Positive Interventions

Positive Interventions

Using honey instead of vinegar!

Steven E. Hudson, Ed. D.

"The most important action an effective teacher takes at the beginning of the year is creating a climate for learning."Mary Beth Blegan, former U.S. Department of Education teacher-in-residence

Every teacher has the right to teach, every student has the right to learn. William Glasser, MD3

Creating POSITIVE ENVIRONMENT

Using UPR in the classroom to create a climate of positive engagement without the negatives .

UPRUnconditional Positive Regard

What is UPR?Unconditional Positive Regard means I, as a teacher/parent/adult, care deeply about you as an individual; but, I find the behavior(s) you are demonstrating to be wrong.I will separate the behavior(s), at all times, from the way I regard and react to the individual, regardless of the circumstances.

The Rogerian perspective of Carl Rogers involves the therapist to extend unconditional positive regard for the clients. According to Rogers (1961) theory, people with low self esteem have psychological problems which surface as a result of the negative feedback which they receive from their parents or figures of authority in their lives. As a result of the forcing of values by the crucial figures in their lives, the individuals develop feelings of low self esteem which cause them to be emotionally weak and low on self esteem. Rogers (1961) affirms that these individuals tend to be under constant inner struggle between their desire to be and the expectations of others from them which cause them to develop low self esteem http://www.qualityresearch.org.uk/essay-samples/rogerian-approach-low-self-esteem.php6

Now!

It is your turn

Please take 20 minutes to answer the following 5 questions.

Then take a 10 minute break we will reconvene in 30 minutes from now. The time now is __________.

Explain How you use UPR daily How you can utilize the concept of UPR more frequently What about the idea of UPR do you not like What about the idea of UPR you do like How, at this moment, you can think of a way to implement the concept of UPR in one or more instances

What do you mean, you dont accept negative programming?

What is meant by positive?

Write down your definition of Positive

What is positive?Positive is that which builds self-esteem.Positive is not measurable in a quantitative sense but is in a qualitative sense.Positive always brings results.Positive is always met with positive.Positive takes time.Positive requires a paradigm shift.

A change in paradigm requires a conscious effort to examine ones practices in place and have the courage to challenge what ones beliefs based on best practices and intelligent personal dialog.12

According to Fred Jones Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." "It's also probably the least effective."

Speak your truth quietly and clearly; and listen to others Desiderata13

Describe how you see

The TOTAL Student You may use a description, picture, song or rap, etc. Work with your table team to come up with a description.

Color Model the Total Student

A student is not an isolated organism to be examined. All students are complex organisms, as are each of us, and we depend on others for our interpersonal relationships and develop complex interdependent relationships with other members of the greater community. It is important to remember in our working with children that what we say and do makes a huge impression on them. We are, after all, surrogate parents and we spend, in some cases, more time with each of our students then some parents and significant others.15

12 stepsCount them 12 Steps to a positive classroom experience

12 Steps

Howard Miller suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.

Associate Professor of Education at Lincoln University (Jefferson City, Missouri)17

What steps do you believe Will be part of the 12 steps?Take 10 minutes to discussTake 5 minutes to write

Positive Attitude = Positive Results!

Your attitude determines your altitude refers to teachers, paraprofessionals and students.19

Develop the Model Develop a set of written expectations you can live with and enforce.

Be consistent. Be consistent. Be consistent.

Be patient with yourself and with your students.

Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and descriptive.

Remember, slow and steady wins the race. Better you keep your mouth shut and men believe you to be wise, then to open it and prove to all otherwise. A wise man knows that silence is often more important than talking.20

5.Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working. 6Break the class period into three or more different activities. Be sure each activity segues smoothly into the next. Avoid changes in routines, when possible!7.Begin at the very beginning of each class period and end at the very end. Plan your time accordingly this Takes Practice!

8.Don't roll call. Take the roll with your seating chart while students are working. 9.Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it. 10.Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room. 11.Keep your sense of perspective and your sense of humor. 12.Know when to ask for help.

Interruptions breeds disciplinary issues; whereas, effective, well designed instruction in a class has no disciplinary issues. Even with the door closed you are not ever alone. If you need assistance ask and it will come.22

Develop a set of written expectations you can live with and enforce. Each student must be aware of and know the expectations.

No more than 4 5 rules

One general for the school. Ex.: Students will not use their hands or feet to touch another person without the other persons permission.

Each rule must be specific and enforceable.

Control Theory in the Classroom by William Glasser (Sep 1986) 23

Must be grade level/developmentally/ culturally acceptable.

Must be explainable and realistic.

With older students more enforceable if students assist in the design of the rules. [Caution, they make tough rules so be on the look-out.]

Be consistent! Be consistent!Be consistent! Our sense of right/wrong is 90% developed by the age of three.

Elementary students are concrete in their reasoning.

If there is the perception of unfairness students will call you on it, each and every time.

Rules apply to all students equally, regardless of the circumstances.

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Be patient with yourself andwith your students. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with dark imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourselfDesiderata

Students need love, understanding and above all to feel safe.26

Make parents your allies. Call early and often. Use the word "concerned."When communicating a concern, be specific and descriptive.

Above all, be positive even the worse information is able to be presented in a positive manner.Be specific explain to the best of your ability the situation. Speak to the individual and paint a word picture.

State that I am [or we are] concerned about

27

This next step is the .Hardest thing you will ever be asked to do in the classroom

The world hates SILENCE!!!!

Don't talk too much.Common fallacy the more I talk the more my students will receive in the areas of instruction, advice, directions, etc.

Fact 1 Peer talk is 90% effective whereas teacher talk is only 10% effective.Fact 2 the more something is repeated the more chance there is for selective attention setting in with the student(s).

Use the first 15 minutes of class for lectures or presentations, then get the kids working.

Lecture is the worse method of instructional delivery!

What is the Alternative?Instead of lecture what else can you do to assist your students?

Take 10 minutes and brainstorm

Prepare a poster

Present to group

Break the class period into 3 or 4 or maybe, even more different activities.To much of anything is boring and especially if it is repetitive.Just as too much candy can make oneill, to much of anything can leadto boredom andtune-out(s)!Segues should be smoothand students should knowprior to a seque whenthey arrive.

Begin at the very beginning of each class period and end at the very end. Class time is a precious commodity and should be treated as such.Excellent instruction breeds excellent classroom management.Develop time-sense and with-it-ness when you are teaching.Students will always meet your expectations Do Not decrease your expectations; but, rather expect each student, regardless of their story, to meet your expectations.Expectations of course are developed based on best practices and the developmental stage of each child (differentiation).

Don't roll call.Taking roll call wastes valuable instructional or practice time for students.Take the roll with your seating chart while students are working.After all, every teacher should know their students on sight and hearing them say they name is a time-wasting activity.

This one procedure is responsible for more disciplinary issues than any other one act done by the classroom teacher over the course of the day. The best time to take roll is while checking homework or when your students are on an independent work activity. By using this time you do not have down time.34

Keep all students actively involvedFor example, while a student does a presentation, involve the other students in evaluating it.

Peer tutoring use higher level students, who understand the concepts, to assist other students in the classroom. Require some training on working with peers before allowing to assist.

Down time makes time for disciplinary issues to arise. Never, never give Free Time as this just invites disciplinary issues to come occur.

Discipline individual students quietly and privately.Never engage in a disciplinary conversation across the room. Discipline privately at your desk or out of the room.Never discipline an entire class for the errors of a few.Never discipline in a negative manner it leads to aggressive behaviors.Never raise your voice Students get yelled at in the homeYou lose controlStudents tune you outThis leads to frustration on the parts of all involved

Keep your sense of perspective and your sense of humor An appropriate sense of humor is a wonderful thing and it teaches your students that you are a real person.

Remember, this too shall pass and every day is a new day.

Never, never hold anything against a child. This is retaliation and is not only against the law but it creates in the child negative emotions and is related to drop-out rates, poor school performance, disciplinary problems and etc.

Know when to ask for helpWhen the door closes you are not in another dimension.Help is available you only need to ask!If help is offered, because a colleagues or the administration noticed something, embrace it because the only effect it will have is to assist you in being a better teacher. Constructive criticism is never punitive, it is also constructive.Even Master Teachers had to learn and all asked questions.

Its your turn Joy ! Another boring Q & A

Specifically What one thing did you learn today that you can use in class tomorrow?

Specifically What one thing did you learn today that you want to share with a colleague?

Specifically What one thing today caused you to have some questions?

Specifically What one thing covered today would you like more information on, at a future date?

Creating a Positive Environment

Building a Positive Classroom ClimateGet to know your students Let your students get to know each other Respect and foster diverse ways of being/knowing/doing. Create a safe place for learning to occur: help students to fit in; relevant questions are OK; expectations for students and instructor are clear; set the stage for success for traditional and non-traditional learners

As much as possible (in your control), make the physical environment comfortable Vary your teaching strategies to support different learning stylesSupport English Language LearnersValue individual experiences and contributions by students

Tips to Sustain a Positive Learning EnvironmentLinda R. Hilsen, Director of the Instructional Development Service at the University of Minneapolis, Duluth, provides useful suggestions for establishing a positive classroom climate in the text, A Guide to Faculty Development (2002) by Anker Publishing. The PSU library has the text to read more in-depth.

The tips are summarized here:Be concerned about the physical setting Make examples you use relevant to students' lives Address students by name Establish rules - get student input - be compassionate, not cynical, Sometimes rules need to be broken Constantly read your audience's responses - are they lost, bored, anxious? Give breaks in long classes Provide non-verbal encouragement - maintain eye contact, move around the room, be animated and expressive Model the thinking process in your field. Don't just tell them - show them, let them practice

Use positive reinforcement Keep tabs on how your students are doing Pause when asking questions - 15 seconds Don't talk down to students Facilitate discussions - don't be the emcee Use peer pressure to your advantage Let your students provide feedback during the course

Recognize and engage students outside of class Find out about student accomplishments and mention them. Keep the office climate positive too!

Positive Classroom Climate

What an instructor does in the first few class sessions sets the tone for the rest of the semester. We know from research on teaching that students learn best in student-centered classrooms where they are actively involved not only with the subject matter but also with their classmates and their teachers. Teacher-centered courses, which emphasize formal lectures and note taking, questions held until the end of class, and little student participation in learning activities, do not seem to promote as much learning as classrooms in which students have a voice.

Although students may be reluctant at first to take part in learning activities, most of them report that they remember material best when they engage with it during class, not just during private study time. What can teachers do to create an environment in which students are willing to be active participants?

POSITIVE CLIMATE SKILLSRecognize individual differencesLearn namesArrange seatingEstablish expectationsMake yourself availableEncourage the students

BE SENSITIVE TO INDIVIDUAL DIFFERENCES

One essential characteristic of effective teaching is that it be responsive to the individual needs of students. There are simply too many differences among students for a teacher to be able to teach all of them the same thing at the same time. However, quality teaching entails being sensitive to individual differences in preferred learning styles by varying the rate, amount, nature or content of the instruction given..

Note:Teachers who alter instruction to accommodate individual differences send the message that they want to reach all of their students all of the time. Students are much more likely to participate actively in learning activities when they know that their teacher has carefully considered their needs

During one of the first few class meetings, tell your students that you will incorporate a variety of teaching approaches toward the subject matter; then, keep your commitment throughout the course.

Ask your students to suggest new methods of learning material and to give feedback on the methods you implement. Students will respect you when they know that they have a voice in how they learn, not just what they learn.

LEARN STUDENTS' NAMESCalling students by name signifies a positive relationship between teachers and students. Students who recognize that their teachers think of them as individuals with individual needs will feel more comfortable in class and be more responsive in discussions.

Ask your students to introduce themselves the first day and have them state their names whenever they speak during the first few class sessions. Write a few notes about students to remind you of their names and interests. Encourage your students to learn classmates' names as well and to use them in class discussions.

MAKE SURE THAT THE CLASSROOM IS SET UP IN A WAY THAT IS CONDUCIVE TO A POSITIVE CLIMATEAsking students to come to the front of the room so that they are close to each other encourages more participation than an arrangement with students scattered around the classroom. For a small discussion section, it may be useful to arrange chairs in a circle or a U shape.

Feel free to change the seating arrangement in your classroom according to the method of instruction you are using. Your students will be less likely to become bored if you show them that your classroom is not a static but a changing environment. Having them switch seats can make them interact with more of their classmates. However, do not experiment with the seating arrangement so often that your students feel uncomfortable.

TELL STUDENTS WHAT YOUR EXPECTATIONS ARE THE FIRST DAY OF CLASSMost students feel anxious when they are not certain what behaviors teachers expect from them. When teachers clearly and consistently communicate their expectations for student behavior, they help to ease student anxiety.

Tell your students that you expect them to come to class prepared, to ask questions and to discuss the material on a daily basis. Work out a system for holding your students responsible for class participation, include a section in your syllabus about how you will evaluate their participation, and consistently follow the rules you established.

Encourage your students to help develop ground rules for discussion and include these guidelines in your syllabus.

Ground rules may include:No personal attacksone person talks at a timeeveryone has a right to his or her opinion.

COME BEFORE AND STAY AFTER CLASS TO TALK TO STUDENTSThis time can allow the teacher to build individual relationships with students. These small contacts can create more personal climate. Students may feel more comfortable asking questions, expressing their concerns, or seeing you about difficulties on an individual basis.

Tell your students in advance if you have to rush off to another class directly after the one(s) you teach so that they will not feel snubbed if you do not have time to answer their questions after class. Be sure to tell them when and where they can reach you to ask you additional questions.

CREATE A SAFE ENVIRONMENT FOR STUDENT PARTICIPATIONTeachers can foster a safe climate by insuring that

They never ridicule a student's questions or remarks. It takes only one or two instances of "That's a stupid comment. Haven't you prepared for class?" to discourage participation.

You can disagree with a student without attacking him or her personally (e.g., "As I see it ...."). Remember always to dignify learners' responses by restating their valid points or crediting the thoughtfulness of their contributions.

They confront students who attack other students. (e.g., "John, state what you think rather than attacking another student.").

When you confront students who treat their classmates disrespectfully, you model for your students proper classroom etiquette. Your students will take you more seriously if they know you enforce the rules you include in your syllabus.

One way to encourage participation is to reinforce appropriate student behavior both verbally and non-verbally.

Make frequent eye contact with your students. Move around the room often and offer words of praise such as "good" or "interesting" to students who are participating. Refer to student contributions in your remarks with phrases such as "As Sally said..." or "Would anyone like to respond to Joe's point?" Write student responses on the board, a flipchart, or a transparency, and include them in your handouts as often as possible to acknowledge contributions. Use student points in your remarks (e.g., "As Mike pointed out...").

BEGIN TEACHING THE SUBJECT MATTER THE FIRST DAY OF CLASSBecause your class roster is not stable the first day of class, it is tempting to do little more than administrative housekeeping. Remember, however, if you do not take the subject matter seriously, neither will your students. If you want a classroom where students come to work diligently, you need to begin teaching the content the first day of class.

Let the first day set the tone for the rest of the semester. Let the first class set the tone for the weeks to follow by enlisting student interest, inviting their participation, and beginning to build a sense of community.

Plus FRAMEWORK designed to help instructors optimize classroom civility, generate productive responses to classroom incivility, and promote a constructive learning environment that will discourage disruptive behaviors (pdf)

Start class on time, sending a message that being there is important. If a student arrives late several days in a row, say something before it becomes a habit.End class on time. If you begin letting students out early, they will begin routinely packing up their backpacks before class is over; if you go over time on a regular basis your students will become resentful.Announce your office hours and keep them faithfully. Being accessible can prevent many problems.

Set policies at the beginning of the course. In particular, make sure attendance and grading policies are clear, preferably in writing.

Be conscious of signs of racial or sexual harassment, whether by you, towards you, or towards other members of the class. Make it clear by your words and actions that put-downs or derogatory comments about any groups for whatever reason are simply not acceptable.Refer students with psychological, emotional, academic, or financial trouble to the appropriate counselors. You can be sympathetic and supportive, but becoming a student's counselor can cause problems.When acting as a teaching assistant, involve yourself only to the extent that you are expected to be involved. If the professor you are assisting is in charge of determining grades and you receive complaints about grades, have the students deal with the professor. Do not foster a "me against you" attitude, and do not side with the students against the professor.

- These tips are adapted from those provided by the Center for Teaching Effectiveness at Pennsylvania State University.

ReferencesMary Beth Blegan, former U.S. Department of Education teacher-in-residencehttp://webspace.ship.edu/cgboer/rogers.htmlFred Jones 'Positive Classroom DisciplineHoward Miller, Associate Professor of Education at Lincoln University (Jefferson City, Missouri)Hudson, Steven E. (1987) Classroom management a glassarian approach, re-examined.Hudson, Steven E. (1988) Positive classroom discipline: A model to live by Audience: Student Teachers University of Houston, College of Education, Houston, TX.

Hudson, Steven E. Setting up a positive classroom environment. Audience: Student Teachers University of Houston, College of Education, Houston, TXMotivation: They wont learn so its up to usAudience: Student Teachers University of Houston, College of Education, Houston, TX.http://www.personal.psu.edu/scs15/idweb/positiveclimate.htmhttp://cte.udel.edu/publications/handbook-graduate-assistants/getting-started/positive-classroom-climate.html