Part 2:Part 2: Gaining Compliance While Gaining Compliance While Promoting Self-DisciplinePromoting Self-Discipline

Your “Your “Do NowDo Now” Activity:” Activity: How would you describe How would you describe your most-used method for attempting to regain your most-used method for attempting to regain

student attention, stop disruption, or gain student attention, stop disruption, or gain compliance?compliance?

- - Short, direct commands Short, direct commands (Respectful or harsh tone?)(Respectful or harsh tone?)- Questions: Questions: “What should you be doing right now?”“What should you be doing right now?”- Offer acceptable options from which kids can chooseOffer acceptable options from which kids can choose- Shame, yell, berate, scream, or threatenShame, yell, berate, scream, or threaten- Other Other (please identify)(please identify)- Have you found your approach to be effective in:Have you found your approach to be effective in:

- Reducing the need to utter them? - Reducing the need to utter them? (Reduced frequency)(Reduced frequency)

- Producing & sustaining more of desired behavior?- Producing & sustaining more of desired behavior?- Creating a positive, high-participation learning - Creating a positive, high-participation learning

environment?environment?

22

Giving “Giving “DirectionsDirections””::Providing Guidance to Students Providing Guidance to Students When You Want Them to Engage When You Want Them to Engage

in an Actionin an Action^̂

In order to promote self-disciplineIn order to promote self-disciplineand student use of internal and student use of internal

directiondirection Use the least amount of guidance necessary.Use the least amount of guidance necessary. Increase the “Increase the “directivenessdirectiveness” of the guidance ” of the guidance

as necessaryas necessary..

33

Guiding Student Actions: Guiding Student Actions: Degrees of DirectivenessDegrees of Directiveness^̂

1.1. Describing the problemDescribing the problem2.2. Asking a questionAsking a question3.3. Giving choicesGiving choices4.4. Giving informationGiving information5.5. I messageI message6.6. Send a NoteSend a Note7.7. Short statement or non-verbal signalShort statement or non-verbal signal8.8. Clear, concise commandClear, concise command

1.1. -with reason for needing compliance-with reason for needing compliance2.2. -with statement of which penalty can be avoided-with statement of which penalty can be avoided..

44

Describing the ProblemDescribing the Problem^̂ Verbalize a botheration in need of attention, but Verbalize a botheration in need of attention, but

offer no suggestions or directions.offer no suggestions or directions.

Simply state your observation of something in Simply state your observation of something in need of attention.need of attention.

Observe whether the student takes ownership of Observe whether the student takes ownership of the problem and resolves itthe problem and resolves it..

If so: If so: “Thank you.”“Thank you.” If not: Move to a more directive form of command.If not: Move to a more directive form of command.

The student must possess the necessaryThe student must possess the necessary knowledgeknowledge skillsskills

in order to respond appropriately to promptsin order to respond appropriately to prompts..

55

Imagine the situation in which these statements Imagine the situation in which these statements were made. Identify the problems implied in the were made. Identify the problems implied in the

statements. Then “statements. Then “Describe the ProblemDescribe the Problem”.”.^̂ (For example)(For example) “ “How many times do I have to tell How many times do I have to tell

you? Quit yelling out the answers!”you? Quit yelling out the answers!” ““I hear answers, but I don’t see hands raisedI hear answers, but I don’t see hands raised..”” ““You’re not at home. Pick up your mess.”You’re not at home. Pick up your mess.” ““The art table is messy. I expect to see it lookingThe art table is messy. I expect to see it looking

better in 3 minutesbetter in 3 minutes..”” ““Hey Keisha…Don’t be spilling potting soil on Hey Keisha…Don’t be spilling potting soil on

my floor and skulking awaymy floor and skulking away..”” ““Keisha…It seems that some potting soil has Keisha…It seems that some potting soil has

fallenfallen on the floor on the floor..””

If this approach doesn’t work, give a bit more If this approach doesn’t work, give a bit more direction by “Asking a question”direction by “Asking a question”..

66

Avoiding the Pitfalls Avoiding the Pitfalls (or climbing out) (or climbing out) ^̂

To prevent contrary students from retorting, preface the description with:

““I see that you’ve been working hard on that task. I I see that you’ve been working hard on that task. I thought you’d want to know that…” (the drawing thought you’d want to know that…” (the drawing materials are still out; the dictionary is open on the materials are still out; the dictionary is open on the counter; the coat is on the floor; etccounter; the coat is on the floor; etc..))

After a nasty retort, sneer, or rolling of eyes: ““Whoa…Easy there. I know that you’re good at Whoa…Easy there. I know that you’re good at

taking responsibility, so that’s why I didn’t come taking responsibility, so that’s why I didn’t come right out and tell you to do it. I just wanted to bring right out and tell you to do it. I just wanted to bring your attention to something you might have missedyour attention to something you might have missed..””

77

Where should your bottom be right now?Where should your bottom be right now?

Ask students what they should be doing Ask students what they should be doing at that moment.at that moment.

This method, which requires a This method, which requires a response, spurs them to think about the response, spurs them to think about the present situation, and increases the present situation, and increases the chances of correct actions being chances of correct actions being displayed now and in the futuredisplayed now and in the future..

Assumption:Assumption:The knowledge & behavior is in their The knowledge & behavior is in their

repertoirerepertoire..

88

2.2. Using Questions Using Questionsto Direct Student Actionsto Direct Student Actions^̂

““Wie Jie, Wie Jie, wherewhere should everybody be when the bell should everybody be when the bellrings?”rings?”

““Julio, Julio, howhow do we sit when we’re on the rug?” do we sit when we’re on the rug?” ““Esther, after we borrow from the 10’s column, Esther, after we borrow from the 10’s column, whatwhat

do we do next?”do we do next?” ““Ebony, Ebony, whenwhen is the time for learning centers?” is the time for learning centers?” Chang, Chang, howhow do we hold the microscope when we do we hold the microscope when we

carry it?carry it? ““Ali, Ali, whowho is the board cleaner today is the board cleaner today??””

Use any of “Use any of “reporter questionsreporter questions” other than “” other than “WhyWhy”.”.

Given these examples, consider “Cosmo”Given these examples, consider “Cosmo”..

99

““Hey Cosmo. COSMO!! Do I have to put up a Hey Cosmo. COSMO!! Do I have to put up a neon sign to get your attention? What are you neon sign to get your attention? What are you doing?doing? (Cosmo looks blankly at the teacher.)(Cosmo looks blankly at the teacher.) Why isn’t Why isn’t there a notebook and pen on your desk? Get there a notebook and pen on your desk? Get your head in the game.your head in the game. (The student gives a shocked (The student gives a shocked look of recognition, smiles meekly, pulls his backpack around look of recognition, smiles meekly, pulls his backpack around to his lap, and searches for the zipper tab while looking over to his lap, and searches for the zipper tab while looking over at a kid who just called him “Dork”at a kid who just called him “Dork”..))

Hey! Get to it. Let’s go.Hey! Get to it. Let’s go. (Cosmo anxiously shuffles (Cosmo anxiously shuffles through the materials in his backpack.)through the materials in his backpack.) You always take You always take too much time to do things. It’s this way every too much time to do things. It’s this way every day. Get out your notebook now, not next day. Get out your notebook now, not next week.week. (The embarrassed student nervously hurries to (The embarrassed student nervously hurries to locate the correct materials while others look uncomfortable locate the correct materials while others look uncomfortable with the proceedings.)with the proceedings.) Put your hands on it boy. Put your hands on it boy. Geesh, I’ve seen faster moves from a 3-legged Geesh, I’ve seen faster moves from a 3-legged turtle with a hernia. Get a move on, slow poketurtle with a hernia. Get a move on, slow poke..””

At this point, a more assertive student interjects At this point, a more assertive student interjects and says: and says: “Knock it off!! Leave him alone you bully.”“Knock it off!! Leave him alone you bully.” Some other students say “Some other students say “Yeah.”Yeah.” Others are Others are thinking itthinking it..

1010

Don’t use a sledge hammer to swat Don’t use a sledge hammer to swat a fly.a fly.

It causes lots of damageIt causes lots of damage

… … and we rarely succeed in our goal.and we rarely succeed in our goal.

What question might we have asked of What question might we have asked of CosmoCosmo??

1111

3. Limited & Acceptable 3. Limited & Acceptable (to you)(to you) Choices Choices.. ^̂

Bottom of the barrel (“Do it or else” format):

“You’ve got a choice: Do it now or head down to the office.”

“Do you choose to follow my direction or lose recess?”

1212

1313

ChoicesChoices ^̂

Better (Pleasant voice & some time/distance provided):

“Would you like to complete the assignment now or later today? I have a 3 o’clock and a 3:15 appointment open. Take a minute and let me know what you decide.”

“If you prefer to do it later, it can be during lunch or after school. However, if you’d like to do it now, I can help you get started. After I answer Coretta’s question, I’ll be back to hear what you’ve decided.”

1414

Choices Choices ^̂

Best: (offer options for completing the

task/direction)

“Your participation on the clean-up crew this week is very important. Would you like to be the sweeper, wiper, organizer, table captain, supply checker, or supervisor?”

1515

A student fails to start writing in his/her A student fails to start writing in his/her journal as is the daily routine. When you journal as is the daily routine. When you ask ask “What do you need to be doing right now?”“What do you need to be doing right now?” s/he states s/he states

““I’m not in the mood to write in my log today.”I’m not in the mood to write in my log today.”

Instead of Instead of “Start writing or I’ll write an ‘F’“Start writing or I’ll write an ‘F’ in my grade book.” in my grade book.”, think of some novel , think of some novel ways of completing the writing task that ways of completing the writing task that would be acceptable to you.would be acceptable to you.

List various options for the:List various options for the: Instrument used to make marks on paperInstrument used to make marks on paper FormForm Content Content ..

1616

Acceptable Acceptable (to me)(to me) Choices Choices Would you like to use:Would you like to use:

My My green green pen?pen? My My redred pen? pen? A A felt felt tip marker?tip marker? The The computercomputer before before printing it outprinting it out? ? The The markermarker you’ve been using to write you’ve been using to write graffitigraffiti

all over the lockers?all over the lockers? A pencil to A pencil to sketchsketch a drawing that illustrates an a drawing that illustrates an

important happening from the last 24 hours?important happening from the last 24 hours? (Then ask the student to give it title & short description.)(Then ask the student to give it title & short description.)

The The feather feather that I dip into the that I dip into the bloodblood I’m I’m going to draw from you if you don’t get to work going to draw from you if you don’t get to work

imMEDIATELYimMEDIATELY!!??

1717

4. Giving Information4. Giving Information ““Fran, paint dries up unless the cover is put Fran, paint dries up unless the cover is put

back on the jarback on the jar..””

““Sushma, alcohol evaporates unlessSushma, alcohol evaporates unless the the cap is placed back on the bottle.”cap is placed back on the bottle.”

If possible: If possible: Say it Say it softlysoftly. Keep it . Keep it privateprivate..

The student has to think:The student has to think: “Why is the “Why is the teacher telling me this informational tidbit? teacher telling me this informational tidbit? What’s it got to do with me What’s it got to do with me??””

1818

Sharing Our KnowledgeSelect one of two situations about to be

shown. Provide the student with information, facts, and/or knowledge

related to the offence you noticed.

1. A student is touching the leaves of your prized plant. Follow your immediate emotional response of “Don’t touch that!” with a controlled and respectful statement of information as to why hands should not touch your flora.

2. A youngster removes a DVD and tosses it across the long work table. It comes to rest near the wall radiator. Instead of saying “Whoa! What’s wrong with you? The DVD is going to melt!” you utter…

1919

Strategies For Students Who Might Strategies For Students Who Might Reject Our Input Reject Our Input ^̂

Keep moving as you speak.Keep moving as you speak.

Obtain permission to offer adviseObtain permission to offer advise//information.information. (Up next on our agenda)(Up next on our agenda)

Model use of the knowledge viaModel use of the knowledge via problem solving problem solving..

(Soon…after seeking permission)(Soon…after seeking permission)

2020

Obtaining PermissionObtaining Permission Especially effective with Especially effective with

oppositional/defiant/non-compliant studentsoppositional/defiant/non-compliant students

(although it’s effective with all kids)(although it’s effective with all kids)

““People who get hit don’t want to be friends. Would People who get hit don’t want to be friends. Would you like to learn a better way to make friendsyou like to learn a better way to make friends??””

““Welp, I guess you found out that cursing out the art Welp, I guess you found out that cursing out the art teacher and storming out of the room can bring some teacher and storming out of the room can bring some pretty heavy penalties down on your head. Mind if I pretty heavy penalties down on your head. Mind if I suggest a way that you can make your pointsuggest a way that you can make your point to to others without all the verbal fireworksothers without all the verbal fireworks??

2121

Demonstrate Problem Solving Demonstrate Problem Solving While Giving InformationWhile Giving Information

Arrange for the two of you to be in the same area Arrange for the two of you to be in the same area & pretend to have a problem similar to that of the & pretend to have a problem similar to that of the student.student.

Teacher: Teacher: “Ooh no. No. No. No.”“Ooh no. No. No. No.” Student: Student: “What’s wrong?”“What’s wrong?” Teacher: Teacher: Oh…, I’ve been given an order by my Oh…, I’ve been given an order by my

supervisor that I don’t want to follow because:supervisor that I don’t want to follow because: -I think it’s the wrong way to do things.-I think it’s the wrong way to do things. -I don’t like the nasty way I was told to do it.-I don’t like the nasty way I was told to do it. -I don’t think that I have the skill to do it well.-I don’t think that I have the skill to do it well. -I’m just not in the mood.”-I’m just not in the mood.”

(Use the reason(Use the reason(s)(s) that are recurrent for the often-defiant kid that are recurrent for the often-defiant kid..))

2222

Problem SolvingProblem Solving (Gordon(Gordon)) ^̂ Identify the problem Identify the problem (already done)(already done)

Brainstorm solutionsBrainstorm solutions

Discuss benefits and problems with eachDiscuss benefits and problems with each

Select one for useSelect one for use

Place it into practice Place it into practice (Role play it first, if possible)(Role play it first, if possible)

Evaluate the outcomeEvaluate the outcome

2323

You Again!? Eye Messages?You Again!? Eye Messages?

I, my, me, us, we, our… I, my, me, us, we, our…

Let’s move on to #6 on the list: Let’s move on to #6 on the list: Sending NotesSending Notes..

2424

7. Notes7. Notes Preventive:Preventive: Keep the wrong behavior from ever Keep the wrong behavior from ever

happening by supporting appropriate actionshappening by supporting appropriate actions..3333

2525

A preventive note for groupsA preventive note for groups..

2626

You can use preventative notes at home too!You can use preventative notes at home too!

2727

Cute reminders from things that Cute reminders from things that couldn’t possibly have written them. couldn’t possibly have written them. 3636

2828

This is a Good Place for a “Stick-Up”This is a Good Place for a “Stick-Up”

““Hector, please turn to page 14 and answer Hector, please turn to page 14 and answer the first four questions.”the first four questions.”

““I ain’t openin’ up your stupid I ain’t openin’ up your stupid book.book. This stuff is baby crap This stuff is baby crap..””

3838

2929

Public ImagePublic Image

Public message:Public message: “This stuff is uninteresting or far “This stuff is uninteresting or far below my ability. Therefore I refuse to do it.”below my ability. Therefore I refuse to do it.”

Hidden message:Hidden message: “This stuff is “This stuff is wayway too hard for too hard for me. I don’t have the skills to do it well. It’s me. I don’t have the skills to do it well. It’s reminding me of my frailties and confronting me reminding me of my frailties and confronting me with another failure experience with another failure experience (or mind-exhausting work). (or mind-exhausting work). It’s threatening my private and public image.”It’s threatening my private and public image.”

CHOICES:CHOICES: ‘Bad’ vs. ‘Dumb’ ‘Bad’ vs. ‘Dumb’..

3030

If You Detect That a YoungsterIf You Detect That a Youngster Needs Assistance Needs Assistance ^̂

1.1. Continue to teach the lessonContinue to teach the lesson

(while moving slowly toward the student).(while moving slowly toward the student).

2.2. As you teach, write on a ‘post-it note’: As you teach, write on a ‘post-it note’: ““Do you want Do you want ((not neednot need)) help help??””

3.3. Keep walking,but look back at some pointKeep walking,but look back at some point..4.4. Watch for a Watch for a ““YesYes”” or or ““NoNo”” cue cue..5.5. If If ““YesYes”,”, write another note: write another note:6.6. ““From me or another studentFrom me or another student??””

3131

8. 8. Laconic Laconic LanguageLanguage::

Keep It Keep It ShortShort..

3232

9. Give A Clear, Concise Direction9. Give A Clear, Concise Direction^̂

In a restrained volumeIn a restrained volume & & respectful, but firm tone of voicerespectful, but firm tone of voice::

State the students name State the students name ~~ Precede the command with thePrecede the command with the

“ “magic wordmagic word”. ”. ?? Provide a precise description of the Provide a precise description of the

actions that you want the pupil to actions that you want the pupil to displaydisplay..

3333

Enhance The ImpactEnhance The Impactof Your Precision Directionof Your Precision Direction

How soHow so?? Give a reason for compliance Give a reason for compliance Such asSuch as?? Serious faceSerious face Tell what consequence can be Tell what consequence can be avoidedavoided with with

compliance compliance (“…so you can keep all of recess.”)(“…so you can keep all of recess.”) rather than penalty to be implemented for continued non-rather than penalty to be implemented for continued non-

compliancecompliance Stand upStand up and/or and/or Close the Distance Close the Distance (maybe)(maybe)

GesturesGestures ExamplesExamples??

Gesture QuizGesture Quiz:: What standard North American gestures might What standard North American gestures might

be offensive to some groupsbe offensive to some groups??

3434

Oh My!!Oh My!! ““Thumbs up”Thumbs up”

““OK”OK”

““V” for victoryV” for victory

Stars on stellar papersStars on stellar papers..

C’mon…They’re in America (Canada) now. C’mon…They’re in America (Canada) now. They know that we mean by these signs They know that we mean by these signs..

3535

Direction Followed By EncouragementDirection Followed By EncouragementFollow directions withFollow directions with statements that convey:statements that convey:

“ “I know I can count on youI know I can count on you””

EXAMPLESEXAMPLES::

Elsie is having problems with memorizing the “8s” and Elsie is having problems with memorizing the “8s” and “9s” times tables. The teacher overhears her say “9s” times tables. The teacher overhears her say “I’m “I’m stupid. I can’t do this stuff.”stupid. I can’t do this stuff.”

““Elsie, do you remember how you mastered the 6s & 7s Elsie, do you remember how you mastered the 6s & 7s times tables?”times tables?”

““I kept trying and I didn’t give up.”I kept trying and I didn’t give up.” ““Right. Now it’s time to do what worked before. With Right. Now it’s time to do what worked before. With

effort and our teamwork, we’ll master those 8s & 9seffort and our teamwork, we’ll master those 8s & 9s..””

Setting:Setting: Voc. Ed. HS for students with Voc. Ed. HS for students with EBD, LD, MMREBD, LD, MMR ““Chef CookChef Cook” notices off task student during preparation ” notices off task student during preparation

of pumpkin bread: Motivated the pupil with a direction, a of pumpkin bread: Motivated the pupil with a direction, a belief statement & an offer of support.belief statement & an offer of support.

““Willis, please grease your pan and place your loaf in Willis, please grease your pan and place your loaf in it. It’s going to taste great right out of the oven with a it. It’s going to taste great right out of the oven with a pat of melting butter dripping over a steaming hot slice. pat of melting butter dripping over a steaming hot slice. Call me over if you need a hand.” Call me over if you need a hand.”

The student smiled and re-engaged in the activityThe student smiled and re-engaged in the activity..

3636

Are Our Reassurances Reassuring?Are Our Reassurances Reassuring?

““C’mon, it’s easy.”C’mon, it’s easy.” (Spoken by teacher or other students)(Spoken by teacher or other students)

““You know how to do it. You did it yesterday.”You know how to do it. You did it yesterday.”

““Maybe if you pay really close attention this Maybe if you pay really close attention this summer, you might be able to pass the exam.”summer, you might be able to pass the exam.”

3737

Mike: Offensive words on boardMike: Offensive words on board How could you describe the problemHow could you describe the problem??

““The board is full:The board is full: and I need to use it.”and I need to use it.” of words that will get this class in trouble ifof words that will get this class in trouble if……

How would you phrase a questionHow would you phrase a question?? What choices would you giveWhat choices would you give?? What information would you giveWhat information would you give??

sexual harassment chargessexual harassment charges offend othersoffend others result in disciplinary measuresresult in disciplinary measures make one look “immature”make one look “immature” can hurt one in social situationscan hurt one in social situations will cause important people to reject youwill cause important people to reject you will eliminate you from certain jobs with publicwill eliminate you from certain jobs with public Tell the student the derivation of the wordTell the student the derivation of the word??

What “I message” could you giveWhat “I message” could you give?? How would you revise the teacher’s short statementHow would you revise the teacher’s short statement?? What direction would you utterWhat direction would you utter??

3838

Write a note?Write a note?

““Erase the Erase the ^̂##@@**##++$$ board!”board!”

““Use me now.” Use me now.” signedsigned, , The The EraserEraser..

3939

Two students, Crystal & Reuben, have grabbed the bottom edges Two students, Crystal & Reuben, have grabbed the bottom edges of their textbook covers and are moving them up and down. They of their textbook covers and are moving them up and down. They are pretending that the books are flying birds. You are concerned are pretending that the books are flying birds. You are concerned that the extreme angle of the backward folding might damage the that the extreme angle of the backward folding might damage the bindings.bindings. Devise a response for each of the following strategiesDevise a response for each of the following strategies..

Describing Describing the problemthe problem - -

Asking a Asking a questionquestion – –

Giving Giving choiceschoices - -

ShortShort statements – statements –

Giving Giving informationinformation – –

Sending a Sending a notenote

Describing how you feel (Describing how you feel (I messageI message) –) –

Concise Concise directiondirection (with reason for compliance or to avoid a penalty)(with reason for compliance or to avoid a penalty) --

4040

Writing a NoteWriting a Note Write a message on a piece of paperWrite a message on a piece of paper

Utilize your skill in OrgamiUtilize your skill in Orgami

Make a craneMake a crane

Glide it over to Glide it over to them!them!

4141

Other ideas for when students fail to rein Other ideas for when students fail to rein in their behavior in their behavior (and that of others)(and that of others) ^̂

Check outCheck out BehaviorAdvisor.comBehaviorAdvisor.com (#1 behavior management site on the planet)(#1 behavior management site on the planet)

Managing the behavior of groupsManaging the behavior of groups Promoting positive peer pressurePromoting positive peer pressure Self monitoring Self monitoring (group version)(group version) Ways to catch ‘em being goodWays to catch ‘em being good Managing behavior with your teaching Managing behavior with your teaching

stylestyle

Bulletin BoardBulletin Board~~

4242

Your Thoughts?Your Thoughts?

How would you use that strategy with…?How would you use that strategy with…? I disagree with…I disagree with… I’ve used…I’ve used…

and found that…and found that…

4343

Mission Impossible? Your assignment, Mission Impossible? Your assignment, should you decide to accept it….should you decide to accept it….

See the final two pages of your handout.See the final two pages of your handout. Engage in the activities that place into practice Engage in the activities that place into practice the strategies we’ve covered thus far.the strategies we’ve covered thus far.

I’ll be watching.I’ll be watching.

And I get cranky if mean-natured interventions And I get cranky if mean-natured interventions are used with kids. If I see disrespectful are used with kids. If I see disrespectful practices, you’ll get a note practices, you’ll get a note (written from your (written from your memory)memory) that says that says ““Remember to use those evidence-Remember to use those evidence-based ideasbased ideas..””

4444

Talking about notesTalking about notes……

GO HOMEGO HOME!!SOON…SOON…

Please wait a few minutes while we Please wait a few minutes while we

address a couple of things.address a couple of things.