positions as a New Teacher Support Coordinator, Professional Development Director, Literacy Coach, Curriculum Specialist, and Mentor Teacher. Her skill at managing young and adolescent learners is daily put to its truest test, however, by her two sons, Mason and Owen.



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Introduction ThisguideisdesignedasacompanionforConsciousClassroomManagement:UnlockingtheSecretsofGreatTeaching,2ndedition.Thebookispackedwithspecific,research-supportedsuggestionsandpracticaladviceforeffectivelymanagingaclassroom.Ittransformsthe“invisible”artofclassroomcontrolintotangibletoolsthatanyteachercanbegintouseimmediatelywithvery“visible”results.Theguideisintendedforuseinseveralcontexts:

♦ beginningteachersworkinginaninductionprogram♦ allteachersthroughschoolordistrictworkshops♦ teachingcredentialcandidatesincollegesanduniversities♦ mentorswhoaretrainingtoworkwithclassroomteachers

Theguidemaybeusedbyindividualteachersworkingontheirownorbyfacilitatorsworkingwithgroupsofeducators.Itisparticularlyusefultoincorporatethisworkinapeercoaching/observationformatinwhichteacherscanworkcloselywithatrustedmentororpeer.Whileweusetheterm“studysession”todescribetheformatusedtoexplorethebook’sideas,youcaneasilysubstitute“workshop”or“professionaldevelopmentplan.”Whilewewillrefertotheworkof“teachers,”youcansubstitute“credentialcandidates”or“mentors.”Eachstudysessionbeginswithasummaryofthematerialcoveredandpresentspre-readingquestionstofocusthetopicforstudy.Afteryouhavereadthechapter,theguidewillleadyouthroughbothdiscussionquestionsandspecificskill-buildingactivitiesaimedatclarifyingtheconceptsinthechapter.Someofthesediscussionsandactivitiesaredesignedtobedonebyagroupofteachersworkingtogether,whileothersaredesignedtobedonebyindividualsintheirclassrooms.Sinceteachers’feelingsandassumptionsaboutteachingandtheirstudentsareoftenthedeterminingforcebehindclassroompractices,wealsoincludeopportunitiesforjournalwritesandself-reflection.Alistof“keypointstoremember”andasuggestedactionplanendeachstudysessionsothatteacherscangofromtheorytopractice,andprepareforthenextsession.



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Thereisnoneedtoapproachthestudysessionschronologicallyifyoufeelitwouldbettersuityourneedstoskiponeorjumpaheadtoanother.Ouronesuggestionwouldbetoavoidthetemptationtodiverightintoconsequencesoutlinedinthelastsession,“Intervention–WhatWeDoinResponse,”beforeestablishingthefoundation–bothphilosophicalandpractical–outlinedintheopeningchapters.Ontheotherhand,ifyouarepressedfortimeorareabouttostarttheschoolyear,youmaywanttoreviewSessions10:“GettingReady”and11:“TheFirstWeekofSchool”beforereturningtotheothers.Onelastthing:Thisfacilitator’sguideisa“livingdocument.”Ithasbeenputtogetherinpartwithsuggestionsfrommentorteachersandprofessorsfromaroundthecountry.Ifyouhaveasuggestionthatyou’dliketoshare,pleaseemailus,andwewillgladlyupdatetheguidewithyouridea.<[email protected]>



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Two ways to initially get teachers into the book Idea #1: Giveoutthebooks.Dividethegroupintopairs.Eachpairwillberesponsibleforone(ormore)ofthequestionsbelow.Afterintroductions,teacherssearchthebooktofindtheanswers.Theythenreportouttothegroupasawhole.1. Whatareexamplesofsomecharacteristicsofaneffective“No”responsetostudents?2. Whatisthebook’sadviceaboutsomethingwecanalldoforfiveminuteseachdaytoreduce

stress?3. Whataresomeexamplesofnon-verbalremindersaboutrulesandconsequences?4. WhycanclassroommanagementbeespeciallydifficultforPhysicalEducationteachers?5. Whatisthedifferencebetweenappreciationandpraise?Whatistheeffectofeach?6. Whatisthedifferencebetweenbeingniceandbeingkind?Whataretheconsequencesof

each?7. Whatis“supplementallessonideas,”andwhyandwhendoweneedit?8. Whataretwogoodget-acquaintedactivitiestouseatthestartoftheschoolyear?9. Whatisthesinglebiggestsourceofteacherstress?Howcanwecounteractit?10. Howandwhenmightyouuseabehaviorcontractwithanindividualstudent?11. Whatisinnerapologyandwhycanitbesocounterproductiveintheclassroom?12. Explainthe“firmandsoft”paradox.13. Whatisthe“4-Hstrategy”formakingpositiveconnectionswithyourstudents?Whatwould

itlooklikeinyourclassroom?14. Whyisitimportanttoestablishclassroomproceduresbeforecontentistaught?Whatare

someexamplesofimportantproceduresthatneedtobeexplicitlytaught?15. Whatis“arguingwiththeref”andwhatisagoodwaytodealwithit?16. Whatisoneoftheveryhardestthingsforteacherstoenforceconsistentlyintheclassroom,

andwhyisitsoimportanttodoso?17. Whatisaneffectivewaytokeepstudentsontrackiftheyhavebeenabsentfromschool?18. Whatarethefivekeyassumptionsweneedtomakeaboutconsequencesformisbehavior?19. Whatarewaystousemusicorsoundsignalstoaidintransitions?20. Howcanstudentsbeinvolvedinmakingtheclassrules?



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Idea #2 Giveoutthebooks.Providetimeforparticipantstosilentlybrowsethroughthebook.Afterward,theycanpairoffandeachshareoneortwoquotationsthatstoodout.Someofthesecanbesharedwiththegroup.TellthegroupthatintheirworkshopsRickandGraceasksthatteachersdonottakethebookbacktotheirschoolsandmakeitpartoftheirprofessionallibrary.Instead,theysuggest,“Takeithomeandputitinyourbathroom.That’showitwasdesigned.Gotothebathroom.Leave…withastrategy.”



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Session One/Two: Introduction and Assume the Best ReadingIntroductionandChapterTwo(pages2-25)FocusofChapterEffectiveteachersofteninternalizecertainkey,positiveassumptionsabouttheirstudentsandthemselves,tothepointwheretheymaynotbeawareofwhatthoseassumptionsare.Inthischapterweunearth,identify,andfocusontheseassumptions,becausetheyformthefoundationofourteachingexperienceandframetheactionswetake.Whenwestarttoassumethebestaboutourstudentsandourselves,teachingchangesandmagichappens.

Pre-ReadingPrompts1. Thinkofeffectiveteachersyouhavehadinthepastorthatyouhaveobserved.Whatmadethemparticularlysuccessfulingeneratingapositivelearningenvironment?(Youmaywanttoaddressthesamequestionaboutmemorablyineffectiveteachersyouhaveencountered.)

2. Whatareyourunderlyingassumptionsaboutyourmostdifficultstudents’attitudesaboutlearningandaboutschool?

Post-ReadingDiscussion&ReflectionQuestions1. Whatarekeyassumptionsthathelpussuccessfullymanageourclassrooms?2. Reflectonthisquotefromtheintroduction“Thecombinationofwhoweareandwhatwedomakesforeffectiveclassroommanagement.”Howdoesthisapplytoyouinyourclassroom?

3. DidthedescriptionofMrs.Allgoodremindyouofanyteachersyouhavehadinthepastorhaveobserved?Didherresponsesseemrealistic?Do-able?

4. DoesMrs.Meanswellremindyouofteachersyouhaveknown?Haveyouobservedher?Beenher?Didherresponsesmakeyousquirmatanypoint?

5. Describea“Brad”fromyourownexperience?Howdidyourespondtohim?Whatworkedandwhatdidnotwork?



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6. Didyoueverhaveastudentwhodroveyousonutsthatyoustartedtoassumethathe/shewasouttothwartyou?Howdidthatassumptionaffectyourconnectionwiththatstudent?

7. Howwouldyoudescribethecultureofyourschoolintermsofteacherattitudesaboutteachingandabouttheirstudents?

Activities&Actionables1. StudentSort:Writedown–frommemory-thenamesofthestudentsinoneofyourclasses.Thencheckyourclasslisttoseeifyouhaveforgottenanyone.Next,writethenameofeachstudentona3x5cardandsortthecardsintowhatevercategoriesseemappropriatetoyou.Thesimpleactofsortingcanilluminatecertainofyourunderlyingteachervalues.Didyousortbyability–andifso,whatsortofability–athletic,musical,academic?Didyousortbypersonality?Maturity?Economicbackground?Senseofhumor?Attitudeaboutlearning?Onceyouhavedoneyourfirstsort,tryanother.

2. Chooseastudentinyourclasswhochronicallymisbehaves.Writealettertothatstudent(youwillnotbeactuallysendingit)thatinterpretshisorherbehaviorasacallforhelp,asopposedtoanattempttogetyouofftrack.Thengivethisstudentextraattentionorcaretointhenextcoupleweeks.

3. Observeateacheryouadmireandfindatleastthreethingstoappreciateabouthisorherclassroommanagement.Writeanote,thankinghimorher.

4. Reviewthe“ArticleandGroupActivity:StudentSubtitles”intheonlinetoolbox.Completetheactivityanddiscussasastaffhowtoimplementthetechniqueofreadingandrespondingtostudentsubtitlesinthecomingweek.

5. Completethe“AssumingtheBestSelfReflectionRubric”intheonlinetoolboxanddiscusswithapartnerorgroup.

KeyPointstoRemember

! Effectiveclassroommanagementisessentiallyinvisible.! Assumethebestaboutyourstudents.! Teachersmustteachproceduresandbehavior.! Studentswanttolearnandtheywanttobehave.



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Session Three: Inner Authority ReadingChapterThree(pages26-37)FocusofChapterTeachersaretheprimaryauthorsofwhathappensintheclassroom.Forourvisionstocometolife—forourclassroomenvironmentstobesmoothandharmonious—wemustmarshalourinnerresourcesandwriteourown“scripts.”Inthischapterweexplorehowtodevelopour“innerauthority,”whichcanmakeallthedifferenceinbeinganeffectiveteacher.Innerauthoritydoesn’tinvolveholdingourbreathorgearingupforbattleorcarryingourselvesinanaggressiveway.Itisarelaxed,naturalstatethatpermeateseverythingwedo,intheclassroomandelsewhere.

Pre-ReadingPrompts1. Thinkaboutthewaysinwhichyoudirectactivitiesandgivedirectionsinyourclassroom.Areyouconfident?Howdoyou(orcouldyou)conveyconfidencebothverballyandnon-verbally?

2. Doyouhavedifficultyapologizingwhenyouhavemadeamistake?Howdoyouapproachthisinyourclassroom?

3. Doyouworryaboutwhatothers,especiallyyourstudents,thinkofyou?Post-ReadingDiscussion&ReflectionQuestions1. Whatis“innerauthority”?Howcanyougrowin“innerauthority”?2. Re-readpages31–33.Discussthedifferenceinthetwoapproachesoutlined.Howwouldyoudescribethedifferencebetween“self-effacing”and“self-affirming,”between“deflectingtheheat”andtakingtheheat”?

3. Brainstormwaysinwhichbeingconsistentandbeingpreparedcanhelpyoubuildyourinnerauthority.Beasspecificasyoucan.Whatwouldthislooklikeinyourclassroom?Whatwoulditsoundlike?Mostimportantly,whatwoulditfeellike?



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4. Theendofthischaptersuggeststhattryingtodevelopourinnerauthoritycanbea“trialbyfire,”asteeplearningcurve.Howtrueisthatforyou?Whatnextstepsdoyouwanttotake?

5. Aretheideasinthischapterapplicabletootherareasofyourlifeaswell?Wherehaveyouseenyourselforothersbeinginwardlyapologetic?Wherehaveyouexperiencedinnerauthority?

Activities&Actionables1. Role-playwithapeeroraloneinfrontofamirror.Playtheroleoftheteacherandaskyourpartner,playingtheroleofyourstudent,to“pleaseputthatawayandhaveaseat.”Trysayingthisstatementfromanumberofdifferentcontexts–asawhisper;fromacrosstheroom;frominnerapology;fromstanding;fromsitting;whilewalkingtowardthestudent;whilewalkingaway;inabriskaccusatorytone;inaself-effacingtone;frominnerauthority.Asyoutrythedifferentcontexts,assesswhereyouareonthecontinuumofinnerapology/innerauthority.Reflectonwhatcontextsaremostcomfortableforyouandmostchallenging.Hint:Ifyouwanttopracticespeakingfrominnerauthority,asyouspeaktoyourpartner,assumethathe/sheabsolutelywantsandneedstohearwhatitisthatyouaresaying.VARIATION:Thisrole-playcanbedonewithanyclassroomdirectionordiscussionthatyouwouldliketopracticegiving.Perhaps,forexample,yourstudentearnedalowgrade,andyouanticipatethathewillwanttocomplainaboutitandblameyou.Howwillyourespond?Oryoucouldalsopracticeachallengingconversationwithaparent,administratororfellowteacher.

2. Giveyourclassanevaluationforminwhichyourstudentshavetheopportunitytoanonymouslyassessyourabilitiesasateacher.Afterreadingthem,considerthefollowing:Whatdidyoulearnfromthis?Areyousurprisedbyanyresponses?Whatvalueisthereinperiodicallygivingstudentsthisopportunity?Canthishelpyougrowininnerauthority?

3. Callfiveparentstodiscusstheirchild’sbehaviorinyourclassroom.Makesurethatatleastsomeofyourcallsaddresspositivestudentbehavior.Facingparentsinthismannerisa“two-for-onespecial.”Itcanhelpusgrowininnerauthoritywhilehelpingimprovestudentbehaviorinthemeantime.



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4. Makealistofstatementsyoumakeonaregularbasisinyourclassroomthattendtobringyouintoinnerapology.Dothesamewithstatementsthattendtobringyouintoinnerauthority.Examinethedifferencesineachcategory.Whatcanyoudo,intermsofpreparationoranticipation,tohelpyoucomemorefrominnerauthorityintheareaswhereyoumoststruggle?

KeyPointstoRemember

! Ourinnerauthorityaffectshowwegivedirectionsandtalkone-on-onewithstudents.

! Innerapologycanbecounterproductiveintheclassroomandpreysonourinsecurities.

! Apologiestotheclassthataregrounded,sincereandaffirmingoftheteacher’scaringreflectsateacher’sinnerauthority.

! Approachesthatworkincludeassumingthebest,askingforhelp,holdingourground,andbeingconsistentandprepared.



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Session Four: Ask for Help ReadingChapterFour(pages38-47)FocusofChapterAllteachersmakemistakes,anddenyingthisnotonlysetsimpossiblestandardsforourselvesbutalsoleadsourstudentstothinkweexpectthemtobeperfect.Ouropennessisthekeytolettinggoofseekingunattainableperfection.Itisthesingle-mostimportantqualityforanyteacher;itletsourstudentsknowthatit’sokaytotakerisks,explore,andmakemistakesintheclassroom.Inthischapterwewilllearnhowtoreachoutforthehelpweneed.Inaskingandreceivingthathelp,wewillultimatelyfeelmoreconfident,lessisolated,ourinnerauthoritywillgrow,andwewillbecomerole-modelsforourstudents,whoareoftenreluctantthemselvestoaskforhelp.Thosewhohelpuswillalsobenefit,creatingawin-winsituation.Pre-ReadingPrompts1. Whatarethemostimportantqualitiesofanyteacher?2. Inwhatareaswouldyouliketogetassistanceorworktogetherwithsomeoneelse?

3. Whatistheatmosphereaboutcollegialityandcollaborationatyourschool?Inyourdistrict?Aretherewaysyouwouldliketoimprovethisatmosphere?

4. Howdoesitfeeltoaskforhelp?Sharestories–thegoodandthenot-so-good.Post-ReadingDiscussion&ReflectionQuestions1. Combinethelistsyouandyourcolleagueshavemadeofthequalitiesofagoodteacher(see“Pre-ReadingPrompt#1above).Whatotherqualitieswouldyouaddafterhavingreadthischapter?

2. RereadorreviewRick’sstoryofhis“bumpystart”(pages42-43),takeabreath,andthenshareyourownstories.

3. Reflectonthispassagefromthechapter(p.44):“Thosewhogiveushelpblossomevenmorethanwedo.”Inwhatrespectshasthisbeentrueinyourexperience?



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4. Whataresomeassignmentsandactivitiesthatyouhavethestudentsdothatrequireorencouragethemtoaskforhelp(cooperativelearninggroups,forexample)?Whataresomewaysyoucouldrestructuresomeofyourassignmentsoractivitiestomoreallowstudentstopracticeaskingforhelp?

Activities&Actionables1. Makealistofthesourcesofhelpforteacherswithinyourschoolandinyourlargercommunity.Includeeverythingfromthenamesofteacherswhocanserveasmodels,tocommunitydrugandalcoholagenciesandparentvolunteers.Ifyouarenewtoteachingortoyourschool,thisisagreattimetoaskyourmentororcolleaguesforsuggestions.

2. Makeanappointmentwithyourmentororatrustedcolleaguetodiscussyourevaluationand/oryourgoalsforprofessionaldevelopmentthisyear.

3. Decideonamethodofdocumentingpotentiallycontroversialdecisions,conversationsandactionsthatwillpotentiallyworkwellforyou.Implementthatsystemforaweekortwoandthentalkwithyourcolleaguesaboutwhatyoulikeanddon’tlikeaboutit.Discussrevisionsandimprovements.

KeyPointstoRemember

! Askforhelp!! Opennessisthemostimportantqualityinanyteacher.! Shareyourevaluationswithtrustedteachers.! Documenteverything.! Givestudentsachancetoaskforhelpaswell.



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Session Five: Got Stress? ReadingChapterFive(pages48-63)FocusofChapterHoweverproficientweare,howeverprepared,positive,effective,andresilient,wearegoingtospendsomeup-closeandpersonaltimeexperiencingstress.Howweaddressthiscanmakeabigdifferenceinouroveralloutlooks,attitudes,andsuccessesasteachers—andaspeople.Inthischapterweexplorethecausesofteacherstressandsomepossibleantidotes.Regardlessofourlevelofteachingexperience,therearealwaysopportunitiestoslowdown,exhale,andrenewourenthusiasmforteaching.

FocusofthisSession♦ Whatcausesusstress?Howdowebestaddressit?♦ Howcanwecareforourselvesasinourbestmoments,wecareforourstudents?

Pre-ReadingPrompts1. Whatisthebiggestcauseofteacherstressinyourexperience?2. Whatworksbestforyouasameansofcounteringthisstress?

Post-ReadingDiscussion&ReflectionQuestions1. Whataresomespecific,practicalwaystoreducethestressofourjobs?2. Whathintscanyoushareaboutdealingwiththepaperworkthatcanthreatentooverwhelmus?

3. Respondtothefollowingquotation(p.55)“sometimeduringtheday,takefiveminutesofunstructuredtimeforyourself.Disengagefromthejobdescriptionandrememberyourself.”Doesthisseemvaluabletoyou?Possible?Howandwhenmightyoudothis?

4. Couldthestaffatyourschoolhavemoregood,old-fashionedfun?Whatwouldbeagoodfirststep?



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Activities&Actionables1. Makealistofthesourcesofstressinyourlife,bothpersonalandprofessional.Thenlookateachitemonyourlist,anddeterminehowmuchcontrolyouhaveoverit.Putyouractivefocusonthosesourcesofstressthatyouhavethemostinfluenceover.Makeanactionplantoaddresseachdo-ableitem,andpractice“lettinggoofcomplaint”withthoseitemsyoucan’tchange.Focusononestepatatimewithcelebrationsandself-appreciationsbuiltin.Pleasedon’tmakereleasingstressintoastressfuljob!

2. Makeanappointmentwithanotherteachertospend15minutesormorewalking(atlunch,onyourprep,orafterschool)awayfromoraroundtheschool–andagreethatyouwillnottalkaboutschooloryourstudents.Trythisforafewdaysinasingleweek.

3. Reviewthe“TimeSavingTipsforGrading”intheonlinetoolbox.Discusswithapartnerorgroupwhichoftheseyoucouldreasonablyadoptandapplyorwhatotherideasyouhaveforsavingtimewhengrading.

4. Photocopythe“Wise-AppleAdvice”onpage63andplaceitinaconspicuousplaceinyourclassroom.Or,placeaninspirationalphotograph,image,quotation,orobjectonyourdeskorbackwallinyourclassroom.Whenthingsgetrough,gazeonyourinspirationalimageforsupport.Or,pickasongthatfillsyouwithstrengthandhumittoyourselfbeforestartingadifficultlessonorspeakingtoadifficultclass.Oneteacherhums“DarthVaderʼsTheme”onherwaytoworkwithhermostdifficultclass.

KeyPointstoRemember

! Chooseenthusiasmoverburn-out.! Addressthecausesofstressandpossibleantidotes.! Weneedtocareforourselvesaswellasourstudents.! Welcomefeelingsofincompletionandinadequacythatinevitablycomewiththisprofession,butdon’tlistentooclosely!



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Session Six: Holding Our Ground ReadingChapterSix(pages66-77)FocusofChapterHoldingourgroundischallenging,regardlessofthesystemofrulesandconsequenceswehave,regardlessofthegradesweteach,andregardlessoftheabilitiesorattitudesofourstudents.Inthischapterweexplorethemanyinteractingaspectsofthisinvisiblequality,thiswillingnesstobefirmwithoutbeingmean,whichspillsintoeverythingwedoasteachers.Itwillinfluencethewayweenforceconsequences,impartinformation,describeprocedures,talkwithstudentsabouttheirlives,walkdownthehall,andevenhowwefeelaboutourselvesandourjobs.

Pre-ReadingPrompts1. Thinkofatimewhenyouwereparticularlyangryatastudent.Howdidyourespond?Whatwaseffectiveinthissituation?Whatcouldhaveworkedbetter?

2. Howdoyoufeelwhenyouhavetosay“no”toastudent?Howdoyoufeelabouthowyoufeel?

3. Howhasangercausedyoutoloseground,bothinandoutoftheclassroom?Post-ReadingDiscussion&ReflectionQuestions1. Thinkoftimesyouhaveseenateacherrespondeffectivelytoadisruptivestudent.Whatdidheorshedothatworkedbest?Howcanweworktomaketheseseeminglyintuitiveresponsesmoretangible?

2. Haveyouwitnessedatimewhenateacherhaswonthebattlewithastudent,butthenfoundhimorherself“inalandofbattles”?(p.74)Howmightthisbeavoided?

3. Whatisthelinebetweenangerandreactivity?Isthereeverarolefortheexpressionofangerwithintheclassroom?

4. Whataresomeofthestrategiesthatwillhelpdissipateangerorhelpusrespondeffectivelywhenweareangry?



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5. Whatspecificpracticesfromthischaptercanyoutakebacktotrywithyourstudents?

Activities&Actionables1. Role-PlaySaying“No”:Findapartnerandhaveeachofyouinturnplaythepartofaninsistentstudentaskingtoleavetheclassroom.Theteacher’sjobistonotallowthestudenttoleave,nomatterwhat.Afteraminute,continuetheroleplay,butthistimewiththeteacherlimitedtoonlytworesponses:“No”and“IunderstandandtheanswerisNo.”Aftereachpersonhashadaturn,discusswhatthisfeltlikeandidentifyseveralsuccessfulapproachesthatyoumightuseinyourclassroom.NOTE:Sometimesstudentsbenefitfromanalternativetosimplybeingtold“no.”Role-playsituationswherethismightbethebeststrategy.VARIATION:Astheteacher,repeatwhatthestudentsays,withoutgivingin.Forexample,thestudentsays:“You’renotfair!YouneverlistentowhatIsay!”andtheteachercalmlyrespondswith“Iseethatyou’resayingthatI’mnotfairandthatIneverlistentowhatyousay.”

2. Observeateacheryouadmireandfindatleastonetimewhenheorshesucceededin“holdingtheline”withgrace,dignityandlove.Writeanote,thankinghimorher.

3. Inthenextweek,activelypracticebeingbothfirmandsoftinsaying“no”withoutexplanation,blame,complainingorwiggle-room.

KeyPointstoRemember

! Don’tover-explain.! Getconflictoffcenterstage.! Loweryourvoice.! Loweryourtone.! Directlyfacestudent.! Realizeangerisafeelingbutreactivityisachoice.! Breathe!



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Session Seven: Positive Connections ReadingChapterSeven(pages78-101)FocusofChapterExtensiveresearchunderscoreshowtheteacher-studentrelationshipimpactsstudentlearningandsatisfaction.Howstudentsfeelabouttheirlearningenvironmentandtheirteacherhasahugeeffectonhowmuchattentionandefforttheyexpendintheclassroom.Inthischapterweaimtobreaktheseeminglyintuitiveartofconnectingpositivelywithstudentsintovisible,replicablepieces.Sometimesthismeansdoingwhat’sbestforourstudents,asopposedtowhat’seasiest.

Pre-ReadingPrompts1. Whataresomethingsyouhavetriedtocreatepositiveconnectionswithstudentsorclasseswhowereinitiallychallengingforyou?Whatworked?

2. Describeatimewhenyouorateacheryouknowbecameoverlyfriendly(forexample,sharedtoomuchpersonalinformationorsharedpersonalinformationtoooften,ormadedecisionsbasedonwantingtobelikedoravoidingconflictratherthanonwhatwasinthebestinterestofstudents),andwhattheresultwasinthelearningenvironment.

Post-ReadingDiscussion&ReflectionQuestions

1. Whatisthedifferencebetweenbeing“nice”andbeing“kind”?2. Canteacherstrytoohardtobe“pals”withstudents?Whatwouldthislooklikeintheclassroom?Howdoyoufindtherightbalance?

3. Whatareappropriatewaysinwhichyourcaringcanbeexpressedintheclassroom?Whatareinappropriateways?Whatevidencewillthestudentsprovide(ifany)thatyouarepositivelyconnectingtotheminappropriateways?

4. Whataresomespecificsmallstepsyoucantaketogiveyourstudentsmorechoicesandgreaterautonomy?



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5. Whataresomespecificstrategiesyoucanusetomakepositiveconnectionswithyourstudents?

6. Usingthediagramonpage91,brainstormspecificwaysthatwebalancepersonalconnectionswithawillingnesstoholdourownground.

Activities&Actionables1. Makeagraphicorganizerorposterwhichillustratessomeofthespecificsuggestionsofferedonpages83–87inthischapter.Whatwouldyourclassroomlooklikeandsoundlikeifyouincorporatedtheseideas?Discusswhichtwoorthreespecificstrategiesyouwilltry.

2. Makeacommitmenttocallfiveormoreparentsperweekforthreeweeks.Focusyourcallsonpositivethingstheirchildhasdonerecentlyinyourclass.

3. Choosetwospecificstudentswithwhomyouwouldliketoforgeamorepositivepersonalconnection.Decideononeortwotechniquesfromthischapterthatyoucantrywitheachandtrythemforaweekortwo.

4. Foroneweek,greetyourstudentsatthedoorwhentheyentertheclassroomandrequireeachofthemtosayhello,giveyouahighfiveorshakeyourhand(theirchoice)whilemakingeye-contactastheyenter.Ifyouteachmiddleorhighschoolchoosejustyourtoughestperiod/classtotrythiswith.Checkinwiththemattheendoftheweekandgettheirfeedbackonhowitmadethemfeelorwhattheylikedordidn'tlikeaboutit.

5. Reviewthe4resourcesintheonlinetoolboxforthischapter.Sharewithacolleagueonestrategyorideayoulearnedfromthemthatyouwanttoapply.

KeyPointstoRemember

! Choosebeingkindoverbeingnice.! 2minutesadayofpersonalconnectioncanhaveahugeimpact.! Shareaboutyourselfandyourlife,butnottoomuchortoooften.! Makepositivephonecallshomeweekly.! Providechoices,wheneverappropriate.! It’sokaynotbelikedsometimes.



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Session Eight: Teaching Procedures ReadingChapterEight(pages102-129)FocusofChapterProcedures,farfrombeing“busywork”oradistractionfromteachingcontent,aretherailroadtracksthatmakeitpossibleforourtrainofcontenttorunquicklyandsmoothlytoitsdestination-learning.Spendingtimeonproceduresintheclassroomnotonlymakestheenvironmentmoresafeandstructured,butalsoactuallyfacilitatesteachingcontent.Inthischapterwewillfocusonabroadrangeofclassroomprocedures—howeachcanbeeffectivelytaught,reinforced,practiced,andreviewedthroughouttheschoolyear.

Pre-ReadingPrompts1. Whatproceduresdoyourstudentshavetroublewith?Orwhatthingsroutinelydonotgothewayyouwantinyourclassroom?

2. Whichproceduresdostudentsseemtohavetheeasiesttimefollowingcorrectly?Whydoyouthinktheseproceduresareeasiestforthem?

3. Howeffectiveisgroupworkinyourclass?Describeyouridealvisionofhowyourstudentscouldworkingroups.

4. Howdoyouknowifstudentshaveunderstoodyourdirections?Whatdifferentwayshaveyoutriedforcheckingforstudentunderstanding?Whichweremosteffective?Leasteffective?

Post-ReadingDiscussion&ReflectionQuestions1. Describethebeginningofatypicalclassinyourroom?Howmightthistimebeusedmoreeffectively?Howmightyouteachthestart-of-classproceduresthatyouwant?

2. Howwelldoyourstudentsworkinsmallgroups?Whatworkswellandwhatdoesnot?Howmightyouteachtheproceduresyouwanttosee?

3. Whatisyourpolicyabouttardies?Cleanup?Bathroomuse?Tattling?Pencilsharpening?Whatworkswellandwhatdoesnot?Howmightyouteachtheproceduresyouwanttosee?



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4. Whatbehaviorsarecreatingproblemswithcooperativegroupsinyourclassroom?Whatprocedureswouldalleviatethoseproblems?

5. Howdoyougettheattentionofeveryoneinyourclass?Whathasworkedtohelpstudentsmakeefficienttransitionsfromoneactivitytoanother?

6. Whataresomewaystoholdstudentsaccountableforfollowingdirectionsandlearningprocedures?Whataresomenaturalincentives?

7. Howcanyoutranslateyourverbaldirectionsintovisualorkinestheticdirections?

Activities&Actionables1. Therearesixty-threeprocedureslistedonpages105-107undertheheading“WhatProceduresDoWeNeed?”Choosetwoproceduresfromthelistthatyouwishwentmoresmoothlyorefficientlyinyourclassroom.Usingthe“OutlineforCreatingProceduralLessonPlans”intheonlinetoolbox,roughoutlessonplansforre-teachingandreinforcingeachoftheseprocedurestogetwhatyouwantfromyourstudents.ReviewtheSampleLessonPlans”intheonlinetoolboxforideas.

2. Decideonthreedifferentwaysyoucancheckforstudentcomprehensionofthedirectionsyouhavegivenbeforeyourstudentsbeginanassignment.Seethe“Article:CheckingforUnderstandingTechniques”intheonlinetoolboxforexamples.Tryeachoneoutatdifferenttimesinyourclassroomforafewdaysandassesswhichwasmosteffectiveoruseful.

3. Writedownthetop5thingsyoufindyourselfrepeatingoverandoverwhileyourstudentsareengagedinseat-work(independently,inpairs,oringroups)andyouarecirculatingaroundtheroom.Forexample,"loweryourvoice"and"putthataway"arecommonlyusedphrases.Createasetofvisualstorepresenteachofthesethings.Forexample,youmighthaveavisualofafingerinfrontoflipstorepresent"stoptalking."Putyour5visualsonakeyringORonyourlanyardORonaclip-boardORonaniPad.Nexttimeyouarecirculatingamongyourstudents,carrythevisualswithyouandusethem,insteadofyourvoice,toconveytoindividualstudentswhatyouneedthemtodo.

4. Createaproceduralrubrictotryinyourclassroomthatmighthelpyourstudentsbetterfollowakeyprocedure.Thismightbe,forexample,arubric



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forvolume,dismissal,liningup,dresscode,PEuniforms,hallwaybehavior,tablecleanliness,orreadinesstolearn.Createfivelargevisuals(8.5x11orlarger)thatyoucanusetoreinforcetheprocedurewithyourstudents.Considerusingyourstudentsasmodelsforthevisuals.ORyoucanuseyourcolleagues,yourfriends,oryourfamily.Oryoucanuseclipartordrawings.Bringtheimagesinandusethemtore-teachandreinforcehowyouwanttheproceduretobefollowed.

5. Videotapeyourstudentsthenexttimeyouaskthemtodoaprocedurethattheydon’tnormallydowell,suchasgettingstartedatthebeginningofclass,packingupfordismissal,ortransitioningintogroups(orfromoneareatoanother)intheclassroom.Thenextday,showthemthevideoandhavethemassesshowwelltheydidatwhatyouaskedand/orwhattheycoulddobetter/differently.Modelwhatyouwantittolooklikeandhavethempracticeuntiltheyare“video”ready.See“Video:GroupProcedure”intheonlinetoolboxasasample.

6. Reviewyourroomarrangementandmakechangestoitthatwillmakeiteasierforyoutoeithercirculatewithin3feetofeachstudentatleastonceperhourorthatwillmakeiteasierforyoutocontroltheclassroomenvironment.

7. Reviewthe“SampleProcedureQuizzes”intheonlinetoolbox.Thencreateaquizforyourstudentsbasedonyourclassroomrulesandprocedures.

KeyPointstoRemember

! Proceduresaretherailroadtracks–contentisthetrain.! Eachclassroomprocedureneedstobetaught,practicedandreviewed.! Usingimagesandothernon-verbals,suchassongs,handsignals,andgestures,isaneffectivewaytoreinforcekeyprocedures.

! Proximityhelpskeepstudentsfocused.! Pausesandeyecontactcanbeeffectiveingettingstudentattention.! Atimerormusiccanbeusefulinhelpingstudentsmaketransitions.! Breakdirectionsintosmall“chunks.”



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SessionNine:ConsistencyReadingChapterNine(pages130-139)FocusofChapterBeingconsistentdoesnotmeanbeingarobot;itarisesoutofcaringforourstudentsandtheirlearning.Whenweareinconsistentwesendourclassmixedmessagesthatultimatelyinviteinappropriatebehavior.Sincewearetheprimaryauthorsofwhathappensintheclassroom,studentsfollowourlead,andtheywillbehaveinwaysweunconsciouslyallow.Thetrickistogetconsciousandconsistent.Inthischapterwelookathowtobecomemoreconsistentinseveralspecificareas.Beingconsistentintheseareaswillalsohelpusbecomemoreconsistentoverall,asour“muscle”ofconsistencyisstrengthened.

Pre-ReadingPrompts1. Howconsistentareyouabouthavingstudentsraisetheirhandstospeak?Doanyofyourstudentsconsistentlyspeakout?Doanyothersnevervolunteer?

2. Howdoesitfeelwhenastudentargueswithyou?Howdoyourespond–externallyandinternally?Whataboutwhenaparentargueswithyou?

3. Whathasbeenyourexperiencewithusinghandsignalsorothernon-verbalcuesforstudents?Howdidthiswork?

Post-ReadingDiscussion&ReflectionQuestions1. Whatprocedures,ifenactedconsistently,arekeysforkeepingclassroomchatterandchaostoaminimum?

2. Whatroledoes‘beingtheadult’playinhowyouhandleaparentorstudentattemptingtoargue?Whatroledoes‘holdingyourground’play?

4. Doyouagreethatcaringleadstoconsistency?Doesconsistencyallowformorecaring?

5. Howwillyougoaboutreinforcingtheconsistencyyouwishtoseeinyourclassroom?Whatstrategiesfromthischaptercanhelpyou?

Activities&Actionables



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1. Role-playaclassroomwhereeitherstudentsorparentsspeakoutandarguewiththeteacher.Practiceeffectivewaysofaddressingthis.Switchsothateveryonehasachancetobetheteacher.

2. Reviewyourlessonplansforonedayandlookforplaceswhereyoucanbuildin"offstage"timeforyourselftwiceineveryhour.Thiswouldbetimewhenstudentsareworkingsilentlyorinpairsoringroups,whenyoucouldhavetimetohaveprivateconversationswithstudentswhoneedit.Thendesignaprocedureforstudentstoletyouknowtheyneedaprivateconversationwithyou.Thiscouldbeaspecialplaceontheboardwherestudentswritetheirnames,oraticketdispenserwheretheytakea"teachertalk"ticketforalaterconversationwithyou.Implementtheprocedurewithyourstudentsforaweek,andthenassessitsvalue.

3. Observeacolleague,orvideotapeyourself,runningaclassdiscussion.Makearrangementstodiscussyourobservationoryourvideowithacolleague,specificallynotingtheeffectivenessorineffectivenessofhowhandraisingand/orstudentarguingwereaddressed.Thenreviewthe“SampleLessonPlans”intheonlinetoolboxonarguingorhand-raisingandconsiderhowyoumightimproveyourprocedure.

4. Draw,write,orpostamessagefromyourselftoyourselfonthebackwallofyourclassroomthatisareminderaboutconsistency.Itmightbeapictureofahandtoremindyoutofocusonhandraising.Itmightbeapictureofaneartoremindyoutospeakloudenough(ormoresoftly).Itcouldbeatwo-sidedarrowtoremindyoutolookatandincludeallstudents-onbothsidesoftheroom,ofbothgenders,ofallcultures.

KeyPointstoRemember

! Establishandpracticehand-raisingpolicies.! Avoidlettingstudentsarguewiththeteacher.! Avoidthe“popcorn”effect.! Holdgroundwithoutover-explaining.! Consistencyarisesoutofourcaringforourstudentsandtheirlearning.



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Session Ten: Getting Ready ReadingChapterTen(pages140-153)FocusofChapterOrganizationandpreparationarekeystosmoothteachingandsmoothclassroommanagement.Theseareparticularlyimportantskillstolearnforanewteacher,oronewhoistransferringtoanewschoolordistrict,becausetherearesomanythingstodoandconsider.Thischapterlaysoutmuchofthenitty-grittyofgettingreadybeforethestudentsarrive,aswellaswhattodointhefirstweeksofschool.AndChapter11,“TheFirstWeekofSchool,”alongwiththeonlinetoolbox,providesdetailedlessonplansforwhattodointhefirstfivedays.

Pre-ReadingPrompts1. Howdoyouwantyourroomtobearranged,intermsofdeskplacement,bulletinboards,assignmentcollection,studentworkdisplays?

2. Whatpreparationdoyouwanttodobeforeschoolbegins?3. Whatshouldyoudoonthefirstfewdaysofschooltoestablishrapport,andteachprocedures,content,andrules?

4. Whatareyourgoals–bothpersonalandprofessional–forthisyear?Post-ReadingDiscussion&ReflectionQuestions1. Whatoptionsdonewteachershavetolearntheschoolordistrictpoliciesandexpectationsonyourcampus?

2. Howdonewteachersaccesstheresourcesavailableforhelpwithintheschoolandcommunity?

3. Onceschoolstarts,youwillneedtoteachandimplementmanyclassroomprocedures.Howcanyoudesigntheproceduresandthewaysyouwillteachthembeforethestudentsshowuponthefirstday,sothatyouwillbereadyoncetheyshow?




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1. Makeanappointmentwithamentororveterancolleagueatyourschoolsite.Inanticipationofthatmeeting,writedownallthequestionsandconcernsthatariseforyou–particularlytheonesthatmightbekeepingyouupatnight.PrinttheBefore-School-Checklistfromtheonlinetoolboxandchoosequestionsfromitaswell.Whenyoumeetwithyourcolleague,gooverallyourquestions.Itcanbehelpfultoschedulethisconversationwithseveraldifferentcolleagues,toensureyoureceivebalancedandthoroughanswers.

2. Makealistofschoolresources(mentors,nurse,janitor,counselor,psychiatrist,librarian)andtheircontactinformation.

3. Togetherwithotherteachers,chartoutacalendarfortheyear,markinginassemblies,holidays,school-widetestingperiods,andotherspecialdays.

4. Createtwodaysofsubstitutelessonplans,eachoneontopicsthatcanstand-aloneanddon’trequireprerequisitecontentknowledge.Thesimplertheselessonsarethebetter.Asimpleyetmeaningfullessoncanbebuiltaroundaneducationalvideo,forexample.Also,createatemplateforfuturesublessonsthatyoucanuseeachtimeyouwillbeoutofschool.

5. Drawapictureofyourclassroomandthinkaboutyourusual“trafficpaths”intheroom.Howmightyourearrangeyourdeskarrangementoryourownplacementintheroomformoreeffectiveteaching?Discusswithothers.

6. Whatareyouranxietiesaboutstartingschool?Makealistanddivideitintotwocategories:thingsyoucantakecareofbeforethefirstdayofschool,andthingsyoucanonlyaddressonceschoolstarts.

KeyPointstoRemember

! Themorepreparedyouare,themorerelaxedyouwilllikelybe.! AddressingsomeofthequestionsontheBeforeSchoolChecklist(p.142-148)canloweryouranxietyaboutthenewschoolyear.

! Findamentororveterancolleagueyoucanaskforhelporwhocanansweryourquestions.



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Session Eleven: The First Week of School ReadingChapterEleven(pages154-169)FocusofChapterPlanningasolidfirstweekofschoolhelpssetapositivetonefortherestoftheyear.Thefirstweekshouldcombinetheteachingofprocedures,rules&consequences,academiccontentandestablishingpositiverapportwithstudents.Inthischaptertheelementsofawell-plannedfirstweekofschoolwillbelaidoutalongwithreplicabletemplatesandplanningguides.Inaddition,theonlinetoolboxwillprovidedozensofsamplelessonplansandactivitiesthatteacherscanuse,oradaptforuse,inthefirstweeksofschool.Pre-readingPrompts1. Whatarethemostimportantthingsyouwanttoaccomplishorcommunicatetoyourstudentsinthefirstweekofschool?

2. Whatresourcesareavailabletohelpyouwiththeplanningofyourfirstweekofschool?

Post-ReadingDiscussion&ReflectionQuestions1. Whatquestionsshouldweplantoanswerforourstudentsonthefirstdayofschool?Whichprocedureswillbethemostimportantforyoutoteachonthefirstday?(Seelistonpage160)

2. Whataresomegamesoractivitieswecanuseasice-breakersonthefirstdaysofschool?

3. Whataresomegoodtechniquesforrememberingstudents’namesquickly?4. Howimportantistoteachacademiccontentinthefirstweek,versusteachingrulesandprocedures?

5. Whichpartsofthe“FirstWeekofSchoolPlanningTemplate”(p.163forsecondary,p.164-165forelementary)doyouwanttoadoptand/oradaptforuseinyourfirstweek?



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6. Re-readthechartcomparingthetonethatissetbyMrs.AllsgoodandMrs.Meanswellonpages166-167.WhichoneortwoofthethingsintheMrs.Allsgoodcolumnareyouhavingthehardesttimeaccepting,haveyoubeenguiltyofbreakinginthepast,orareyouworriedyoucan'tpull-off?

7. Re-readthelistofmythslistedonpages167-168.Whichofthesehadyouheard?Doesreadingthe“reality”helpyoubemoreatease?

Activities&Actionables1. Gointotheonlinetoolboxandreviewthe“DAY1”linkedresourcesavailabletoyouontheclickable“FirstWeekofSchoolPlanningTemplates.”Rankeachresource,lessonplans,andactivityofferedon“DAY1”onascalefrom1-3.1beingyouwouldn’tuseit,2beingyoumightuseit,and3beingyouwilldefinitelyuseit.Discussyourrankingswithacolleague.

2. Sketchoutyourfirstweekofschool.Usethetemplatesonpages163-164asareferenceorlookattheexpandedversionsofthesetemplatesandtheiraccompanyingresourcesintheonlinetoolbox.

3. Inagroupof6ormore,playtwoorthreedifferentnamegameswithyourcolleagues.Seesuggestionsforgamesonp.159andalsointheonlinetoolbox.Decideononethatyoucouldplaywithyourclassinthefirstweek.

4. Createaneasilymodifiableseatingcharttemplatethatyoucanwritestudentsnamesintoonceyouhaveyourclasslist(s).Considerseatingstudentsalphabeticallybytheirfirstnamesinitially,tohelpwithmemorizingthem.

KeyPointstoRemember

! Youractionsandinactionssetthetoneinthefirstweek.! Everydayofthefirstweekshouldincludeestablishingrapport,teachingprocedures,teachingcontent,andreviewingrules&consequences.

! Studentsarenervousonthefirstdayandhavemanyquestionsandneedsthatneedtobemetinorderforthemtofeelsafe.

! Bepreparedtofeelunder-prepared,nomatterhowmuchyouprepare.



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Session Twelve: Lesson Design ReadingChapterTwelve(pages170-197)FocusofChapterClassroommanagementdoesn’toccurinavacuum;itisintricatelytiedtowhatweteachandhowweteachit.Theidealclassroomisaplacewherelearningisenjoyable—andhigh-levelengagementhappenseverytimeweteachalesson.It’snosurprise,then,thatbymotivatingandengagingstudents,wecankeepmanagementproblemsataminimum.Thischapterintroducesmanytechniquesforgettingandkeepingstudentattentionandincreasingstudentparticipationandenjoymentoflearningthroughactiveengagement.

Pre-ReadingPrompts1. Givenabodyofinformationtoimparttoyourstudents,whatprocessdoyougothrougheachtimetomaketheinformation“learnable”forthem?Inotherwords,whatisyourinternalchecklistformakingsurethatyourlessonplanwillbeengagingandhelpyourstudentslearn?

2. Whatstrategieshaveworkedthebestforyouinengagingallofyourstudents?Shareyourideas.

3. Whichstudentswouldyouliketoseemoreactivelyinvolved?Whatdoyouthinkispreventingthemfromengaginginyourlessons?Whatideasdoyouhaveforbetteraddressingtheirneeds?

Post-ReadingDiscussion&ReflectionQuestions1. Doyouagreethatstartingalessonorclasswithasilentactivity(p.173)isimportant?Whyorwhynot?

2. Whatstrategiescanyouusetohelpstudentsgetfocusedandreadytolearn?3. Howcanyouinvolvemore“legal”talking?(p.177)4. Whataresomewaysthatyoucanincreasemovementand/orvarietyintoyourlessons?

5. Howmightyouget100%participationfromyourstudentsduringQ&Aorclassdiscussions?



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6. Whataretheadvantagesofslowingdowndeliveryofcontent?Whatstrategiescanhelpusdothis?

7. Whataresomeeffectivewaystohandleabsencesandlatework?8. Whatkindsofthingscouldyouofferaschoicesonafinishedearlyposterinyourclassroom?

Activities&Actionables1. Workinpairsorsmallgroupstodesignasinglelessonforyourclassorclasses.Beginbyclearlystatingtheoutcomeyouwanttoachieve.Whatwillthestudentsknoworbeabletodobytheendofthelesson?Thenplanbackwards.Howwillyouassessthattheyknowandareabletodowhatyouwanted?Whatskillsandprocedureswilltheyneedtoknowinordertoaccomplishthis?Howwillyouhookthemintothelesson?Howwillyouincorporatemovement,humor,legaltalking,variety,and/or100%participationintothelesson?Howwillyouchunkthelessonintosmall,digestiblepiecesof5-15minuteswithactiveengagementactivitieshappeningbetweenpieces?

2. Reviewthe“TotalParticipationTechniques”intheonlinetoolboxandranktheminorderastohowlikelyyouaretotrythem.Chooseonetechniquethatisnewtoyou,andtryitforaweekwithstudents.

3. Revieweitherthe“IncreasingMovement”articleorthe“RandomlyPairingStudents”resourceintheonlinetoolboxanddiscussthetechniquesyoufindtherewithapartnerorgroup.Decidetogetherononeideayouwillalltryforoneweek.Afterimplementingforaweek,discusstheoutcome.

4. Consciouslyincreaseyourfocusonclosureforthenextweek,usingoneormoreoftheideasofferedinthischapter(p.196-197).

5. Createa"FinishedEarly?"Posterusingimages,wordsorbothtolist3-5thingsyourstudentsshoulddoiftheyfinishtheirassignedworkearly.Makesureatleastoneofthethingslistedisopen-ended(like"readsilently"or"colorquietly").Introduceittoyourclassorclasses,andreferindividualstudentstoitwhenneeded.



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6. Withapartnerorsmallgroup,designasystemfordealingwithabsentandreturningstudents.Implementitfortwoweeksandthende-briefandrefinethesystemwithyourpartner(s).

KeyPointstoRemember

! Starteachlessonwithafocusonwhatstudentswilllearn,notonwhatyouwillteach.

! Checkforunderstandinginmultipleways.! Makeplansforabsencesandlatework.! Usevarietyandpairorgroupwork.! Slowdowndeliveryandbreaklessonintosmaller“chunks.”! Involveallstudents,especiallyintheclosureofeachlesson.



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Session Thirteen: Rules and Consequences ReadingChapterTwelve(pages200-245)FocusofChapterWhileassumingthebestaboutourstudents,caringforthem,preparingwellandcarryingasenseofinnerauthorityhelppreventmostproblems,thereareboundtobetimeswheninterventionisnecessary.Inschoolsthisinterventionisusuallycalled“consequences.”Allteachers,eitherovertlyorsubtly,employrulesandconsequences.Inthischapterweexplorethewhat,how,andwhyofchoosingandenforcingclassroomrules.Rulesthatarewordedbehaviorallyratherthanmorallyandthatareenforcedwithaclearbutflexiblehierarchyofconsequenceswillleadtoasafeandstructuredlearningenvironmentwhereallstudents,evenourtoughest,haveanopportunitytolearnandthrive.Pre-ReadingPrompts1. Dothestudentsinyourclassknowtherules?Whatarethey?2. Whatisthehierarchyofconsequencesforfailingtofollowtherules?3. Howdoyoufeelaboutyourselfasarule-keeperand/orconsequence-giver?4. Whenisitappropriatetosendastudentoutoftheroom?Whathasbeenyourexperience–bothpositiveandnegative–indoingthis?

Post-ReadingDiscussion&ReflectionQuestions1. Page202listsprinciplesforclassroombehaviorandpage205listsassumptionsaboutconsequences.Howdoyourownprinciplesandassumptionsdifferfromthese?Howaretheysimilar?Howcanyoushifttheunderlyingprinciplesthatoperateinyourclassroom?

2. Whatisonyourhierarchyofconsequences?Wherearethegaps?Howcanyoufillthosein?

3. Whatsortof“behindthescenes”effortscanbeeffectiveincurbingmisbehavior(p.217-218)?Whichonesmightyourealisticallyincorporatethisyear?



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4. WhatcanbelearnedfromGrace’sstoryof“Christopherandthecellphone”(p.221-222)?And/orwhichstepsofthe“ConsequencesinAction”(p.225-227)seemthemostdifficulttoimplement?Howcanyouprepareyourselftopushthroughthisdifficulty?

5. Howdoesthefollowingquoterelatetoyourexperienceasbothastudentandateacher?“Ultimately,teacheryelling,displeasure,andangeraretiringandtiresomeconsequences…Ifyellingatourstudentsishabitual,wemay‘winthebattle,’butwe’llendupcreatingawar.”(p.231)

6. Whenisitappropriatetodelayaconsequence?7. Whichofthestrategieson“HowtoGetaClassQuiet”(p.231-235)haveyoutried?Howdideachworkout?Howcouldyourimplementationofeachbemodifiedtoworkbetter?Or,whatotherstrategiesmightyoutry?

8. Brainstormavarietyofmethodsfordocumentingmisbehavior.Wouldthe“DOTS”method(p.238)oracardorclipsystem(p.239)workforyou?Whyorwhynot?

9. Whatareyourfeelingsaboutthedifferencebetweenextrinsicandintrinsicrewards?Appreciationvs.praise?Giftsvs.rewards?Areyourconsequencesdesignedandimplementedaspunishments,orastoolsforteachingbehavior?

Activities&Actionables1. Plananactivityinwhichyourstudentscanhelpyoucreateormodifyyourclassroomrules.Seesampleideasin“MakingClassroomRulesActivities”intheonlinetoolbox.

2. Taketurnspracticingthe“teacherlook”thatgetskidstoknowthatyouarecommittedtoholdingyourground.

3. Role-playwithapartner,oruseamirror,andgiveyourpartneraconsequencefromaplaceoffrustrationandanger.Raiseyourvoiceandreallyletthemhaveit.Forexample,youmightyell:"Stopit!Sitdownandgettowork!"Thentrytoyellatyourpartner/mirroragain,butthistimetrytokeepthemusclesbetweenandaroundyoureyessoft(freeofalltension-nosquinting,nowideningetc.)whileyellingandseewhathappens.Switchrolesandgiveyourpartnerachancetotrygivingaconsequenceeachway.



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4. Fortwodaysinarowinyourclassroom,whenanystudentisoff-taskorbeingdefiantandyouarefeelingfrustratedorangry,beginyourresponsetothemwiththewords"youhaveachoicerightnow..."or"Ihaveachoiceforyou..."andthencalmlygivethemthechoicetobeappropriate(bespecificaboutwhatyouwantthemtodo)orearnaconsequence(bespecificaboutwhatitwouldbe).

5. Brainstormexamplesofappreciationandpraise.Withapartner,practicegivingpraiseandappreciation,anddiscussthedifferences.

6. Makealist,ormarkinyourbook,theconsequenceslistedonpages213-218thatyoualreadyuse.Noticeinwhichsectionsyouhavemarkedthemostandinwhichsectionsyouhavemarkedtheleastnumberofitems.Highlightafewadditionalconsequencestotryinthesectionswhereyoumarkedtheleastnumberofitems.

7. Createanew,tieredhierarchyofconsequences,withmultiplethingslistedoneachtier,sothatyoucanbemoreflexibleabouthowyourespondtoindividualmisbehaviors.Makesureeveryconsequenceyoulistissomethingyouarewilingtouse.Reviewpages213-218forideas.Trytohaveatleast4ormorethingslistedoneachtier.Usethe“BlankHierarchyPlanningTemplate”and/orreviewthe“SampleTieredConsequencesHierarchies”intheonlinetoolboxforsamples,ideas,andsupport.

KeyPointstoRemember

! Limitthenumberofrulestofiveorsix.! Makerulesspecificandclear,andwordthembehaviorally,notmorally.! Therearenopunishments,justconsequences.! Consequencesserveasapausetogetstudentattention.! Useaflexiblehierarchyofconsequences,startingwiththemildest.! Considergivingstudentsinputinformingrulesandconsequences.! Lettheconsequencesdothetalking.! Consistentlyimplementaprocedureforquietorgettingattention.! Givestudentschoiceswhengivingconsequences.! Usesofteyestohelpkeepyournon-verbalbodylanguageandtoneofvoicefirm,yetsoft.

! Documentmisbehaviorwithasystemthatworkswellforyou.



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Session Fourteen: When Consequences Don't Work ReadingChapterThirteen(pages246-271)FocusofChapterForparticularlytoughkidsandsituations,schoolconsequencesdon’talwayschangebehavior.Nordoesemployingalltheapproachesoutlinedinpreviouschapters.Whatthen?Howdowehelpourstudentstomakepermanent,positivechanges?Whiletherearenoguaranteedsolutions,themosteffectiveapproachesariseoutofourtried-and-truecombinationofassumingthebestaboutstudentsandhelpingthemtoassumethebestaboutthemselves,connectingwiththem,goingunderthewaveoftheirresistance,andbreakingthingsintosimplesteps.Inthischapterwelookatsometechniquestohelpstudentsbreakchroniccyclesofmisbehavior.Thoughthesekindsoftechniquesrequirecommitment,compassion,patienceandlotsoftimeandenergytoimplementeffectively,theycanhelpourstudentswhoneeditthemostmakepermanentpositivechanges.

Pre-ReadingPrompts1. Whatdoyoudowhenastudentcontinuestomisbehave;nomatterwhatconsequenceisgiven?

2. Whichtwoofyourstudentsareyoumostconcernedabout?Ifyoucouldhelpeachonebreakjustoneoftheirchronicnegativebehaviors(thoughtheymayhavemanythatneedbreaking),whatonebehaviorwouldyouwanttohelpeachonebreakandwhy?

3. Discussaconversationyouhadwithachallengingstudent,whenyouwereableto“reach”himorher.Whatwasitthatyoudidorsaid(ordidn’tdoorsay)thatseemedtomakethedifference?



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Post-ReadingDiscussion&ReflectionQuestions1. Whydoyouthinkyourtoughesttwostudentsareregularlyactingoutinclass?Whatcouldbebehindtheirbehavior?Refertothelistonpages248-249.Whatcanyoudoabouteachofthesereasons,ifanything?

2. Ofthe5StepstoBreakingtheCycleofMisbehavior(p.254),whichoneseemslikeitwillbethemostdifficultforyoutofollowthroughwith?Howcanyougetthesupportyouneedaroundthis?

3. Howcanyouprioritizethestrategiessuggestedinthischapter,giventhelimitedtimethatyouhave?

4. Whatresourcesdoesyourschoolhavetohelpstudentswhoseproblemsmaybebeyondthescopeofanyoneteacher?Yourmentororotherveteranteacherscanbeagreathelpinfindingtheseresources.Askfortheirhelp.

5. HowcouldyourschoolmodifytheVillageIntervention(p.267-271)toworkfortheone,twoorthreestudentsintheschoolwhoareinthegreatestneed?


• Createaplantohelpthestudentyouaremostworriedabout“BreaktheCycleofMisbehavior”(p.253-254).Reviewthe“TipsandSamplesforBreakingCyclesofMisbehavior”intheonlinetoolboxbeforeyoustart.

1. Ingradelevelteams,generatea“Top3”listofspecificstudentsineachgradewhosebehaviormaybeaseriouscryforhelp.Comparenotes,brainstormsuggestionsandgenerateaspecificactionplanforeachone.Becarefulnottoletthisdegenerateintoacomplaint,“ain’titawful”session;focusoncomingupwithspecificactionplans.Whoisgoingtodowhat,when?ReviewtheVillageIntervention(p.267-271)forideas.Inmanycases,astudentwhoisactingoutinyourclassisbehavingwellinanother,andhasbehavedwellinpreviousgrades.Findoutwhoishaving,orhashad,successandwhatapproacheshaveworkedwell.

2. Ingroupsofthree,personAtalksfortwominutes,describingachallengingstudent/situation.ThenpersonsBandCtaketwominutestoaskclarifyingquestions,whichpersonAanswers.ThenpersonsBandCtalktoeachotheraboutpersonAinthethirdperson,offeringsuggestionsandadvice.Thenallthreedebrief.Rotatetogiveeveryoneachancetosharetheir



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situation.Thiscanhelpgenerate“outside-the-box”perspectivesandsolutions.

KeyPointstoRemember

! Understandwhystudentsactout(p.248-249).! Ifstudentsarecryingoutforattention,findwaystogiveittothem,thathelpsthemandthewholeclass.

! Keystochange=wanttochange,knowhow,practice,beconsciousofchoices,receiveon-goingsupport.

! Useprivateconversationsandwriting.! CirclethewagonsforaVillageInterventionwiththeschool’stougheststudents(p.267-271)

! Assumethebest–studentswanttochange!



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Session Fifteen: Making Changes ReadingChapterFifteen(pages272–281)FocusofChapterGrowingintheteachingprofessioninvolvesregularlymakingchangestoimproveourcraftandbetterserveourstudents,whichcanbechallengingforeventhebest-intentionedteachers.Thischapterdebunksmythsaboutmakingchanges,andofferssimplestepsfordecidingwhatchangestomake,howandwhentomakethem,andhowtostayininnerauthoritywhiledoingso.

Pre-ReadingPrompts1. Thinkofatimewhenthingswerenotgoingthewayyouwantedinyourclassroom.Howdidyougoaboutmakingproductivechangestoimprovethesituation?Didyoureffortsyieldtheresultsyouwanted?Whyorwhynot?

2. Whatarethebenefitsofhavingtheentireschoolinvolvedinmakinganddiscussingchangestoclassroominstruction?

Post-ReadingDiscussion&ReflectionQuestions1. Whatarethetop2changesyouwouldliketoseeinyourclassroom?Inyourschool?

2. Whatpartdoesinnerauthorityplayinmakingsuccessfulchangestoourinstruction?

3. Re-readthenine-steproadmaptomakingchanges(p.277-279)anddiscusswhichstepsmakeyouthemostuneasy.Howcanyoumovethroughyourdiscomfortorresistancetothesesteps?

4. Howmightyourschooluseormodifythestepsformakingschool-widechangesfoundonpages279-280?

Activities&Actionables1. Listtwothingsyou’dliketoseechangeinyourclassroom.Findapartnerorseveralpartnerswhoarelookingtomakethesameorasimilarchange.



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Together,roughouthowyouwillgoaboutmakingthechange,usingthenine-stepsformakingchangesonpages277-279.Usethe“OutlineforCreatingProceduralLessonPlans”intheonlinetoolboxtohelpyouwithyourplanning.

2. Reviewthe“DailySelfAssessmentChecklist”andthe“ImplementationTroubleshootingChecklist”intheonlinetoolbox.Selectonetouseinthecomingweekanddiscusstheoutcomewithacolleague.

3. Reviewsomeofthe“SampleProcedureLessonPlans”intheonlinetoolbox.Decideononeyoucanuseoradapt,andimplementitinthecomingweeks.

KeyPointstoRemember

! Choosetomakechangesoneatatime.! It’snevertoolatetomakepositivechanges.! Whenmakingmid-yearchanges,giveit8-10daysofreinforcement.! AssumetheBest-studentswantyoutorunatightship,evenwhentheyresistyoureffortsatdoingso.



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Session Sixteen Strategies for Admin and Teacher Leaders ReadingChapterSixteen(pages282–295)FocusofChapterStudentsuccessrequiressupport,notonlyfromclassroomteachers,butfromteacherleadersaswell.Ifyouareaschooladministrator,thischapterisforyou.Itoffersapproachesandstrategiestohelpyousupportyourteacherstosupporttheirstudents.It’salsovaluableformentors,district-leveladministrators,andotherteacherleaders.Thegoalistoinvigorateteacherstoempowerandimprovestudentlearning,streamlinetransitions,andincreaseinstructionaltime,atthesametimedecreasingreferralsandsuspensions,andimprovingtheoverallclassroomandschoolclimate.

Pre-ReadingPrompts1. Inwhichareasofclassroommanagementwouldyoumostliketoseeyourstaffimprove?

2. Howhaveyousupportedteachersaroundclassroommanagementinthepast?Whathasbeeneffectiveandwhathasnot?

Post-ReadingDiscussion&ReflectionQuestions1. Whatcanyoudotoeffectivelywalkthelinewithteacherstobebothacollaborator,inapositionofsupport,andalsoasupervisor/evaluator,inapositionofauthority?

2. Whichspecificitemsinthischapterareyoumostinterestedinpursuing?Why?

Activities1. Chooseoneareayouwanttopursuewithyourteachers.Readthatchapterandoutlineaplantosharethatinformationwithyourstaff.Createatangibletasktheycancomplete.



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2. Doinformal,5-10minute,drop-inobservationsthroughoutthenextweek.Aftereachone,placeanoteintheboxofeachteacheryouobserveonlynotingoneortwothingstheydidparticularlywell.

3. Sendamemotoyourstaffaskingeachonetoplantocometothenextstaffmeetingwithasuccessorhighlighttoshare.Bereadytosharesomethingsofyourown.

4. Reviewthe“Activities&Actionables”sectionsforeachchapterinthisbookstudy/facilitatorguide.Whichonesdoyouthinkwouldbenefityourstaffthemost?Makeaprioritylistandplanawaytoweavesomeoftheseactivitiesintoyouron-goingprofessionaldevelopmentefforts(i.e.throughstaffmeetingsorPLCs,etc.)

KeyPointstoRemember

! Findwaystopositivelyconnectwithstaffasawholeandindividually! Thechallengesthatteachersfaceinworkingwithstudentsareoftenparalleltothechallengesadministratorsfacewhenworkingwithteachers.Theapproachesthatworkforeachareoftenquitesimilar.

! Asyoumodeleffectivestrategiesforworkingwithyourteachers,youwillreinforceeffectivestrategiesthattheycanuseinworkingwiththeirstudents.



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Session Seventeen Putting it All Together – Final Thoughts ReadingChapterSeventeen(pages296–302)FocusofChapterEffectiveclassroommanagementisn’tsimplyamatterofgivingoutconsequencesorevenofconnectingpositivelytostudentsordesigningeffectivelessons.Itinvolvesmanycomplexandinterconnectedexperiencesandchoices.Truelearninggoesbeyondthestrategiesandcheckliststoinstillasenseofwonderintheclassroom.Inthischapterwelookatthebigpictureoftheconnectionbetweenclassroommanagementandwonderintheclassroom,andclassroommanagementandourowngrowthintheworld.Pre-ReadingPrompts1. Whatdoyoulookforwhenobservinganotherteacher?2. Whatroledoesfunplayinteachingandlearning?3. Howdoyoubalanceteachingwithhavingapersonallife?

Post-ReadingDiscussion&ReflectionQuestions1. Discussatimewhentherewasasenseofmagicinyourclassroom.Whatdoyouthinkbroughtaboutthatsenseofmagic,andhowcanyourecreateit?

2. Howdoyourstudentsrespondwhentheyfeellost?Howdoyourespond?Whatarewaysyoucanhelpyourstudents(andyourself)“stayinthegame”whenfeelingsof“lostness”andfrustrationkickin?

3. Howdotheconceptsofinnerauthority,holdingourground,andassumingthebestinfluenceourlivesandourhappinessoutsideoftheschoolsetting?

4. Discusslessonswhereyourstudentshadfun.Whatareadditionalwaystoincreasethelevelofenjoymentinyourclassroom?

5. Respondtothefollowingquote(paraphrasedfrompage300):“Whatmorechallengingenvironmentcantherebetocontinuetoassumethebestaboutpeople,thanthearenaofclassroommanagement?”

6. Reflectonwaysthatyourclassroomcancontain“truelearning[which]isexhilarating,mindexpanding,andfun.”(p.299)



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Activities&Actionables1. Brainstormlessonsthatyouhavetaughtthatcausedstudentstoexperiencefrustration.Withapartner,reframethelesson,toeitherminimizetheirfrustration,ortoallowthemtowelcomeit.

2. Withapartnerorgroup,discusseachofthefouringredientsin“ARecipeforLearning”(p.298-299).Whichthingsmakeyouuncomfortableandwhichareyoureadytodelveinto?

3. Makealistofwaysyoucanbringmorefunintoyourteaching.Consciouslytrytoimplementsomeoftheideasinthecomingweeksandthentodiscusstheresultswithacolleague.

KeyPointstoRemember

! Usetheobservationchecklist–asimpleguideforeffectiveclassroommanagement.

! Recipeforlearning–awaytobringwonderintotheclassroom.! Theskillsofclassroommanagementareconnectedtolifeskills,bothforindividualsandsociety.

AndFinally…PleaseemailRickandGracewithfeedbackaboutthebook,thisguide,yourteaching,yourmentoring,oranythingelse…[email protected]

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Facilitator/Book Study Guide - Conscious Teaching€¦ · Facilitator/Book Study Guide . Conscious Classroom Management, 2nd Edition ... Rick focused primarily on students-at-risk