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Barrie Bennett & Peter Smilanich

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Joel Eichenlaub

on 20 November 2014

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Transcript of Barrie Bennett & Peter Smilanich

Background
Barrie Bennett
&
Peter Smilanich
The Bump Model
Barrie Bennett’s teaching career spans all levels, with a focus on working with students with behavioral issues. His work as an instructional process consultant with Edmonton Public Schools Teacher Effectiveness Project led to his involvement over the last 15 years in large-scale systemic-change projects in Canada, Australia, and Ireland.

Peter Smilanich - A teacher at all levels—elementary, middle school, and secondary—Peter is a frequent speaker and workshop presenter on classroom management across Canada and the United States. He takes particular pride in initiating a long-term, continuous professional development program for Edmonton Public Schools.
THE THEORY - 1994
The Theory of Bumps reflects the teacher's response to a misbehavior based on the level of the students deviance.
Actions teachers can use to prevent & intervene when misbehavior occurs.
Preventing misbehavior through escalating intervention methods.

Bump One
Low Key Response
(Deals with the problem not the student)
Proximity
Touch (light & quick)
Student's name (quick & quiet)
Gesture (finger to the mouth)
The look (eye contact, quick)
The pause (active pause - scan the class, wait for compliance.
Ignore (turns it back on the student)
Signal (to begin)
Apply Bump one response to slow responder, saying, "thank you" when the student complies.
Bump Two
Square Off
It demands the student to behave
• 4 steps:
1) Stop talking (pause)
2) Turn toward the student (square off)
3) Give a verbal request to stop (minimal - Are you finished?)
4) End with a thank you.

• Sometimes the length/intensity of the look will stop the behavior without saying anything

• Caution – if the look is too long/intense, it may work against you and initiate a power struggle
Bump Three
The choice–a technique for presenting options.
• Teacher uses this skill to give options to the student or have students come up with their own option to prevent an inappropriate behavior to continue
• Makes the student talk the responsibility

• 4 steps:
1) Stop teaching, pause, and turn to student
2) Provide student with an appropriate choice or allow them to make a choice by saying “A decision please”
3) Wait for an answer
4) Finish with a thank you

Bump Four
Implied Choices
• A teacher behavior employed to follow a choice or a school rule in order to prevent a misbehavior

Since the student is already misbehaving, the teacher tells the student that they have made their choice and gives them an instruction on what they should do.

A choice you gave one student applies to all students if they heard the choice.

Bump 5
Defusing a Power Struggle

• A tactic a teacher takes to prevent an unwanted power situation or to stop a power play from continuing
• 8 Steps:
1) Stop teaching and pause
2) Square off
3) Make eye contact
4) Take one or more deep breathes
5) Deal with any allies
6) Do or say something that shifts the locus of control
7) Pause and allow the student to save face
8) Bring closure to the interaction with an appropriate statement

Bump Six
The Informal Agreement

Response to a recurring misbehavior that shifts the responsibility for interpreting, developing, and implementing an action plan from the teacher to the student
Six Steps:
Greet student (set positive tone)
Define & agree on the problem (clarity)
Generate solutions (mutually solve problem)
Prioritize & Agree on solution
Check for understanding (make sure you are on the same page.)
End with a thank you (maintain positive atmosphere)
Bump Seven
Formal Contract
Principal, teacher, student, parents, counselor/trained professional, and other staff members are all involved.
Designed to take the teacher from the position of controller to one of implementer.

Administration is directive, and the teacher is less directive. The parents are involved in the implementation. The tone of this meeting is one of seriousness.

The student is not as involved, and there is no second chances.

This establishes the grounds for ISS, OSS, or expulsion.

Bump Eight, Nine, and Ten

Eight - In School Suspensions

Nine - Out of School Suspensions

Ten - Expulsion
Appropriateness for grade levels and differing populations.
This can be effectively applied to any grade level. The tiered method is an approach that teachers can modify, personalize, and adapt to any population.

The key to success is to know your students.
Personal Philosophy
As a parent I utilize this method almost daily, not knowing it had a name or research done. I have to agree that this method is effective inside and out of the classroom.

In the case of someone not using this tiered method, one could jump to the end result when it could have been solved without issue.

For example: My nephew
http://wa.adventist.org.au/site_data/996/assets/0042/0802/Positive_Behaviour_Management.pdf

http://www.pearsoncanadaschool.com/index.cfm?locator=PS2425&PMDBSUBCATEGORYID=&PMDBSITEID=2621&PMDBSUBSOLUTIONID=&PMDBSOLUTIONID=25862&PMDBSUBJECTAREAID=&PMDBCATEGORYID=25878&PMDbProgramID=115081&elementType=asset&elementID=Authors

http://www.blog.mgraffin.com/tag/barrie-bennett/#.VGepf_nF-_Q
Works Cited
Full transcript