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High Expectations of Students in the Classroom

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Kayla M

on 27 January 2014

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Transcript of High Expectations of Students in the Classroom

High Expectations of Students in the Classroom
POSITIVE FRAMING
Making interventions to correct student behavior in a positive way.

Focus on HOW you want students to behave instead of on a past event that the students can no longer fix.
Creating Rules
Let's Learn More!
1.
Narrate the way you want your students to behave. Be specific.

2. Assume the best of your students. Getting mad will show them that you have already assumed that they are incapable of doing what you want and that you have lost control.

3. When you can, correct behavior anonymously.
Positive Framing
Three Simple Guidelines
Consider this common problem...
Jonathan is turned around drawing on his classmate's notebook instead of looking at the teacher while she explains the vocabulary for that day's lesson.
Instead of that: "Jonathan! Why do you always have to be drawing? Stop messing around!"
Try this: "Jonathan, I need you to turn around, open your notebook, and look at me."
Some Examples
"Oh no! Maybe we forgot what our classroom procedure is for practicing vocabulary. Remember that you have to listen to the teacher and look at me while I talk."
"Thank you for sitting down and looking at me in 3...2...1..."
"I need everyone to open their notebooks and copy clearly and quickly. I'll time you!"
Now it's your turn to practice!
What would you try instead?
Once we have expectations in place
and positive framing down, what can we
do about students who still have trouble
with behavior in class?
Setting up expectations for primary school
Example:
In groups of 2-4, have students make a poster of Do's and Don'ts with drawings. Let them be creative in their expression of the expectations.

When they are complete, post them around the room or compile the different posters and create a master list to put up.
Setting up expectations for secondary school
Example:
Have students work in groups of 3 or 4 to create their top 5 classroom expectations. The teacher will also write his/her own.

As a class, compile these expectations and either post them in the room or have the students write them in their notebooks.
We prepare for misbehavior by creating rules.

When possible, have your students help create the rules, similarly to how they created expectations.

Often, the rules can be ways student behavior can support classroom expectations.
Think about your ideal classroom.

What are your students doing? How are they behaving? What are you, the teacher, doing?
STAR
students:

S
it up straight in their chair

T
rack the teacher with their eyes

A
sk questions

R
aise their hands & wait to be called on
Activity
Creating Rules:
Creating Rules:
1. Come to class prepared with your materials (notebook, pencil/pen, whiteout, dictionary, homework).

2. Arrive to class on time and/or wait for the teacher inside the classroom.

3. Sit up straight in your chair, always looking at the speaker.

4. Respect your classmates. (Define "respect" with your class)

5. Raise your hand and wait to be called on to speak.
Consequences will have their greatest impact when they are
immediate, consistent,
and
fair
(respectful & reasonable)
.

They will also be more effective if a student feels as though he or she has a
fresh start
once the consequence has been delivered and carried out.
Follow the 3rd Law of Physics:
Every action has an equal and opposite reaction.
Use this as your guideline for creating consequences. They should be:
(1) equal in severity to the misbehavior and
(2) connected to the misbehavior (opposite)
Creating Consequences
Equal and Opposite
=
Reasonable and Logical
Student Action
Consequence
Throwing trash on the floor
Picking up the trash off the floor
Name calling
Apologizing to the other student
Throwing something at another student
Leaving the room
The examples above are referred to as "natural consequences". They bear a direct relationship to the inappropriate behavior.
Examples of Acceptable Consequences
ACTIVITY TIME!
Write an appropriate consequence for each of the following misbehaviors.
IMMEDIATE
No matter which student breaks the rules, apply the same consequence. If you change the consequence according to the student, other students will see your favoritism and not take you seriously.
Fair
Enforcing Consequences:
Three Things to Remember
As soon as a student misbehaves or breaks a rule, address the issue and apply the consequence.
Consistent
Be respectful, reasonable, and calm. Try not to get angry or emotional.

Again, the consequence should be appropriately suited for the action.

Remember to give the students a fresh start. It doesn't help to punish them for their bad behavior yesterday (or last week) over a small misbehavior today.
Example: If 3 students interrupt the teacher during a class, all three will receive a point off of their daily participation grade.
1. Techniques for the Teacher
Techniques from "Teach Like a Champion"
STRONG VOICE
Do not talk over students;

your words matter. Show that AND your authority by refusing to talk over student noise.
Quiet power:
when you want to start screaming, actually lower your voice and make the students strain to listen. If you get upset it shows that they can control and affect your emotions.
Square up/ Stand still:
your body language should reflect the seriousness of your words.
Do not engage:
when you ask a student to do something, don't let them distract you with excuses. Continue with your request until they comply. Show that you will not be engaged by other topics or excuses.
Correct noncompliance with
gestures
or
non-verbal interventions
instead of verbal corrections as frequently as possible to mimize disruption.

These can help keep your students in check and behaving correctly without making a scene or taking time away from the lesson.
Warnings vs. Consequences
A warning
does not correct undesirable behavior
tells students that some bad behavior is OK or acceptable
is only a threat about possible future behavior
can undermine your authority in the classroom
A consequence
corrects the undesirable behavior
does not accept bad behavior in any amount
deals with the current situation
maintains your authority in the classroom
Non-Verbal Interventions
Activity!
Make a list of 5 common classroom behaviors and a gesture that you will teach your students to correct that behavior.
Some Discipline Tips:
Reminding students of the expectations
Ask questions you WANT the answer to:
Remind the student of what they should be doing: “What are you supposed to be doing?”
Avoid open-ended questions like “What are you doing?" The student may say “Nothing” or start blaming others.

Ask “what” not “why”.
Reserve “why” questions for when you have time to explore the issue and hear the student's explanation.

Use “I” messages. “When you _____, I feel disrespected. This will remind them of how they hope to be treated & the class expectations.
To Prevent Escalation of Behavior
When a student protests about the consequences of breaking a rule, reply, “You chose to break the rule."

When a student is angry or disrespectful, reply with a neutral comment: “That is your choice,” or “I’ll remember that.”

Make it clear that you will not continue the conversation by saying “Discussion time is over” or “We can talk about this (time & place), but right now I need you to (give student precise instructions).”
High Expectations of Students in the Classroom
SLANT
:

S
it up.

L
isten.

A
sk & answer questions.

N
od your head.

T
rack the speaker.
Examples for Primary Students
Examples for Secondary Students
Creating High Expectations
Classroom expectations are statements that indicate how we would like to be treated, how we want our possessions to be treated, and how we want to learn.

Teachers have their own expectations of their students, but students also have expectations of their teachers and their classmates.

Create expectations together as a class so that everyone is clear of their expectations for each other.
Now that we have established expectations for our students, how do we uphold them?
Now the students are clear on the expectations and understand the rules.

But some students still are misbehaving.

How do we motivate them to follow the rules and rise to the expectations?
A Tip for Creating Consequences
"No Warnings" Technique - Teach like a Champion
How will you work WITH your students to create your classroom expectations?
Remember - expectations need to be taught explicitly.

If behaviors are not
learned correctly, they will
not be performed correctly.
Enforcing Rules
For rules to be effective, they must be enforced in at least one way.

Here are two recommended approaches:
1. Techniques for the Teacher
2. Implementing Consequences
2. Implementing Consequences
Expectations
Expectations are a self fulfilling prophecy - This means that a belief we have will frequently come true because of our actions influenced by that belief.

If you expect that your students will misbehave and not pay attention, they will. If you expect that your students will talk throughout class and not listen to the teacher, they will.

However, if you expect your students to work hard, they will!
These will be your expectations.
Remember what your ideal classroom looks like.


Create a list of
5 basic rules
that support these expectations.
Activity
Threshold
Each day at the threshold, or start, of class, remind your students of your expectations for them.

Say something like:
"Today I know we are all going to quickly and quietly complete the review activity."

"I expect everyone to keep their hands to themselves today and concentrate in their own work."

- or -

"Good morning, students. Today we're going to work hard and finish our projects so that we can show them off tomorrow."
No Opt Out
This technique ensures all students participate.

Often when a student doesn't want to participate or is afraid to say a wrong answer, they say "I don't know" or refuse to respond.


They CANNOT opt out.


Ask another student the same question. Once the second student gives you the answer, go back to the first student and repeat the question so that they then know and can provide the answer.

This ensures participation and that the student processes the information.
Now you create an example for each!
Reasonable and Logical
=
Natural Consequences
Now that we have worked together on creating consequences, think back to the rules that you created for your classroom.

What consequences will you use to encourage proper behavior?
Personalize It
Expectations:
Self-fulfilling prophecies, so keep them high!
Create expectations and communicate them to your students and to make sure everyone is clear
Remind the students of the expectations every day!
Creating Rules:
Ways to encourage behaviors that support your expectations
Create these rules with your students
Then explicitly teach them. They will not be performed correctly if not taught correctly and practiced consistently.
In Summary...
Expectations:
Are self-fulfilling prophecies, so keep them high!
Create the expectations with your students – communicate to make sure everyone is clear
Remind the students of the expectations every day!

Positive Framing:
Speak positively
1. Narrate the way your want your students to behave.
2. Assume the best, always
3. When you can, correct behavior anonymously.
No Opt Out
In Summary... (cont'd)
Enforcing Rules:
Strong Voice – don’t talk over students, square up/stand still, do not engage & quiet power
Non-verbal intervention – correct student behavior with minimal disruption
Consequences:
equal & opposite to the misbehavior.
immediate, consistent, fair (respectful & reasonable)
Warnings < Consequences
Summary...
THANK YOU!
Full transcript