Module 3, Week 9

CLO 1 - Describe the diversity of students and its impacts on schools.

CLO 2 - Examine various educational models and the role of schools in communities and with government. 

CLO 3 - Analyze teacher practice and decision-making. 

CLO 4 - Explore the professional and ethical complexities of teaching. 

CLO 5 - Synthesize foundational elements of education into a personal philosophy of education and teaching. 

CLO 6 - Evaluate professional learning of pre-service and in-service teachers and educators. 

• Review some behavioral management and classroom management strategies.

• Identify aspects of behavioral management systems that teachers use to be effective.

• Analyze teacher choices regarding behaviors and management.

• Explore social media developed for and by teachers.

Academic Vocabulary in the Field of Education

Behavior management system - a structured framework to promote positive behavior and address unwanted behavior consistently and predictably. It goes beyond individual strategies, providing a comprehensive approach to guiding behavior toward desired outcomes. They involve defined components like:

• Clear rules, expectations, procedures, and consequences. 

• Positive reinforcement, redirection, and consequences. 

• Fairness and predictability.

Behavior management strategy - a planned approach to influencing or guiding someone's behavior toward a desired outcome. These strategies are often used to create a positive and productive environment.

• Proactive behavior strategies aim to prevent unwanted behaviors from occurring in the first place. This can involve establishing clear expectations, routines, and positive reinforcement systems.

• Positive Behavior Strategy encourages and rewards desired behaviors rather than solely punishing unwanted ones. This can create a more motivating and supportive environment.

• Individualized Behavior Strategy considers individual needs, motivations, and learning styles.

Trauma-informed practices - a set of principles and approaches used in various settings to acknowledge and respond effectively to the potential impact of trauma on individuals. They aim to create safe and supportive environments that promote healing and well-being for those who have experienced trauma. To be effective, we need to:

• Understand the various ways trauma can manifest, including its physical, emotional, psychological, and social impacts. 

• Create a safe and predictable environment where individuals feel comfortable seeking help and expressing themselves freely without fear of judgment or re-traumatization. 

• Respect individuals' autonomy and offer choices. 

• Work collaboratively with individuals to develop a shared understanding of their needs and goals, building a sense of partnership and trust.

• Recognize individuals' diverse experiences and perspectives, considering factors like cultural background, historical context, and gender identity when providing care and support.

Restorative Justice - a philosophy and approach to addressing conflict that focuses on repairing the harm caused by wrongdoing rather than solely punishing the offender. It emphasizes healing the relationships affected by misbehavior and reintegrating the student into the community as smoothly as possible. Key aspects include:

• Offering all students a voice and opportunity to participate in the examination and analysis process.

• Community participation in the process of healing and rebuilding relationships.

• Facilitated dialogue and communication with impacted community members.

• Student accountability and responsibility. 

• Repairing the harm caused to the victim may involve apologies, restitution, community service, or other forms of reparation.

Mindfulness - Mindfulness is a powerful tool that supports children in calming themselves, focusing their attention, and interacting effectively with others, all critical skills for functioning well in school and in life,” said Amy Saltzman, M.D., director of the Association for Mindfulness in Education, and director of Still Quiet Place. 

Self-regulation - Self-regulation is the ability to monitor and manage your energy states, emotions, thoughts, and behaviors in acceptable ways that produce positive results such as well-being, loving relationships, and learning. 

Primary Concept - Be methodical about cultivating a management style. 

Our first best approach is to utilize diverse and engaging instructional strategies and develop a positive classroom culture with proactive management strategies. We must acknowledge that things will happen when students are frustrated or uncomfortable with factors from within or outside the classroom. At that time, we must implement communicated strategies and systems and remain critically aware of both the effectiveness of those systems and their consequences. End of the day, we are making decisions and choices under the premise that our goal is harmony and not escalation. That we do things in the best interest of our students and their learning environment and opportunities. 

Primary Concept - Think Deeply About What it Means to Belong

“Work on developing a cooperative relationship so that when conflict arrives, the two sides will believe that they are allies.” - Dean Tjosvold

“If we have no peace, it's because we have forgotten to belong to one another” - Mother Theresa

“Peak efficiency of knowledge and strategy is to make conflict unnecessary.” - Lao Tzu

“A problem is a chance for you to do your best.” - Duke Ellington

Think - Most people think discipline and management are about taking care of all the bad behaviors in the classroom. Management is about designing a space, routines, and activities so that people can feel engaged and productive so that destructive behaviors don't manifest. More importantly, though, it is about CREATING RELATIONSHIPS. You can have fantastic and clear procedures, but if your students don't trust or respect you, engaging them in those routines will be much harder. Check out some information from the experts here. 

Remember, 90% of the time, we are creatures of habit. Students and people “behave,” not misbehave most of the time.  Just do these simple things, and you will cut down on most, if not all, of the problems:

1.  Remember what it is like to be a learner in a school.   

2.  Create solid values and a culture important to you and the students.  

3.  Organize the physical space in the classroom to maximize efficiency, productivity, and engagement. 

4.  Possess a strong sense of confidence and authority in your mission and actions. 

5.  Aim for high expectations for student behavior and productivity.

6.  Incorporate meaningful and straightforward procedures and routines.

7. Develop communication systems with parents and other professionals.

8.  Create meaningful, accountable, and diverse lessons for all learners.

9.  Understand that all students have their own needs about their context.

10. Make accommodations for engagement and success for all learners.

Primary Concept - People are people. 

Primary Concept - Don't Sleep on Jeff Bliss!

Of course, we can't condone the types of behaviors of this student. However, we can certainly appreciate his motivations. 

Primary Concept - Appreciate Teacher's Work DOES Relate to Society.

The point here is not that you can learn classroom management or behavior management systems in one week of instruction. Instead, its the idea that you will be responsbuibel for student behjaviors. How you manage those behaviors directly impacts how schools collectively work with students' behaviors and expectations. 

Primary Concept - Indicators of an effective classroom culture

• Respect - The teacher exhibits respect for students, students show respect for each other, and students demonstrate respect for their teacher/kumu. 

• Teachers and students care about and for one another.

• The classroom has high cognitive energy (students use their minds!)

• Learning is meaningful, and it is an essential priority.

• All students have high expectations, supported through verbal and nonverbal behaviors.

• Expectations - High expectations for learning and achievement, and teachers and students value learning and hard work.

• Whatever is being learned or studied is essential. 

• Students receive the message that work is challenging and valuable.

• Students receive the message that they are capable of success.

• Students have pride in their work.

• Expectation and recognition of quality.

• Expectation and recognition of effort and persistence

• Confidence in students’ abilities is evident in the teacher’s and students’ language and behaviors.

• All students are expected to participate in some way (verbally, writing, group work, etc.)

Primary Concept - Elements of a Behavior System

While specific systems can vary, some common elements include:

• Establishing clear expectations and rules - Defining acceptable and unacceptable behaviors ensures everyone understands what is expected.

• Positive reinforcement - Recognizing and rewarding desired behaviors to encourage their continuation. This can involve praise, tangible rewards, or privileges.

• Practical consequences - Implementing clear and consistent consequences for breaking the rules, ensuring they are age-appropriate and serve a corrective purpose.

• Data collection and monitoring - Tracking behavior patterns to assess the system's effectiveness and adjust as needed.

• Positive and supportive environment - Creating a climate that fosters positive interactions, respect, and open communication.

Primary Concept - Proactive Strategies

Here are some key principles of proactive behavior strategies:

• Create a positive and supportive environment - Focus on fostering positive interactions, providing encouragement, and acknowledging desired behaviors.

• Teach and model desired behaviors - Explain the skills and behaviors you expect and demonstrate them yourself to provide a clear example.

• Set clear expectations and routines - Establishing clear rules, routines, and expectations provides a framework for acceptable behavior and helps individuals understand what is expected of them.

• Provide choices and control - Offering choices within boundaries empowers individuals and fosters a sense of responsibility and ownership.

• Identify triggers - Recognizing situations, activities, or emotions that might trigger unwanted behavior allows you to anticipate and intervene beforehand.

Here are some specific examples of proactive behavior strategies:

• Provide visual schedules and reminders - Visual aids like pictures or timers can help individuals understand routines, transitions, and expectations, especially for children or individuals with learning difficulties.

• Offer "pre-corrections" - Before a challenging situation arises, remind individuals of expectations and offer guidance on handling it appropriately.

• Use positive reinforcement - Praise and acknowledge desired behaviors as they happen to encourage their continuation.

• Provide positive reinforcement alternatives - Offer alternative, preferred activities or rewards to engage individuals and deter them from engaging in unwanted behaviors.

• Practice relaxation and coping skills - Teach individuals coping skills like deep breathing, positive self-talk, or taking breaks to manage stress and emotions before they escalate and lead to unwanted behavior.

Primary Concept - Using Class Goals to Support Behavior & Classroom Culture

Consistently revisiting classroom goals and expectations throughout the year establishes a climate for success.

Effective classroom management structures are vital for student learning. They typically involve routines, procedures, and expectations established early in the year. But as time progresses, we may benefit from a reset. Though it’s tempting to push through minor misbehaviors and forge ahead with academics, reminding everyone of expectations can support students’ sense of safety and engagement.

One method I’ve found helpful is class goals. Developing and implementing class goals facilitates a fresh start, refocusing everyone on shared intentions. 

Establishing Class Goals - Reflect individually on the current school year using prompts such as these:

• What is going well for you? (what I want to continue doing)

• What do you think could be improved? (routines and structures I want to keep but may need to revise and reteach)

• What is missing? (new ideas or structures to try out)

Synthesizing Student Perspectives & Voice - Share highlights from your reflection with your class, then facilitate student reflection. You can synthesize responses using an anchor chart, word map, or initial list of ideas or highlights. Ask students for additional input through discussions and written responses to these prompts:

• What do you like about our class?

• What do you wish were different about our class?

• What do you think our classroom should look like/sound like?

• How do you know if students are learning in our class?

Enacting Shared Goals - When finalizing class goals, use concise goals that include student-friendly language, are agreed upon by teacher and students, are visible and accessible for quick reference, and are aligned with current classroom expectations. While class goals may use wording similar to classroom rules or expectations, the main distinction is that the goals are reviewed consistently through frequent reflection paired with tracking or monitoring—which, I’ve noticed, helped the goals become more pertinent to my students. 

• Have students select three to five goals. These goals must align with teacher and student reflections while reinforcing established expectations. 

• Set goals should also encompass the ideal “classroom culture” you discussed. 

• Shared goals should become a part of the daily routine, and students should begin to hold each other more accountable.

• Use goals like these..., and after selecting our goals, discuss what they would look like in action. 

(1) Use a good voice level - independent work typically requires a different voice level than collaborative activities or projects.

(2) Follow directions the first time - Following directions aligns with being an active listener, maintaining student safety, minimizing off-task behavior, and maximizing productivity. 

(3) Be respectful and kind to classmates and teachers - Compliance means staying mindful of our language, how we treat others when working together, and how we listen when others share.

(4) Stay on-task - Staying on-task and completing work relates to building positive work habits and actively participating in learning. 

(5) Do your best - Goals relate to our school’s overarching goals (e.g., be respectful, responsible, safe) and how they contribute to our learning community. 

Tracking Progress - You can develop a system for reviewing progress after setting goals. Check-ins allowed students to reflect, acknowledge what went well and what needed improvement, and set manageable time frames to focus on expectations throughout the day. 

• Designate specific times for check-ins by subject, daily, or weekly. 

• Connect class goals with something tangible or relevant to students, such as working toward a larger class goal or reward, which increases buy-in. 

• Establish a consistent review of class goals by posting visible goals. 

• Before starting instruction, you could support students in reciting the mantras and class goals at our affirmation station during morning meetings. 

• Prompt students to individually select a class goal for the day. 

• Institute a subject-specific goal check-in thrice daily at the end of our math, English language arts, and science/social studies blocks. These check-ins were brief (one to two minutes). Through reflection, teacher feedback, and group consensus, students looked at the class goals and determined whether we met the expectations for each goal during the specified instructional time. 

Being Consistent - Consistently referring to class goals is integral to the process. If individual students or the class needed a simple redirection, refer to the class goal chart or prompt them by asking, “What class goal are we not meeting right now?” and “How can we fix it?” Students often quickly reflect, respond, and redirect behavior with minimal intervention. 

Class goals are most effective when teachers use them within an existing classroom management structure. Please look at what strategies you already have that work well, and envision how class goals can support and supplement them. Connect class goals to an overarching class objective or reward, align them with individual student recognition, and reinforce specific behavior management strategies.

By collaborating with students to generate class goals and establish a system to reflect on and measure them, you can leverage class goals to support creating an ideal culture and community of learners.

(*Adapted from Victoriana Savas, https://www.edutopia.org/article/using-class-goals-norms)

Primary Concept - Be Critical of Your Role

The school-to-prison pipeline also referred to as the school–prison nexus or schoolhouse-to-jailhouse track, is a concerning trend in the United States that highlights the disproportionate tendency of minority students and students from disadvantaged backgrounds to be funneled out of classrooms and into the juvenile and criminal justice systems. Key factors contributing to the school-to-prison pipeline:

• Policies and practices - Several policies and practices within schools are identified as contributing factors, including zero-tolerance policies that mandate harsh and often automatic punishments, like suspensions or expulsions, increased presence of law enforcement in schools, and inequitable school discipline for students of color and students with disabilities who are disproportionately subjected to disciplinary actions. 

• Social and economic factors - Students from low-income families and marginalized communities often face challenges beyond school, such as poverty, family issues, and exposure to violence, which can contribute to behavioral problems at school.

• Lack of resources - Schools serving disadvantaged communities often lack essential resources like counselors, social workers, and mental health professionals, limiting their ability to address the underlying causes of student behavior issues and provide necessary support.

The consequences of the school-to-prison pipeline are far-reaching and detrimental, impacting individuals and society as a whole. Some of the adverse outcomes include:

• Reduced educational attainment - Students pushed out of school are less likely to graduate and achieve their full academic potential.

• Increased risk of incarceration - Involvement in the juvenile justice system increases the likelihood of future involvement in the criminal justice system as an adult.

• Adverse life outcomes - Individuals caught in the school-to-prison pipeline face various challenges later in life, such as difficulty finding employment, housing, and overall well-being.

Primary Concept - Supporting Students Autonomy and Executive Function

When students start to juggle priorities and manage workloads from multiple teachers, the teenage years are critical for developing executive function—skills that help us organize, prioritize, focus, and exercise self-control to be productive and accomplish tasks. These skills are strong indicators of success in school and life. But really, the building blocks can start at any age. Over the years, an extensive body of research has surfaced actionable ways to develop these skills:

• Harvard’s Center on the Developing Child’s work on how executive function builds skills for life and learning (2012)

• Zelazo, Blair, and Willoughby’s study on executive function’s implications for education (2017)

• Borman, Rozek, Pyne, and Hanselman’s study on the benefits of reappraising academic and social adversity (2019)

• Rozek, Ramirez, Fine, and Beilock’s study on students’ emotional regulation (2019)

• Thomaes, Tjaarda, Brummelman, and Sedikides’s study on how effort self-talk benefits math performance (2019)

• Eskreis-Winkler, Milkman, Gromet, and Duckworth’s study on how giving advice improves academic outcomes for the adviser (2019)

• Hulleman and Harackiewicz’s study on connecting science course materials to students’ lives (2009) 

• Yeager et al.’s study on how purpose for learning fosters academic self-regulation (2014)

Primary Concept - Personal Learning Network

Social media has become a powerful catalyst for educator support and development. Groups, forums, virtual events, and even hashtags provide spaces for teachers to build relationships with educators and education leaders worldwide. There is no better place to build one’s personal learning network (PLN) than through social media.

Personal Learning Network - a way of describing the group of people that you connect with to learn their ideas, their questions, their reflections, and their references. Your PLN is not limited to online interactions, but it is that online, global interactive part that really makes it special. It is personal because you choose who’s part of that group; you choose if you want to lurk–just check out what people are saying–or if you share; because you choose when to do so, and how to do so. PLNs not formal and very self-determined, PLNs take place across social media platforms and internet communities where communication is open and unlimited.

How Do You Explain SEL In The Classroom?

Most of you are familiar with social media platforms like Facebook, Pinterest, and (most recently) TikTok as places where teachers can join groups, share content, and seek support from educators all over the globe. There are many other valuable social networks that serve as useful spaces for teachers to grow, innovate, and lead. We’ve compiled a list of 20 that are most effective in uniting teachers. Let us know which ones are your favorite, or which, if any, we may have left off our list.

The Best Social Networks For Teachers To Grow Their PLNs

TeachThought University - a community for teachers with many social network features (and more to come). Since it just started, it is by no means anywhere close to being among the ‘best social media sites for teachers."

BetterLesson - BetterLesson is committed to reimagining professional learning. They offer 1-on-1 coaching, design workshops, learning series, and learning walks for educators, coaches, and administrators in both virtual and in-person settings.

Canvas Commons - No need to reinvent the wheel — teachers can find, import, and share activities, lesson plans, and full units in this learning object repository.

Classroom 2.0 - With over 85,000 members representing 200+ countries, Classroom 2.0 is a network for teachers to participate in webinars, topic-specific forum discussions, virtual conferences, and book clubs.

edWeb.net - Webinars, certificates, and professional learning — oh, my! EdWeb is a social networking platform that offers new resources and more on a monthly basis.

Facebook - There are countless Facebook groups that educators can join in order to connect with other teachers, share resources, and spark innovation. Consider the Global Educator Collective, Cult of Pedagogy, and TeachThought (naturally!)

Flipped Learning Global Initiative - This global coalition of educators, teachers, professional development facilitators, and other experts from 49 countries is dedicated to expanding flipped learning. They host a community of members and offer professional development courses for a range of flipped learning topics.

Freshman Transition Network - The Freshman Transition Network is dedicated to helping rising 8th graders transition into high school. They offer curriculum, blog posts, discussion forums, book recommendations, and more.

Instagram - Peruse posts and stories from teachers all over the planet — from classroom management strategies to lesson plan ideas and wall posters, Instagram is great for connecting with educators and finding ready-to-use resources.

ISTE - The International Society for Technology in Education (ISTE) offers flexible online courses for teachers of all levels to develop their pedagogy-related digital competencies.

LinkedIn - Connect with like-minded teachers, stay up-to-date with current trends and hot topics in education, and look for education-related job postings on this professional networking site.

NCTE - The National Council of Teachers of English (NCTE) is one of the best resources for ELA teachers and any educators who teach literacy. NCTE collaborates with its members to offer journals, publications, resources, strategies, and an annual convention.

Pinterest - With Pinterest, it’s easy to swandive down the rabbithole of any teaching topic imaginable. Create your own Pinterest boards related to back-to-school activities, lesson plans, rubrics, and classroom decorations, and share your own resources, as well.

TeachersCONNECT - This free community is committed to guiding teachers toward success in the classroom. Users can search through a library of topics, conversations, and problems solved by a community of expert teachers.

Teachers Network - Whatever you’re looking for, you can find at Teachers Network! Their resources include leadership institutes, how-to articles, teaching videos, lesson plans, curriculum units, and grant opportunities.

Teaching Channel - At Teaching Channel, educators can subscribe to videos and professional development courses in topics like culturally responsive teaching, differentiation, classroom culture, digging into data, and attention techniques.

The Current - The Current provides a forum for teachers to share stories, resources, and reflections. This site is powered by the National Writing Project, a nationwide network of teachers working to improve the teaching of writing in American schools.

The Educator Collaborative - The Educator Collaborative is a K-12 literacy think tank and educational consulting group striving to help teachers improve their effectiveness. They provide on-site literacy PD services, as well as a variety of remote learning supports, blogs, and literacy resources.

TikTok - TikTok has taken over teaching! Thousands of teachers share ideas, activities, questions, resources, and comic relief on this app — save your favorite videos and contribute your own!

Twitter - One of the best social media platforms for teachers — Twitter lets users search for any topic by #hashtag. Whether you’re searching for #SELresources, books for #reluctantreaders, or #differentiationstrategies, Twitter has you covered with the most recent, up-to-date contributions from teachers and education organizations worldwide.

YouTube - There are tons of YouTube video channels for teachers to watch, comment on, and share. Our favorites include Ted ED, Crash Course, and Khan Academy.

Assessment 3.3 - Teacher's Work - Managing Student Behavior

Module 4, Week 10 - Professionalism & Ethics