TEACHERS :WHAT IS OUR TRADE?

By Evelyn Jepkemei Senior Education Specialist Primary Math and Reading Initiative RTI International

BRAINSTORMING ACTIVITY WHO ARE YOU?

Think of as many responses to the following statement as you can

An effective CRE teacher is..

THE EFFECTIVE CRE TEACHER

Establishes good control of the classroom Does things right, consistently Affects and touches lives Exhibits positive expectations for ALL students Establishes good classroom management techniques

THE EFFECTIVE CRE TEACHER

Designs lessons for student mastery

Works cooperatively and learns from colleagues

Seeks out a mentor who serves as a role model Goes to professional meetings to learn Has a goal of striving for excellence

THE EFFECTIVE TEACHER

Can explain the CRE curriculum and its expectations

Realizes that teaching is not a private practice

Is flexible and adaptable Listens, listens, listens Understands the research process

THE EFFECTIVE TEACHER

Teaches with proven research-based practices

Reads, reads, reads

Knows the difference between an effective teacher and an

ineffective one
Is able to manage his/her classroom well

A DANGEROUS TEACHER
Believes that this job is not about relationships

Believes that this is just a job, and when the

school day is over, the works all done. Believes that he/she can handle any situation, alone. Believes that, It was good enough for me, by goodness it ought to be good enough for them. Believes that all these kids need is a good whippin.
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A DANGEROUS TEACHER
Believes that what he/she does outside of here

has no bearing Believes that anger shouldn't be part of the curriculum Never makes time to just sit and listen Believes that this kids have no right to be mad Believes that he/she cant make a difference Believes that punishment is more effective than discipline

A DANGEROUS TEACHER
Thinks you shouldnt smile until Xmass.
Believes that morality and values should only

be taught at home Sees the act, not the young person behind it. Believes that strict adherence to the rules is the most important goal of any childs day. Forgets he/she is modeling. Is a structure monster.
-Malcolm Smith
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IN SUMMARY
An effective teacher
Has positive expectations for student success Knows how to design lessons for student

mastery
Is an extremely good classroom manager

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Describe a well-managed classroom

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CHARACTERISTICS OF A WELLMANAGED CLASSROOM

Students are deeply involved with their work Students know what is expected of them and are

generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant. A task oriented environment A predictable environment Is ready and waiting for students

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EXPERIENCED TEACHER STANDARDS

1.

2.
3. 4.

5.
6.

7.
8.

Demonstrates Professional Leadership Demonstrates Knowledge of Content Designs/Plans Instruction Creates and Maintains Learning Climate Implements/Manages Instruction Assesses and communicates Learning Results Collaborates with Colleagues/Parents/Others Engages in Professional Development
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PERFORMANCE CRITERIA
Focuses instruction on one or more of CRE

learning objectives and general academic expectations Develops instruction that requires students to apply knowledge, skills, and thinking processes Integrates skills, thinking processes, and content across disciplines Creates/utilizes learning experiences that challenge, motivate, and actively involve the learner Creates and uses learning experiences that are developmentally appropriate for learners
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PERFORMANCE CRITERIA
Develops and incorporates strategies that

address physical, social, and cultural diversity and that show sensitivity to others Arranges the physical classroom to support the types of teaching and learning to occur Includes creative and appropriate use of technology to improve student learning Develops and implements appropriate assessment processes

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PERFORMANCE CRITERIA
Secures/uses a variety of appropriate school

and community resources to support learning Develops/incorporates learning experiences that encourage students to be adaptable\, flexible, resourceful, and creative Uses knowledge required from past teaching experiences to anticipate instructional challenges

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UNDERSTANDING OUR STUDENTS

Dealing With Student Behavior in Todays Classrooms

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THIS IS NOT AN EASY TIME TO WORK WITH CHILDREN AND YOUTH

More than 50% of children fear violent crime against

themselves or a family member (Newsweek)* In the last 10 years, the likelihood that a child under 18 will be killed by guns rose almost 250% (UNICEF)* 70% of those arrested for hate crimes are under age 19 (U.S. News)* In the last 10 years, the estimated number of child abuse victims has risen by nearly 50% (International Committee for the Prevention of Child Abuse)
The average child has watched 8,000 televised

murders and 100,000 acts of violence before finishing elementary school (American Psychological Association)*
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THE CHANGING FAMILY

In the last two decades, there has been a

200% growth in single parent households (UNICEF)

The number of moms leaving home for work

each morning has risen 65% in the past 20 years (U.S. Bureau of Labor Statistics)
Nearly 1 in7children in the U.S. are living

below the poverty level (Save The Children)*

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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 childs family The parenting styles of the childs parents The power and influence of peers in a childs life * the positive and negative role models available to the child The childs exposure to violent media The childs emotional and physical health The childs own attitude toward his/her anger*
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WHY CHILDREN MISBEHAVE

Attention from peers or adults Attain power/control Revenge or Retaliation Feels Good/Play Fear of Failure Getting something (Sensory Input) Imitation

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PROACTIVE INTERVENTION STRATEGIES

Classroom Rules

Classroom Schedule
Physical Space Attention Signal

Beginning and Ending Routines

Student Work Classroom Management Plan
adapted from the Tough Kid series, and CHAMPs

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ANGER

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ANGRY STUDENTS
Goal: To help channel and direct the student to constructive

outcomes.
Assist the child in learning acceptable ways of expressing this emotion.

Caution!!
Caution should be taken to avoid repressing or destroying the feeling of

anger.

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ANGER
Anger may be
A defense to avoid painful feelings Associated with failure Associated with low self-esteem Associated with feelings of isolation Related to feelings of anxiety over where the child has no control

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ANGER VS. SADNESS

Child anger and sadness closely related.
Expresses sadness as anger.

Adult expresses sadness as sadness.

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ANGRY CHILD INTERVENTIONS

1)

Catch the child being good. Tell what behaviors please you.

Respond to positive efforts and reinforce good behavior.

Thanks for being disciplined. You worked hard on that test, and I admire you effort.

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ANGRY CHILD INTERVENTIONS

2)

Deliberately ignore inappropriate behavior that can be tolerated.

Tell child what you are doing. If attention seeking, it will get worse before it gets better. Be consistent in what you do

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ANGRY CHILD INTERVENTIONS

3) Provide physical outlets and other

alternatives.

Pre-plan opportunities for child to release stored energy Consider meaningful work

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ANGRY CHILD INTERVENTIONS

4) Manipulate the surroundings.
Look for triggers both inside/outside your class. Re-examine your rules. Consider the childs physical space.

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ANGRY CHILD INTERVENTIONS

5) Use closeness and touching.
Move physically closer to the child Consider gently placing your hand on the childs shoulder Works best with younger children

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ANGRY CHILD INTERVENTIONS

6) Express interest in the childs activities.
Develop the relationship Teachers are often the best therapists

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ANGRY CHILD INTERVENTIONS

7) Ease tension through humor.
Attempt to joke the child out of an episode. This will help save face. Be careful to distinguish between humor and teasing.
If sarcastic tone, child may become more angry.

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ANGRY CHILD INTERVENTIONS

8) Explain situations to the child.
Assist the child in understanding what situations can contribute to their anger Assist the child in learning appropriate alternative responses.
Allow for practice/role play

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WHEN AN EXPLOSION IS PENDING

The Crisis Cycle:
StimulusThoughtsFeelings ActionConsequence

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THE CURVE OF EXPLOSION

Stimulus- initiates the process.

Period of Escalation- child calls on available

coping skills.
Anger will resolve or escalate

Begins to think less and feel more

Try to get child to talk Use Active Listening skills Monitor your Para-Verbal Communication Assume a Calm Demeanor

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THE CURVE OF EXPLOSION, CONT.

Dos
DO use positive expectations. DO use I statements. DO reflect the emotion you hear. DO use non-verbal affirmation. DO try to direct the youth into a problem solving mode.

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THE CURVE OF EXPLOSION, CONT.

Donts
Dont lead with the rules. Dont lead with the consequences. Dont begin statements with the word, You. Dont ask Why questions.

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THE CURVE OF EXPLOSION, CONT.

Out of Control- behavior is driven by emotion.
Thought process is repressed. Avoid threats of disciplinary sanctions. All youth to vent safely. Physical restraint may be required.

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THE CURVE OF EXPLOSION, CONT.

Period of De-escalation.
Thought processes begin to stabilize. Emotional control is re-established. Student may be tired. Student may request to be left alone.

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STEPS TO CORRECTION
)

Praise Any Efforts to control behaviour.

Acknowledge any compliance
Be positive Be sincere Be encouraging

You need a positive relationship with the student to use this effectively.

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If you want itteach it. If you

expect to maintain it, encourage it, acknowledge it, and reinforce it.
source unknown

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Always say what you mean,

and mean what you saybut dont say it in a mean way.

Nicholas Long

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