Discipline in the Secondary Classroom: Encouraging Responsible Behavior and Enhancing Motivation

Description

Improve student behavior and motivation with this comprehensive resource Discipline in the Secondary Classroom: A Positive Approach to Behavior Management, 4th Edition is an insightful treatment of the always-challenging topic of discipline in the high school classroom. The newly revised edition of the book incorporates a renewed focus on classroom management plans, handling the use and misuse of electronic devices in the classroom, and adapting instruction for a virtual classroom setting. Discipline in the Secondary Classroom discusses other issues crucial to the successful management of secondary classrooms and include:  • How behavior is learned  • Managing student work  • Managing the use of technology and electronic devices in the classroom  • Active engagement strategies for teacher-directed instruction (both the physical classroom and the virtual classroom)  • Corrective strategies for misbehavior and inattention • Maintaining a Cycle of Continuous Improvement to be a better teacher each year Perfect for grade 9 to 12 classroom teachers and educational administrators—including principals, assistant principals, staff development professionals, and consultants— Discipline in the Secondary Classroom constitutes an indispensable resource for anyone aiming to achieve a civil, safe, and fair classroom environment. Cover Title Page Copyright Page The Authors Acknowledgments Foreword Contents Preface What’s New in This Edition? DSC as a Part of a Behavior Support Continuum Introduction Why Bother with a Positive Approach to Discipline? The DSC Approach Is DSC “Research Based”? How Does DSC Fit with Other Initiatives? How to Use This Book Section One Overview of the DSC Approach Chapter 1 Develop a Clear Vision for Your Class and Your Classroom Management Approach Task 1: Understand Foundational Principles and Practices That Guide the DSC Approach Mission and Beliefs: Create an Effective Vision to Guide Your Practice Diversity, Equity, Inclusion, and Access: Fulfilling the Promise of Education for All Data-Driven Processes: Tools for Continuous Improvement Existing Regularities: Evaluate Whether the Way Things Have Always Been Done Is the Best Way to Meet the Needs of the Moment Locus of Control: Take Control Over Those Factors within Your Sphere of Influence Logic Over Impulse: Recognize the Role of the Amygdala When Dealing with Challenging Behavior Motivation: Understand How Motivation Affects Behavior Relational Trust: Create the Foundation of Your Management Approach by Consciously Building Positive Relationships The STOIC Framework: Understand Five Main Variables That Can Be Used to Influence Behavior Task 2: Understand How to Shape Behavior Behavior Management Principles Promoting Responsible Behavior Discouraging Irresponsible Behavior Task 3: Prepare Your Classroom Management Plan Identify the Level of Support You and Your Students Need Putting Your Needs and Students’ Needs Together: What Level of Support Is Needed? Conclusion Section Two Preparing Your Classroom Management Plan Chapter 2 Structure for Success (Behavioral Decisions) Task 1: Develop and Display Guidelines for Success Task 2: Develop and Display Classroom Rules Decide Who Will Have Input into the Rules Develop Your Rules Task 3: Design a Positive Physical Space Arrange Desks and Work Spaces to Optimize Instructional Tasks Ensure Physical and Visual Access to All Parts of the Room Minimize Disruptions Caused by High-Traffic Areas Devote Bulletin Board or Display Space to Student Work Consider Designating an Area of Your Classroom as a Cool-Down or Problem-Solving Space Determine Whether and How to Assign Seats Task 4: Select an Attention Signal Task 5: Design Effective Beginning and Ending Routines Entering Class Opening Activities Protocols for Responding to Students Not Prepared with Materials Protocol for Students Returning after an Absence Procedures for End of Class Period Dismissal Task 6: Design Procedures for Managing Common Transitions Why Should I Have to Teach Expectations? Students Should Just Know How to Behave in the Classroom Identify Common Transitions That Occur in Your Classroom Consider Level of Support When Designing Expectations for Transitions Clarify Expectations for Voice Levels Consider Time to Transition Complete Planning Forms to Define Your Behavioral Expectations for Common Transitions Task 7: Prepare for Common Areas and Special Circumstances Know Your School’s Expectations for Common Areas Know Your School’s Emergency Procedures Prepare Expectations for Upcoming Assemblies Prepare a Plan for Working with Substitutes Task 8: Establish and Maintain Productive Family Contacts Initial Contact Ongoing Contact Conclusion Chapter 3 Structure for Success (Instructional Decisions) Task 1: Establish an Efficient Daily Schedule Task 2: Clarify Expectations for the Common Instructional Activities That Occur in Your Classroom Identify Common Instructional Activities That Occur in Your Classroom Develop Clear Behavioral Expectations for Each Major Instructional Activity Task 3: Design Procedures for Managing Teacher-Directed Instruction Best Practices for Facilitating Teacher-Directed Activities Task 4: Design Procedures for Managing Independent Work Periods Best Practices for Facilitating Independent Work Periods Task 5: Design Procedures for Managing Partner and Cooperative Group Work Best Practices for Facilitating Partner and Cooperative Work Periods Task 6: Design Procedures for Managing Student Assignments Assigning Classwork and Homework Collecting Completed Work Returning Graded Work to Students Maintaining Records and Keeping Students Informed of Their Current Grade Status Procedures to Address Late or Missing Assignments Task 7: Design Procedures for Managing Student Technology Use Define Expectations for Use of Shared Devices in Class Define Expectations for Use of Personal Devices in Class Task 8: Develop Long-Range Classroom Goals Task 9: Understand Considerations for Developing Effective Grading Practices Examine the Existing Regularities of Your Grading System Consider the Connection between Grades and Motivation Task 10: Develop a Grading System That Creates a Relationship between Student Effort, Growth, and Success Communicate Important Course Objectives and Align Evaluation with These Objectives Consider Whether to Include a Behavioral Grading Component Ensure That Students Receive Regular Feedback on Behavior, Academic Performance, and Current Grades Conclusion Chapter 4 Teach Students to Meet Expectations Task 1: Teach Your Guidelines for Success and Classroom Rules Incorporate Guidelines for Success Teach Classroom Rules Task 2: Prepare Visuals and Lessons to Communicate Your Expectations Communicate Your Expectations Using the CHAMPS or ACHIEVE Acronym Visual Displays of CHAMPS or ACHIEVE Information Prepare Lessons to Teach CHAMPS or ACHIEVE Expectations Task 3: Teach Behavioral and Social-Emotional Skills Task 4: Clarify Behavioral Expectations for Common Areas and Special Circumstances Teaching Common Area Expectations Teaching Expectations for School Emergency Situations Teaching Expectations to New Students Teaching Expectations for Unique Events Task 5: Clarify Behavioral Expectations with Parents and Guardians Determine the Best Method of Communication Seek Family Input on Expectations and Social-Emotional Skills Conclusion Chapter 5 Observe: Use Data to Monitor and Adjust Your Management Plan Task 1: Scan All Sections of the Classroom Continuously; Circulate When Possible Visual Scanning Auditory Scanning Circulating Task 2: Understand Why and How to Use Data in Your Classroom Understand the Purpose of Data Collection Overcoming Common Barriers to Collecting Data Understand Different Types of Data Use Your Classroom Goals to Guide Data Collection Use Hallmarks of Effective Classrooms to Guide Data Collection Task 3: Use Data Snapshots to Monitor and Adjust Your Classroom Management Plan Schedule When to Collect Data Snapshots in Your Calendar Recommended Data Snapshot Calendar: 18-Week Semester Mine Your Data Conclusion Chapter 6 Interact Positively: Build Positive Relationships with Students and Provide Positive Feedback Task 1: Strive to Provide a High Ratio of Positive Interactions Understand the Difference between Positive and Corrective Interactions Avoid the Criticism Trap Level of Support and Ratio of Positive to Corrective Interactions Task 2: Build Positive Relationships with Students with Noncontingent Attention Level of Support and Noncontingent Attention Task 3: Provide Positive Feedback with Contingent Attention Feedback Should Be Accurate Feedback Should Be Specific and Descriptive Feedback Should Be Age Appropriate and Nonembarrassing Feedback Should Be Given Immediately Feedback Should Fit Your Style When Students Respond Negatively to Positive Feedback Level of Support and Positive Feedback Task 4: Provide Intermittent Celebrations Level of Support and Intermittent Celebrations of Success Task 5: Maintain a Positive Ratio of Interactions with Parents/Guardians Ways to Provide Positive Feedback to Parents Task 6: Maintain Positive Communication with Staff Colleagues Engage in Noncontingent Positive Interactions with Staff Colleagues Avoid Exclusive Interactions with Colleagues Welcome New Staff Members Adopt a Collaborative, Problem-Solving Approach with Colleagues Evaluate the Language You Use about Students and Families Conclusion Chapter 7 Interact Positively (Motivational Strategies and Systems) Task 1: Understand Student Motivation Most Repeated Behavior Is Motivated Foster Motivation with a Mix of Intrinsic and Extrinsic Factors Consider Both Expectancy and Value Task 2: Use Non-Reward-Based Strategies to Increase Motivation and Responsible Behavior Stimulate Student Interest Use Goal-Setting Strategies Implement a Classwide Goal-Setting System Help Students Engage in One or More Long-Range Goal-Setting Activities Task 3: Employ One or More Classwide Reward Systems to Increase Motivation and Responsible Student Behavior Step 1: Identify Problems, Goals, and Level of Support Needed Step 2: Select a Classwide System and Prepare to Implement It Step 3: Determine How to Maintain, Modify, and Fade a Classwide System Menu of Classwide Systems Reward-Based Systems Appropriate for Classes Needing High Support Reward-Based Systems Appropriate for Medium-Support Classes Conclusion Chapter 8 Correct Misbehavior Fluently Task 1: Maintain Positive Expectations Task 2: Provide Effective, Fluent Corrective Feedback Plan to Implement the Correction Consistently Plan to Implement the Correction Calmly Plan to Interact with the Student Briefly at the Time of the Misbehavior Plan to Deliver Corrective Feedback in a Private Way as Much as Possible Give Positive Feedback When Behavior Improves Task 3: Develop a Menu of Corrective Consequences Proximity Nonverbal Correction Provide a Group Redirect Redirect by Asking a Question or Providing an Offer of Help Planned Discussion Count and Chart Planned Ignoring Loss of Point Time Owed Timeout Restitution Positive Practice Behavior Improvement Form Humor Emotional Reaction Revoke a Privilege Detention Demerits Jot It Down Task 4: Know When and When Not to Use an Office Disciplinary Referral Understand the Strengths and Weaknesses of ODRs and Administrator-Assigned Consequences Determine Which Behaviors Must Be Referred Write Appropriate and Effective Referrals Task 5: Use Supportive Communication with Parents Regarding Misbehavior Prepare Before Making Initial Family Contact Provide Follow-Up Communication Task 6: Move Toward Proactive Intervention Planning with Individual Students Who Display Chronic Misbehavior Analyze and Adjust the Implementation of Your Basic Management Plan Implement Classroom-Based Interventions Conclusion Section Three Implementing, Sustaining, and Refining Chapter 9 Launch Task 1: Make Final Preparations for Day 1 Review Your Completed Classroom Management Plan Develop a Modified Schedule for the First Day of School Make a Sign for Your Room Consider Assigning Seats as Students Enter the Room Prepare an Initial Activity for Students to Work on When They Enter the Room Create an Orientation Handout for Parents and Guardians Task 2: Implement Your Plan on Day 1 Welcome Students to Your Classroom Use the Three-Step Process for Communicating Your Expectations Prepare Students for a Calm and Positive End to the Day or Period Task 3: Implement Your Plan on Days 2 Through 20 (the First Four Weeks) Continue to Implement the Three-Step Process for Communicating Expectations Verify That Students Understand Expected Behaviors Task 4: Begin CHAMPS Implementation Mid-Year Begin at the Start of a New Term or Semester Begin in the Middle of a Term or Semester Conclusion Chapter 10 Maintain a Cycle of Continuous Improvement Task 1: Use Data to Monitor and Adjust Your Management Plan Apply the Improvement Cycle DSC Tools for Data Collection Tool 1: CHAMPS or ACHIEVE versus Daily Reality Rating Scale Tool 2: Ratio of Interactions Monitoring Forms Tool 3: Misbehavior Recording Sheet Tool 4: Grade Book Analysis Worksheet Tool 5: On-Task Behavior Observation Sheet Tool 6: Opportunities to Respond Observation Sheet Tool 7: Family/Student Satisfaction Survey Task 2: Maintain Awareness of Professionalism and Self-Care Stress Reduction and Self-Care Techniques Task 3: Engage in Ongoing Learning, Reflection, and Professional Development Attend Initial In-Service Training Opportunities at the Building or District Level Self-Assess Your Knowledge and Practice Engage with Colleagues in Ongoing Activities for Growth Conclusion Section Four Implementing DSC in Virtual Learning Environments Chapter 11 DSC in the Virtual Setting How to Use This Chapter Virtual Learning and Chapter 1: Develop a Clear Vision for Your Class and Your Classroom Management Approach Virtual Learning and Chapter 2: Structure for Success (Behavioral Decisions) Virtual Learning and Chapter 3: Structure for Success (Instructional Decisions) Virtual Learning and Chapter 4: Teach Students to Meet Expectations Virtual Learning and Chapter 5: Observe: Use Data to Monitor and Adjust Your Management Plan Virtual Chapter 6: Interact Positively (Build Positive Relationships with Students and Provide Positive Feedback) Virtual Learning and Chapter 7: Interact Positively (Motivational Strategies and Systems) Virtual Learning and Chapter 8: Correct Misbehavior Fluently Virtual Learning and Chapter 9: Launch Virtual Learning and Chapter 10: Maintain a Cycle of Continuous Improvement Conclusion References Name Index EULA