Classroom Management Student “buy-in”
Suspension and Expulsion Approved Consequences CA Education Code 48900 -48927
Suspension Includes but not limited to: • Identifies specific violations • Defines parental role • Used as last resort – other means first • Provides for remediation – community service • Addresses terrorist threats
Suspension cont’ • Addresses chemical abuse – Tobacco – Alcohol – Drugs • Identifies district authority for use of electronic signaling devices – Pagers – Cell phones – Health exemptions
Suspension cont’ • Outlines procedures for law enforcement involvement • Defines day limit for suspension • Allows for classroom suspension • Provides for homework • Describe documentation procedures
Expulsion Includes but is not limited to: • Identifies specific acts • Outlines procedures • Places authority with board • Describes district reciprocity • Defines term of expulsion and reenrollment • Outlines procedures for students with special needs
Expulsion cont’ • Describes documentation procedures • Provides for enrollment into another program or district • Outlines record keeping requirements • Identifies fiscal impact • Discusses expungement • Addresses right to legal council • Describes hearing procedures • Addresses appeals process
Student Behavior Contract
Components • Class Rules and Procedures • Consequences for infractions • Teacher’s Role and Responsibilities • Teachers are responsible to students – Quality instruction – Guidance and support • Teachers are not responsible for students
Class Rules • Establishing class rules teaches to the Affective Domain in Bloom’s Taxonomy • Ensures students recognize rules and take responsibility for consequences • Clarifies Disciplinary Actions – California Education Code – ROCP Operations Handbook – District Policy
Developing Class Rules • Authorship – Teacher generated – Student generated – Jointly generated • Student involvement – Promotes “buy-in” – Decreases infractions – Invokes peer pressure for cooperation
Effective Class Rules • Short and to the point • Realistic, fair, enforceable • Posted in class for reinforcement • Phrased in terms of what student will do • Avoid references to what students will not do • Avoid references to teacher
Class Procedures • Be informative about what students should “do” • Examples – When & how homework is assigned – How & when homework is due – How homework is collected, graded, returned – How homework is formatted – What to do with returned homework
Class Procedures cont’ • More Examples – – – What materials are required daily How are grades earned Testing procedures Make up policy Remediation policy Attendance policy
Consequences • Follow all policy – California Ed Code – ROCP Operations Handbook – District and Department • Be fair, realistic, consistent • Be progressive – – 1 st offence 2 nd offence 3 rd offence 4 th offence
Consequences cont’ • Be relevant to rules and procedures • Be specific not general • Relate to employment when possible • Consider student involvement determining consequences if practical • Protect student dignity by observing confidentiality
Teacher’s Responsibilities • Provide quality instruction • Provide student feedback procedures • Accommodate special needs when reasonable • Provide clear objectives and expectations • Provide safe learning environment • Student grievance process
Student Behavior Contract • Include all components in clear, concise language • Provide signature & date field for student and teacher • Provide student with copy • Provide copy to parents if applicable • Keep copy on file • Post unsigned copy in room
Proactive Classroom Management • • 4 F’s: Friendly, firm, fair, formal Establish mutual respect Provide a safe environment Provide positive feedback – Be sincere – Praise improved behavior • Show students you care • Model desired behavior • Be empathetic, not naive
Proactive Classroom Management cont’ • Model good communication – – Explain how you feel Explain what you want Avoid blame Talk in a normal voice • Handle problems in-house • Use campus resources – Counselors – Coaching staff – Peer assistance
Proactive Classroom Management cont’ • Attack the problem, not the student – Reassure students you still have confidence in them – Let them know it is their actions you dislike, not them • Offer several solutions – Preserve students’ dignity – Students save face – Promotes culpability • Use “One minute goals”
Perils and Pitfalls • Put problems in perspective • Avoid displays of temper • Do not tolerate displays of temper • Don’t hold grudges • Don’t make idle threats • Don’t give ultimatums • Don’t argue in front of class • Don’t wait until problems are out of control
Perils and Pitfalls cont’ • Be wary of body language – Don’t send mixed messages – Body language is more powerful than verbal • Don’t belittle or embarrass students Praise in Public Criticize in Private
Impact of Student Perceptions Pre-Course Surveys Post-Course Surveys
Pre-course Surveys • Identifies students’ – – – Motivation Barriers Short-term goals Intermediate goals Long-term goals Expectations • Address unrealistic expectations – Disarm potential problems – Establish realistic expectations
Post-course Surveys • Vehicle for student feedback • Provide indices of – Teacher effectiveness – Student satisfaction – Student self-assessment • Revisit students’ goals • Identify areas for revision • Teacher’s self-documentation of performance
Students don’t care how much you know until they know how much you care.
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