David Martin,Behavior Consultant

CONNECTING WITH STUDENTS (FOR TEACHERS)

Presented by

Interactions and RapportBelonging & InclusionPredictabilityRules and ConsequencesChoiceCurriculum Goals & Instructional DeliveryPower Struggles

THIS PRESENTATION WILL FOCUS ON EIGHT STRATEGIES FOR MOTIVATION…

Reflect on the ideas we have just discussed. Are there any barriers to getting things in place at your school?

Generate at least two tasks you are going to do when you get back to school.

I will prompt you to do throughout the presentation.

Effective professional development depends on the extent to which you take it back and use what you get!

The link between student motivation and achievement is straight forward. If students are motivated to learn the content in a given subject, their achievement in that subject will most likely be good. If students are not motivated to learn the content, their achievement will likely be limited.

(Marzano, 2003)

1. Think about your favorite teacher.

2. Think about the qualities that teacher had that made him/her your favorite teacher.

3. Share with your partner.

4. Stand and share.

INTERACTIONS AND

RAPPORT

An effective relationship may be the keystone that allows the other aspects to work well. Marzano, 2002

“An important part of establishing good communication with students is developing good relationship-building skills. Grant, 1991

What the Research Says About Relationships:

The most important part of learning seems to be related to relationships.

When students who have been in poverty (and have successfully made it into middle class) are asked how they made the journey, the answer nine times out of 10 has to do with a relationship – a teacher, counselor, or coach who made a suggestion or took an interest in them as individuals.

Payne, 1996

For 2 minutes, a day for 10 CONSECUTIVE school days, talk to the student about

anything other than his/her behavior or academic

performance.

Use a 2 X 10, Not a 2 X 4!

For particularly puzzling and/or difficult situations….

One student with whom you could have a better relationship, write his/her name on your “to do” list.

Think of the best time of day for YOU to engage in a 2X10 with him/her. Write that on the same line of your “to do” list.

Decide on a starting date for the 2X10 with your targeted student. Write on your “to do” list: Begin 2X10 with (targeted student) on (the date you chose).

Get out your “Suggestions for 2 x 10”. Circle those topics which may be useful to begin the 2 X 10 with your targeted student.

RELATE StrategyUsed to strengthen relationship-

building skills

Remain Positive

Encourage Participation

L isten Attentively

Acknowledge Feelings

Tell it in your own words

Empathize (Lenz, B. K. & Deshler, D.D., 2004)

Strengthen relationships

Display a picture of yourself at the same age as your students

Share stories of yourself from when you were a student

Encourage and support positive affirmation

Offer genuine compliments

“Students say that teachers who are sensitive to their problems in

mastering subject matter make a big difference in their feelings about school and their ability to achieve

academically.”

Phelan, Davidson & Cao, 1992

Emphasize and Affirm that the student is

wanted, despite poor behavior.

Be open to and ask for student feedback.

How can I?

What can I do?

Maintain a Positive: Negative

Ratio

There is research!

FIVE TO O

NE

ENGAGE IN A ONE-WEEK POSITIVITY CAMPAIGN

1. Can be individual or whole group2. For a full week say only positive things about

or to the student or group3. Make rule for student(s) that they may only

say positive things about themselves or the group

4. Focus is completely on positives

“Trust emerges over time as students see their teachers respecting their points of view. From this teacher openness, dialogue emerges. As educators, it is our professional and ethical responsibility to demonstrate encouraging behaviors that model the communication exchanges expected in your community of learners.”

(Kissam & Lenz, 1994)

Reflect on the ideas we have just discussed regarding interactions and rapport. Are there any barriers to getting things in place at your school?

Generate at least two tasks you are going to do when you get back to school.

BELONGING AND

INCLUSION

Include (in-clood’) v.

1.To have as a part or member

2.To take in or comprise as part of a whole

“Unless teachers are aware of whether or not students feel

included and supported in their classrooms, instructionally, as

well as socially, they may persist in making choices and

behaving in ways that contribute to some students

feeling excluded.”

(Ladson-Billings, 1998)

Basic Hum

an Needs

HUMAN DIGNITY

GENEROSITY

SURVIVAL

HUMOR AND FUN

BELONGING

TO COMMUNICATE

HUMOR AND FUN

EMPOWERMENT

FEELINGS OF COMPETENCE

Abraham Maslow: Hierarchy of Needs

PHYSIOLOGICALFood, Water, Shelter, Warmth

SAFETYSecurity, Stability, Freedom from Fear

BELONGING-LOVEFriends, Family, Spouse, Lover

SELF ESTEEM Achievement, Mastery,Recognition, Respect

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

Abraham Maslow: Hierarchy of Needs

PHYSIOLOGICALFood, Water, Shelter, Warmth

SAFETYSecurity, Stability, Freedom From Fear

BELONGING-LOVEFriends, Family, Spouse, Lover

SELF ESTEEM Achievement, Mastery,Recognition, Respect

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

If teachers and students do not feel safe, they will not have the necessary psychological energy for teaching and learning.

(Marzano, 2003)

“Many characteristics contribute to the commitment and sense of belonging to a group; two characteristics crucial are allowing individuals VOICE & CHOICE.”

“Voice means more than students expressing their ideas. It also means that you (the teacher) and the rest of the classroom community take notice of who the students are, respecting the things that are important to them, and taking into account their interests whenever possible.”

(Oldfather & McLaughlin, 1993)

“Academic and social diversity among your students is not a problem, it is a given.”

(Lenz,B. K. & Deshler, D.D. 2004)

Factors Associated With Friendship Development

Competence

ProximityOpportunity

Perceptions of Similarity

1. Think of a student who could use a few more friends to enhance his/her quality of life.

2. For the next 2 minutes, generate a list of at least 5 strategies that will facilitate friendship development with that student and another student.

3. Choose 2 of those strategies and record them on your “Things I Need to Do” list.

Predictability & Design

Physical Structure

Schedules

Procedures

Physical StructureClassroom divided into several distinct areasClear visual boundaries are used to define areasStudents have personal space to store belongings

Materials are labeled and accessible

Visual cues provide information to the students

Use a designated transition area.

How is my classroom divided? Are different areas obvious to ALL of my students. Are the area boundaries clearly marked.

Students ALL have personal space to store belongings.

All materials are labeled and accessible.

Visual cues are clear and provide students with information.

Individualized Personal

Schedule

ICONICITY

PORTABLILITY

DESIGN

Sarah’s Schedule Daily Oral Language (8:00-8:15)

Reading (8:15-9:30)

Math (9:30-10:30)

Art (10:30-11:15)

Bathroom and Wash Hands (11:15-11:25)

Lunch (11:25-11:55)

Recess (11:55-12:30)

Read Aloud (12:30-12:45)

Science (12:45-1:45)

Writing (1:45-2:00)

Read My Book (2:00-2:30)

Pack for Home (2:30-2:40)

Bus (2:40)

Please help Jason check off each line of his schedule as he completes it with his red marker.

Jason’s Schedule

Reflect on the ideas we have just discussed regarding predictability. Are there any

barriers to putting things in place at your school?

Generate at least two tasks you are going to do when you get back to school.

Procedures – Rules – Principles –

Consequences – Reinforcement

HEY, LET’S GET A GRIP! IF WEWANT OUR STUDENTS TO FOLLOW THE

PROCEDURES ... • Turn to a partner. • Get a piece of paper to share between

you.• One partner be an “A”, another a “B”• A, write one procedure that students

must follow in your class.• Pass the paper to B• B, write a different procedure that

student must follow in your class.• Past the paper back to A.• Repeat this back and forth process

quietly for 1 minute.

Entering the room

Lining up

Leaving the room

Arrival/Beginning the day

Ending the day

Taking out/putting away/caring for supplies .

Participating in group lessons

Obtaining help with assignments

Handing in finished work/homework

What to do with unfinished work

When and how to use the school restroom

When and how to use the drinking fountain or sink

When and how to use the pencil sharpener

Being a classroom helper; learning a classroom job

Getting into work groups/Centers

Using the classroom library

Handling seatwork pages

Preparing for lunch

Getting a tissue

Lunch count/attendance

Throwing away trash

Turning in lost items

Locating lost items

Pledge

Visitors in the classroom

Fire drill

Signals for attention

Helping other students

Organizing desk

What to do during free time

Did you list any of th

ese?

ActivityGet with two partners and choose one procedure from the list

Develop a specific set of skills needed to follow the procedure

Order the skills to be taught

Report out

RU

LES

&

CO

NS

EQ

UEN

CES

For Rule Following

For Rule Violations

A classroom that is chaotic as a result of poor management not only doesn‘t enhance achievement, it even inhibits it.

(Marzano, 2003)

Rules Must Make Sense

PR

INC

IPLES

ESSENTIAL GENERAL STATEMENTS BASED UPON VALUES AND

ATTITUDES THAT CANNOT BE

ENFORCED BY THEMSELVES

Guidelines for Classroom Rules

Let students be involved

State them behaviorally

Make them realistic

Make them clear and specific

Make them enforceable

Review and update them

Keep them consistent with school rules

ENFORCE THEM

INVOLVING STUDENTS IN GENERATING RULES

STUDENTS DEVELOP RULES FOR THE TEACHER.

STUDENTS DEVELOPRULES FOR EACH OTHER.

STUDENTS VOTE ON NEGOTIABLE RULES.

TEACHER DEFINES THE PRINCIPLES.

STUDENTS DEVELOP THE RULES.

Looks Like Sounds Like

Sample “T” Chart

Come to school or class with all of your materials

Looks Like Sounds Like• Entering building with my stuff

• Getting on the bus with my backpack FULL

• Putting my books, homework, pencils, colored pencils, notebooks, folders, and lunch in my book bag before going to bed at night

• Walking into the classroom with all of the stuff I might need during the class so that I do not have to leave again until class is over

• Speaking quietly as I come into the room.

• Asking mom to help me remember.

• Books and papers and stuff being shoved into a bag

• Footsteps on the floor as I carry my heavy bag into the classroom.

• Moaning and groaning at all of the stuff we have to bring to school.

Sample “T” Charts

1. Number off 1-2.

2. Number 1s will be completing the T chart for “Dress Professionally.”

3. Number 2s will complete the T chart for “Use your cell phone appropriately.”

4. You will have 5 minutes to complete this activity. Groups share!

INSTRUCTIONAL CONSEQUENCES GREATLY

INFLUENCE BEHAVIOR AND MOTIVATION.

CONSIDER TIMING, AMOUNT AND

RATIO OF REINFORCEMENT.

The most powerful single modification that enhances

achievement is feedback. The simplest prescription for

improving education must be ‘dollops of feedback.’

John Hattie, 1992

Types of Reinforcers:Intrinsic (fading techniques)Extrinsic

PraiseSocial Status and RecognitionPrivileges/ActivitiesContingent AccessTangiblesPrimary- edibles, physiological responses

Types of Reinforcers:Sensory

visual auditory olfactory tactile

ask the person

ask others

observation

sampling

systematic assessment

choice

Ways to Identify Reinforcers

Select EFFECTIVE Reinforcers

Variables influencing effectiveness of reinforcers:

Age-appropriate to student

Interests & preferences of student

Natural, rather than artificial, reinforcers

Availability/access to the reinforcer

Variation in types of reinforcers

Allow students to CATCH PEERS BEING GOOD!

Issues Affecting Effective Delivery of Reinforcers

Contingent Delivery Amounts/Level of Deprivation Sincerity Novelty Who Delivers Predictability/Consistency Schedules Situational Conditions

Mendler, A. (2000). Motivating students who don’t care.

Bloomington, IN: National Educational Service

Ask For Small Things First

Build on Previous Success To Get Expected Outcome

Encourage Student to Improve One Little Thing Every Day

I Will Always Be Fair, And I Won’t Always

Treat Everyone The Same

Fair Equal

Logical or Natural

Types of Decelerating Consequences

ConventionalGeneric

• Reminder• Warning• Choosing

• Planning

Instructional

• Simply State the Rule and Consequence

Delivering Decelerating Consequences

• Be Aware of the “Power of Proximity”• Avoid Sarcasm• Don’t Embarrass the Student in Front of His/Her

Peers• Be Calm and Use a “Matter of Fact” Tone of Voice

When Giving Your Consequence• Do Not Accept Excuses, Bargaining, or Whining

• Always Implement a Consequence Immediately and Contingent upon a Rule Infraction

Reflect on the ideas we have just discussed regarding rules and consequences. Are there any barriers to implementing at your school?

Generate at least two tasks you are going to do when you get back to school.

Curriculum Goals & Instructional Delivery

“Good instruction, is good instruction. Many planning and teaching approaches proven to be effective for students with learning challenges are also Effective for average and high achieving students.”

(BULGREN & LENZ, 1996, MCGREGOR & VOGELSBERG, 1998; VAUGHN, 1999)

Mendler, A. (2000). Motivating students who don’t care.

Bloomington, IN: National Educational Service

Connect Curriculum to

Students’ Lives

“It is important for teachers to incorporate in the curriculum and its materials as much of students’ backgrounds and interests as possible, as a way to help students see and develop the connections with the content that must be learned.”

(Kohl, 1994)

Vary Your Instruction

DIF

FE

RE

NT

IAT

ION

“In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.

(Tomlinson, 2003)

“A teacher’s role in the instructional process includes motivating students to want to learn. To accomplish this,

learning must be viewed as a shared, interactive responsibility,

involving both teachers and students.”

(Lenz,B. K. & Deshler, D.D., 2004)

INTELLIG

EN

CE

An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.

Gardner, H. (1983). Frames of Mind. New York: Basics Books.

INTELLIG

EN

CE

Gardner, H. (1995). Reflections on multiple intelligences, Phi Delta Kappan, 202

“An intelligence is abiological and psychologicalpotential; that potentialis capable of being realizedto a greater or lesser extentas a consequence of theexperiential, cultural, andmotivational factors thataffect a person.”

“Truly effective teachers are able to make crucial links between curriculum and instruction by attending to the way their students learn.”

Nolet & McLaughlin, 2005. Accessing the General Curriculum.

Source: From: “Accommodating Diversity in a General Education Math Class in a Middle School.” Presentation at Boston College, by J.A. Gorman & K. Lysaght, 1996. Printed with permission.

Source: From: “Accommodating Diversity in a General Education Math Class in a Middle School.” Presentation at Boston College, by J.A. Gorman & K. Lysaght, 1996. Printed with permission.

TABLE 9:2 Personal Learning Portrait

(Lenz,B. K. & Deshler, D.D., 2004)

..it is important for us to follow through with what we have told students we will do with the information and to use the knowledge

about students to make changes in the instruction, or in the learning community, or in the relationship with students.”

(Lenz,B. K. & Deshler, D.D., 2004)

How Are You Currently

Differentiating Instruction For Your

Students?

Like to write Spin tall tales or tell jokes & stories Have a good memory for names, places, dates, or trivia Enjoy reading books in their spare time Spell words accurately and easily Appreciate nonsense rhymes & tongue twisters Like doing crossword puzzles or playing games such as Scrabble or

Anagrams

Linguistic (Word Smart)The capacity to use words effectively, whether orally or in writing; to manipulate syntax or structure of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language

Student characteristics of linguistic intelligence…

Careers/vocations which rely heavily on the linguistic intelligence are storyteller, orator, politician, journalist, poet, and playwright.

Compute math problems quickly in their headEnjoy using computersAsk questions like “Where does the universe end?” “What happens after

we die?” “When did life begin?”Play chess, checkers and other strategy games, and win.Reason things out logically and clearlyDevise experiments to test out things they do understandSpend lots of time working on logic puzzles such as Rubik’s cube

Logical-Mathematical (Number Smart)The capacity to use number effectively and to reason well;

includes sensitivity to logical patterns and relationships, statements and propositions.

Careers/vocations which rely heavily on the logical/mathematical intelligence are mathematician, tax accountant, statistician, scientist, computer programmer,

and logistician.

Student characteristics of logical/mathematical intelligence…

Spend free time engaged in art activitiesReport clear visual images when thinking about somethingEasily read maps, chart & diagramsDraw accurate representations of people or thingsLike it when you show movies, slides, or photographsEnjoy doing jigsaw puzzles or mazesDaydream a lot

Spatial (Picture Smart)The ability to perceive the visual-spatial world accurately and to perform transformations on those perceptions; involves sensitivity to color, line, shape, form, space and relationships that exist between these elements.

Student characteristics of the spatial intelligence…

Careers/vocations which rely heavily on the spatial intelligence are interior design/decorator, architect, artist,

inventor, guide, scout, navigator, etc.

Bodily- Kinesthetic (Body Smart)Expertise in using one’s whole body to express ideas and feelings and facility in using one’s hands to produce or transform things; involves specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well proprioceptive, tactile, and hapatic capacities.

Student characteristics of the bodily-kinesthetic intelligence…

Careers/vocations which rely heavily on the bodily-kinesthetic intelligence are actor, mime, athlete, dancer, craftsperson,

sculptor, mechanic surgeon, etc.

Move, twitch, tap or fidget while sitting in a chair

Need to touch people when they talk to themEnjoy scary amusement ridesDemonstrate skill in a craft like woodworking, sewing or carving

Do well in competitive sports

Engage in physical activities such as swimming, biking, hiking or skateboarding

Play a musical instrumentRemember melodies of songsTell you when a musical note is off-keySay they need to have music on in order to studyCollect records or tapesSing songs to themselvesKeep time rhythmically to music

Musical (Music Smart)The capacity to perceive, discriminate, transform, and

express musical forms; includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece.

Student characteristics of the musical intelligence…

Careers/vocations which rely heavily on the musical intelligence are music critic, composer, performer,

disc jockey, band director, symphony conductor, etc.

Interpersonal (People Smart)The ability to perceive and make distinctions in the moods, intentions,

motivations, and feelings of other people; includes sensitivity to facial expressions, voice, and gestures; capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way.

Student characteristics of the Interpersonal intelligence…

Careers/vocations which rely heavily on the interpersonal intelligence are counselor, motivational speaker, minister, lobbyist, union representative, store clerk, salesman, etc.

Have a lot of friends Socialize a great deal at school or around the neighborhoodSeem to be “street smart”Get involved in after-school group activitiesServe as the “family mediator” when disputes ariseEnjoy playing group games with other childrenHave a lot of empathy for the feelings of others

Display a sense of independence or a strong willReact with strong opinionsSeem to live in their own worldLike to be alone to pursue some personal interest, hobby or projectSeem to have a deep sense of self-confidenceMarch to the beat of a different drummer in their styleMotivate themselves to do well on independent projects

Intrapersonal (Self Smart)Self-knowledge and the ability to act adaptively on the basis of that knowledge; includes having an accurate picture of oneself (strengths and limitations) awareness of inner moods, intentions, motivations, temperaments and desires, and the capacity for self-discipline, self-understanding, and self esteem.

Student characteristics of the Intrapersonal intelligence…

Careers/vocations which rely heavily on the intrapersonal intelligence are military officer, investigator, newspaper editor,

judge, activist, etc.

Naturalist (Nature Smart)Expertise in the recognition and classification of the numerous species – the

flora and fauna – of an individual’s environment. Includes sensitivity to other natural phenomena (e.g., cloud formations, and mountains) and, in the case of those growing up in an urban environment, the capacity to discriminate among nonliving forms such as cars, sneaker, CD covers, etc.)

Student characteristics of the Naturalist intelligence…

Collects, organizes and/or classifies items (e.g., rocks, bottles, stamps...)Enjoys gardening and seems to have a “green thumb”Loves animals and often has one or more petsEnjoys early morning bird watches and records observationsPredicts changes in weather based on cloud patternsSeems to really focus on instruction when given outdoors

Careers/vocations which rely heavily on the naturalist are botanist, farmer, landscape designer, horticulturist, meteorologist,

archeologist, veterinarian, bicycle messenger, mailman, etc.

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die and how did we get here.

Student characteristics of the Existential intelligence

Careers/vocations which rely heavily on the existential intelligence are Missionary, Christian Education Director, Minister, Science Fiction Writer, Scientist, Social Worker, Astrologer, Talk Show Host, Psychic, Philosopher, Yoga Instructor.

Existential (Wondering Smart)

Sees his/her role in the “big picture” of thingsEnjoys discussing questions about life Enjoys learning about the value of thingsReligion is important, and likes to study philosophyEnjoys viewing art work, relaxing and meditatingWonders if there are other forms of intelligent life in the universe

Pull Out Your 9 Identified Intelligences Handout. This is a summary for your files.

Take a moment to review. Next, record on your “Things I Need to Do” list – (1) Complete MI Inventory for Adults on

yourself. (2) Have your students complete the

Student MI Inventory/Checklist.

Next, pull out… 1. An MI Inventory for Adults2. Student MI Survey Inventory3. Pictorial MI Survey

Student’s NameLinguist

ic

Logi

cal/

Mat

hem

atica

l

Spatial/V

isual

Bodily

Kinesth

etic

Musica

l

Interperso

nal

Intraperso

nal

Natur

alistMI Class Profile

MelindaKatie

JessicaJennifer

3 7 5 8 85 3 6 9 9 9 7 5

14 7

73

10910 8

25

7 910 8

767

35

96

Existe

ntia

l

5

Totals

AshanteDougGaryDenise

SandyTerranceShanque

MindyLindsey

RobertMaryJoeSuzannaJuanChannelPorsha

55

5

5

5

7

5

5

5

17

7

7

77

7

7

7

7

7

2

2

2

2

22

22

22

22

22

20

99

9

9 9

9

9

99

9

3

3 3

33

3

37

3

3

3

3

9

3

5

55

5

5

5 5

5

5

5

5

2

44

44

44

4

44

4

9

9

9

99

9

99

9

3

3

3

3

3

32

22

2

33 4 4

4

7

7

72

2

2

2

2

2

3

3

3

3

39

94

4

4

4466

6

0

6

6

6

6

36

66

33 7

9

9

86 84 108 122 123 126 118 90 78

Activity Ling. Log./Math Spatial Musical Bod.-Kin. Interper. Intraper. Naturalist Existential

T S T S T S T S T S T S T S T S T S

Multiple Intelligences Lesson Planning MatrixWeek Of: ___________ Class/Subject: ____________________ Time: ___________

Objective(s): Authentic Applications:

Get out your “Matrix” and “Multiple Intelligences Teaching Activities” from your handouts

Purposes of Cooperative Learning

Academic AchievementDiverse RelationshipsSocial SkillsSelf DirectionRole-Taking AbilitiesSelf EsteemEnjoy the Class

1. Guess the Fib2. Think-Pair-Share3. Interview4. Pairs Compare5. Numbered Heads Together6. Mix-Freeze-Group7. A-Z Brainstorming8. Line Up

www.kaganonline.com

Mendler, A. (2000). Motivating students who don’t care.

Bloomington, IN: National Educational Service

Allow 3 Rs

Revise

RetakeRedo

UN

CL

EA

R IN

ST

RU

CT

ION

S

“All right, students, let’s settle down and get quiet. I want you all to get ready for math. Shhh... Let’s get ready. Alice and Tim, I want you to put those worksheets away. We need our books and notebooks.”

Before everyone else is settled and ready, she continues, “OK, are we all ready? We’re going to review unit 7 today, on pages 55-57. It’s about adding unlike fractions. You probably know something about adding fractions.”

CL

EA

R IN

ST

RU

CT

ION

S

“All right, students, I want all of you in your seats facing me. Now, I want you to get out three things: your math book, spiral notebook, and a pencil. Put everything else away so that you just have those three things: the math book, spiral notebook, and the pencil out on your desk.”

As students get out their materials, the teacher writes “Math, page 55, Unit 7 on unlike fractions” on the chalkboard. She waits until students have their supplies ready and are listening before she begins talking.

RA

TIO

NA

LE

FOR EVERY STUDENT WHO LOSES HIS/HER FIRST JOB FOR LACK OF TECHNICAL SKILLS, THERE ARE TWO WHO LOSE THEIR JOBS FOR LACK OF SOCIAL SKILLS.

Reflect on the ideas we have just discussed regarding curriculum goals and instructional

delivery. Are there any barriers to implementing ideas at your school?

Generate at least two tasks you are going to do when you get back to school.

A WORD ON POWER STRUGGLES….

….OR HOW TO AVOID THEM!

RA

TIO

NA

LE

We all desire power and control. At times we will resort to inappropriate means to get the power and control we need. Typically this will result in an argument and/or a lose-lose situation for all parties involved.

1. Think of three students with whom you seem to engage in frequent power struggles.

2. Choose one of the rapport builders to do with each student.

3. Write on an index card what you will do with which student. You should have three index cards.

4. Record on your “Things I Need to Do” list.

The Hostility CycleStudent

• Impulsive

• Acting-out

• Refusal to cooperate

(has a hostile world view)

Teacher

Feels attacked or personally disrespected

(FIGHT-FLIGHT)

(Accepts Challenge)

Student

Accepts challenge from “Hostile

Adult”

(Increased Rage)

Teacher

Feels more threatened

(More fight or flight)s

Where in the Hostility Cycle to do you find yourself?

Who is that particular student who knows exactly how to push your buttons?

QUESTIONS

INTER

VEN

TIO

NS

TR

ATEG

IES

IGNORE THE HOOK!

SUBSTITUTE LESS POWERFUL IMAGES AND WORDS.

REFRAME THE SITUATION.

INTER

VEN

TIO

NS

TR

ATEG

IES

DEFUSING

TO MAITAIN DIGNITY FOR THE STUDENTTO MAINTAIN DIGNITY FOR YOURSELFTO KEEP THE STUDENT IN CLASSTO TEACH AN ALTERNATIVE TO AGRESSION

1. Get out your “Defusing Statements that Avoid Power Struggles.

2. Find someone with whom you have yet to be a partner.

3. Designate one of you as an “A” and the other a “B”.

4. Using a Rally Robin structure takes turns reading the defusing statements.

5. As you read, identify at least one statement that you find helpful to you.

6. Share.

INTER

VEN

TIO

NS

TR

ATEG

IES

A BASIC DEFUSING SKILL TO REMEMBER: L.A.A.D.

LISTENINGAGREEINGACKNOWLEDGINGDEFERRING

The Intervention

Give temporary control.

If this doesn’t help deescalate the situation, offer the door, but invite the student to stay.

Seek out the student later in the day and make a plan for his/her return to your classroom.

The Intervention

State the rule and the consequence

Ignore the hook or baiting statements

Acknowledge the tension/disagreement and explainThe need to address the issue in private.

1. On a scratch piece of paper, list students who push your buttons/are struggling with school.

2. Choose one of those students on which to focus. Circle his/her name.

3. Get out your “Power Struggles Checklist”. Get a partner and designate one of you as an A and one of you as a B.

6. On your “Things I Need to Do” list write down at least one suggestion you are willing to try with the chosen students.

4. A’s share about your student for one minute. B’s use the checklist to offer suggestions for how A.

5. B’s share about your student and A’s make suggestions.

Remember

to… Maintain a sense of

humor at all costs!

Reflect on the ideas we have just discussed regarding power struggles. Are there any barriers to implementing at your school?

Generate at least two tasks you are going to do when you get back to school.

Take out your Mendler Motivating Data Sheet. Consider adding other strategies beyond those on your “Things to Do List”, as you go through the rest of the year.

As a teacher, … I have found that the key to the ninety-nine is the one - particularly the one that is testing the patience and the good humor of

the many. It is the love and the discipline of the one student … that communicates love for the others.

It’s how you treat the one that reveals how you regard the ninety-

nine, because everyone is ultimately a one.(Covey, 1989, p.197)

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all occasions it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.“

- Hiam Ginot