CREATING A STUDENT-CENTERED LEARNING CLIMATE:

Setting High Social and Academic Expectations

Learning Objectives:

1. Benchmarks school performance2. Establishes and models high social and academic expectations for all3. Creates and engaging learning environment4. Participates in the management of learner behaviour within the school and other school related activities done outside the school5. Supports learners’ desire to pursue further learning 6. Recognizes high performing learners and teachers and supportive parents, and other stakeholders.

House rules:

1. Lahat kasali, kasali lahat2. Walang tama. walang mali.3. Walang boss, walang alipin.4. Ang pagiging mahiyain is not setting high social and academic expectations5. RESPECT

Read the following situation:

Just as Ms. Santos is beginning a lesson, Macario approaches her with a question. Ms. Santos tells Macario that she cannot answer it now and asks him to return to his seat. On the way to his seat, Macario stops to joke around with his classmates,

and Ms. Santos again asks him to sit in his seat. Macario walks halfway to his desk and then turns to ask one of his

classmates if he can borrow a piece of paper. Again, Ms. Santos asks him to find

his seat, and he finally complies.

The class begins the lesson, with Ms. Santos asking the students various questions. Macario calls out the answers to several questions, and Ms. Santos reminds him to raise his hand. As the lesson continues, Macario touches another

student, and the student swats Macario’s hand away. He then makes faces at Samantha, who is sitting next to him.

Samantha laughs and starts sticking her tongue out at Macario. Macario raises his hand to respond to a question but cannot remember what he wants to say when Ms. Santos calls

on him, and starts making up a story and telling jokes. The class laughs, and Ms. Santos tells Macario to pay attention.

As Ms. Santos begins to give directions for independent work, Macario stares out the window. Ms. Santos asks him to stop and get to work. He works on the assignment for 2 minutes and then “trips” on his way to the wastepaper basket. The

class laughs, and Ms. Santos tells Macario to return to his seat and get to work. When he reaches his desk, he begins to search for a book, and makes a joke about himself. His

classmates laugh, and Ms. Santos reminds Macario to work on the assignment. At the end of the period, Ms. Santos

collects the students’ work, and notes that Macario and many of his classmates have only completed a small part of the

assignment.

Group Activity:

(40 minutes preparation, 20 minutes reporting of all groups)

(60 minutes)

ABSTRACTION

Understanding Our Students

Dealing With Student Behavior in Today’s Classrooms

We can trace out-of-control behaviors to a variety of factors:

• The physical and emotional climate of the child's home and neighborhood

• The amount of stability and consistency in the child’s family

• The parenting styles of the child’s parents

• The power and influence of peers in a child’s life*

• The positive and negative role models available to the child

• The child’s exposure to violent media

• The child’s emotional and physical health

• The child’s own attitude toward his/her anger*

Why Kids Misbehave

1. Basic has several “Functions”:2. Attention from peers or adults3. Attain power/control4. Revenge or Retaliation5. Feels Good/Play6. Fear of Failure7. Getting something (Sensory Input)8. Imitation

Proactive Intervention Strategies

1. Classroom Rules2. Classroom Schedule3. Physical Space4. Attention Signal5. Beginning and Ending Routines6. Student Work7. Classroom Management Plan

adapted from the Tough Kid series, and CHAMPs

8. Make your rules describe behavior that is measurable.9. Assign consequences to breaking the rules.10. Always include a “compliance rule”.11. Keep the rules posted.12. Consider having rules recited daily for first two weeks then periodically..

ExamplesInappropriate Rules:

-Be responsible- Pay attention

- Do your best- Be kind to others- Respect authority

Be polite

Preferred Rules:– Keep hands, feet, and

objects to yourself.– Raise your hand and

wait for permission to speak.

– Sit in your seat unless you have permission to leave it.

– Walk, don’t run, at all times in the classroom.

ABCD (Antecedents-Behavior-Consequences-Demand) Analysis

What Are the Antecedents

of the Behavior?

What Is the Behavior?

What Are the Consequence

sof the

Behavior?

What Are the Demand of

the Behavior?

- Teacher-directed activity- Content of the activity-- Individualized nature of theactivity- Duration of the activity- Location of Macario’swork area- Placement of peers’ workareas- Proximity of the teacher- Teacher comment or question- Availability of otheractivities

Macario calls out, makes extraneous comments in response to teacher questions or comments, distracts others, leaves his work area, and completes a limited amount of work.

- Receives teacher attention- Receives peer attention- Avoids unmotivatingactivity- Performs a pleasant activity(e.g., interacting withpeers)- Receives reprimand- Leaves seat

- To avoid or express his disappointment with the instructional activity- To receive attentionfrom adults and peers

Behavioral Intervention PlanGoals Intervention

sIndividuals Evaluation

1. To decrease Macario’s callouts and extraneous comments

Teach Macario to use a self-management system that employs culturally appropriate reinforcers selected by Matthew

1. Macario• Teachers• Family members• School psychologist

1. Data on Macario’s calloutsand extraneouscomments• Teachers, student, andfamily interview data

Behavioral Intervention PlanGoals Interventions Individual

sEvaluatio

n2. To increaseMacario’swork completion

2. Relate the content of the instructional activity to Macario’s experiential background and interests.• Use cooperative learning groups.• Promote active student responding via response cards and group physical responses.• Provide Matthew with choices in terms of the content and processof the instructional activities.• Solicit feedback from students concerning the ways to demonstrate mastery.• Use culturally relevant materials.• Personalize instruction by usingstudents’ names, interests, and experiences.• Use suspense, games, technology, role-plays, and simulations.• Teach learning strategies.

2. Macario• Teachers• Family members• Principal

2. Data on Macario’s workcompletion andaccuracy• Teacher, student, andfamily interview data

Behavioral Intervention PlanGoals Interventions Individuals Evaluation

3. To increaseMacario’sin-seat behavior

3. Use cooperative learning groups.• Use group-oriented response cost system.• Establish a classwide peer mediation system.• Place Macario’s desk near the teacher’s work area.

3. Macario• Teachers• Peers• Family members• School psychologist• Principal

3. Data on Macario’sin-seat behavior• Teacher, student, andfamily interview data

Behavioral Intervention PlanGoals Interventions Individua

lsEvaluation

4. To increaseMacario’sinvolvement inafter-schoolactivities

4. Teach social skills.• Pair Matthew with peers who participate in after-school activities.• Invite community groups and school-based groups to talk to the class about their after-school activities.• Share and read in class materials about community and leisure activities.• Take field trips to community facilities and after-school activities in the community.• Work with school and communitygroups to increase the availabilityof after-school activities.

4. Macario• Teachers• Peers• Family members• Community members• Counselor• Principal

4. Data on after-schoolactivities attended byMacario• Teachers, student,family, counselor, andcommunity memberinterview data

Consequences•The best consequences are reasonable and logical

•A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed

•The best logical consequences teach the students to choose between acceptable and unacceptable actions.

For the following types of student behavior, develop both an example of a logical consequence and an illogical consequence

•Chews gum•Turns in sloppy paper•Walks in the classroom noisily•Passes paper in incorrectly•Arrives late•Does not bring textbook•Does not bring pencil or pen

Students Who Cause Behavioral Problems:

•Aggressive (the hyperactive, agitated, unruly student)•Resistant (the student who won’t work)•Distractible (the student who can’t concentrate)•Dependent (the student who wants help all the time)

The number one problem in the classroom is not

discipline; it is the lack of procedures and routines.

Effective teachers introduce rules, procedures, and routines on the very first day of school

and continue to teach and reinforce them throughout the

school year.

Discipline vs. Procedure

Discipline: Concerns how students BEHAVE Procedures: Concerns how things are DONE

Discipline: HAS penalties and rewards Procedures: Have NO penalties or rewards

A procedure is simply a method or process for how things are to be done in a classroom.

Students must know from the very beginning how they are expected to behave and work in

a classroom environment.

DISCIPLINE dictates how students are to behave

PROCEDURES and ROUTINES dictate how students are to work

Procedures•Are statements of student expectations necessary to participate

successfully in classroom activities, to learn, and to function effectively in the school environment

•Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of

wasted time and confusion

•Increase on-task time and greatly reduce classroom disruptions

•Tell a student how things operate in the classroom, thus reducing discipline problems

• A PROCEDURE is how you want something done

• It is the responsibility of the the teacher to communicate effectively

• A ROUTINE is what the student does automatically without prompting or supervision

• Becomes a habit, practice, or custom for the student

A smooth-running class is the responsibility of the teacher,

and it is the result of the teacher’s ability to teach

procedures.

Procedures answer questions such as…

1. What to do when the bell rings2. What to do when the pencil breaks3. What to do when you hear an emergency alert

signal4. What to do when you finish your work early5. What to do when you have a question6. What to do when you need to go to the restroom7. How to enter the classroom8. Where to put completed work

Discipline with the Body…not the Mouth…

1. EXCUSE yourself from what you are doing

2. RELAX. Take a slow relaxing breath and CALMLY approach the student with a meaningful look.

3. FACE the student directly and CALMLY wait for a response.

4. If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”. RELAX and WAIT.

5. If the student does not get to work, RELAX and WAIT. Repeat Step 4 if necessary.

6. If backtalk occurs, relax, wait and KEEP QUIET. If the student wants to talk back, keep the first principle of dealing with backtalk in mind:

IT TAKES ONE FOOL TO TALK BACK.IT TAKES TWO FOOLS TO MAKE A

CONVERSTAION OUT OF IT.

7. When the student responds with the appropriate behavior say, “Thank you,” and leave with an affirmative SMILE. If a student goes

so far as to earn an office referral, you can deliver it just as well RELAXED. After all, ruining your composure and peace of mind

does not enhance classroom management.

-Adapted from Fred Jones, Positive ClassroomDiscipline and Positive Classroom Instruction

Beginning and Ending Routines…Entering Class

Goal: Students will feel welcome and will immediately go to their seats and start on a

productive task.Greet the students at the door.

Have a task prepared for students to work on as they sit down.

Do your “housekeeping”.Keep tasks short (3-5 min.)

When you’ve finished, address the task.

Beginning and Ending Routines…

Ending RoutineGoal: Your procedures for ending the day/class

will:Ensure that students will not leave the classroom

before they have organized their own materials and completed any necessary clean-up tasks.

Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone or parting prayer for ending the class.

Student Work

•Design efficient procedures for assigning, monitoring, and collecting student work.

•5 Major Areas of Managing Student Work:Assigning Class Work and HomeworkManaging Independent Work Periods

Collecting Completed WorkKeeping Records and Providing FeedbackDealing with Late/Missing Assignments

Ponder This…

•You don’t build your football team on the day of the game.

•You don’t drill a well when you get thirsty.

•And you don’t discuss procedures once an emergency has begun.

If the classroom is a fish bowl…

•Piranha

•Catfish

•Goldfish

Piranha•Are usually the “trouble-makers”•Can be passive aggressive or overtly aggressive•Have negative attitude•Have attendance problems•Are “at risk”•Etc., etc., etc……

Catfish•Go with the flow•Are usually good-natured, but have limited motivation•Are social beings•Tend to cooperate; follow MOST rules•Perform to the average or just enough to stay out of trouble with mom/dad•Etc., etc., etc……

Goldfish•Are in the top 10-15% of their class•Are “teacher pleasers”•Are highly motivated to perform well•Show enthusiasm for learning•May be “over achievers” and /or high achievers•Etc., etc., etc…….

Pre-Planning Strategies

1. Determine the learning styles of your students2. Determine reading levels/skills of students

3. Inventory access to technology4. Connect writing to what is being taught

5. Focus on academic expectations and core content

6. Establish a variety of instructional strategies

Essential Questions1. What do I want all students to know and be able

to do at the end of this lesson?2. What will I do to cause this learning to happen?3. What will students do to facilitate this learning?4. How will I assess to find out if this learning

happened?5. What will I do for those who show through

assessment that the learning did not take place?

Think-Pair-Share

“Best Practices” in Lesson PlanningSome Guiding Principles

Adapted From: 63 Ways of Teaching or Learning Anything by Gary Phillips and Maurice Gibbons

Thinking It Through

•Lesson Content•Learning Level•Instructional Methods, Materials, Activities•Student Activities•Evaluation Tools, Strategies, Activities

The Lesson Plan RubricAcademic Focus

Instructional StrategiesStudent Engagement

Writing StrategyReading Strategy

Technology StrategyAssessment Strategy

Unmotivated Students…

The Unmotivated Student1. Problems often emerge during late

elementary or middle school.2. Often initiated by early academic problem.3. Begins to see school as a place of “drudgery”.4. Will most often become discipline problem.5. At risk of becoming a “drop out”.

The Unmotivated StudentFactors That Influence Motivation:

Fear of Failure – “Better to look bad, than stupid”. Safer not to try.Lack of Meaning – May not see relevance to assignments.Emotional Distress – Anxiety/Depression from influences at home.Learning Disability – Give up in frustration.

The Unmotivated Student

Lack of ChallengeDesire for Attention – look helpless to teacherPeer Concern – not cool to like schoolLow Expectation – no encouragement from homeExpression of Anger – due to pressure from parents

Unmotivated Student Interventions1. Vary Your Teaching Style2. Relate Instruction to Student’s Interests3. Make Instruction Relevant to Real World4. Provide Hands-on Activities 5. Apply “Meaningful Work”…CHAMPs6. Allow Student Some Control over What and How He

Learns7. Praise Student’s Efforts and Accomplishments8. If Student is Too Cool, consider incentives, rewards, group

recognition ( spark some competition)9. Challenge the Students

HYPERACTIVITY•Constant movement

•Easily distracted

•Lack of control

•Verbal

•Does not attend to cues

• Provide structured high activity tasks

• Allow for control movement

• Reward on-task behaviors

• Use color codes for recognitions of behaviors

INATTENTIONPassive

Minimal problem-solving skills

Dependent learner

Views ability versus effort as a problem

Focus attention on key elements of activity

Develop and mental map with student

Facilitate routine success

Help the student self-monitor performance

IMPULSIVITYSpeaks before thinking

out answers

Cannot monitor behavior

Impatient with repetition

Avoids anxiety

Provide short and specific directions

Reflective evaluation

Develop problem-solvingModel expected behaviorsAllow behavior outlets

DISRUPTIVE BEHAVIORRefuses to do work

Defy authority

Intimidates other students

Distract teaching through verbal or physical means

Reinforce positive behavior

Use high interest personally relevant material

Provide short successes

Now What?

Where do we go from here?

ANALYSIS

As a teacher, your personal interest in students also can be demonstrated by establishing and maintaining rapport with them.

Rapport can be established by:• listening actively,• talking to students about topics that interest them,• showing an interest in students’ personal lives,• letting them know you missed them when they are absentand welcoming them back,• sharing your own interests and stories,

Rapport can be established by:• displaying empathy and giving emotional support,• letting them perform activities in which they excel,• greeting students by name,• scheduling surprises for them,• doing favors for them and allowing them to do things for you,• acknowledging their performance and behavior,• participating in after-school activities with them,• recognizing special events in students’ lives such as birthdays,• displaying kindness,• spending informal time with students, and• complimenting them

SCHOOLWIDE POSITIVE BEHAVIORALSUPPORT SYSTEM

1. agree on unified expectations, rules, and procedures;2. use wrap-around school- and community-based services and interventions;3. create a caring, warm, and safe learning environment and community of support;4. understand and address student diversity;

SCHOOLWIDE POSITIVE BEHAVIORALSUPPORT SYSTEM

5. offer a meaningful and interactive curriculum and a range of individualized instructional strategies;6. teach social skills and self-control; and7. evaluate the impact of the system on students, educators, families, and the community and revise it based on these data.

Transformation

Each group must prepare a presentation about the idea in the video that was presented.

Group 1 – CheerGroup 2 – SloganGroup 3 – CinquainGroup 4 – TanagaGroup 5 – Four-line SongGroup 6 - Mantra

Prepared by:

NOEL S. ORTEGAPrincipal II, Milagrosa ES, Carmona, CaviteKto12 Chief Trainer and TG & LM WriterNEAP Facilitator

- Bucalos & Lingo, 2005;Goodwin & Judd, 2005;McAdams & Lambie, 2003; Price & Nelson, 2007;Owens & Dieker, 2003).- https://www.youtube.com/watch?v=e6ieXLVCss4

- https://www.youtube.com/watch?v=2C-bvenTdYE

http://1.bp.blogspot.com/203JMiS3QKA/UjngIWN2wpI/AAAAAAAADYo/M7TxiocDQi8/s1600/It+Takes+A+Village+To+Raise+A+Child.jpg

References: