Embedded Files
Virtual Session Monday, November 17, 2025 · 3:15 – 4:15
Virtual Session Monday, November 17, 2025 · 3:15 – 4:15
Reading
Reading
November 10 - 16: Chapter Fourteen - When Consequences Don't Work
November 17 - 23: Chapter Fifteen - Making Changes
Chapter 17 Putting it All Together – Final Thoughts (pages 296 – 302)
Virtual Session
Virtual Session
November 17, 2025 · 3:15 – 4:15pm
Google Meet: https://meet.google.com/raa-azqt-ojg
When Consequences Don't Work
When Consequences Don't Work
Reading
Chapter 14 When Consequences Don't Work (pages 246 -271)
Focus of Chapter
For particularly tough kids and situations, school consequences don’t always change behavior. Nor does employing all the approaches outlined in previous chapters. What then? How do we help our students to make permanent, positive changes? While there are no guaranteed solutions, the most effective approaches arise out of our tried-and-true combination of assuming the best about students and helping them to assume the best about themselves, connecting with them, going under the wave of their resistance, and breaking things into simple steps. In this chapter we look at some techniques to help students break chronic cycles of misbehavior. Though these kinds of techniques require commitment, compassion, patience and lots of time and energy to implement effectively, they can help our students who need it the most make permanent positive changes.
Objective
Identify root causes of student misbehavior and develop a plan to help the student you are most worried about.
Key Points to Remember
Understand why students act out (p. 248-249).
If students are crying out for attention, find ways to give it to them, that helps them and the whole class.
Keys to change = want to change, know how, practice, be conscious of choices, receive on-going support.
Use private conversations and writing.
Circle the wagons for a Village Intervention with the school’s toughest students (p. 267-271)
Assume the best – students want to change!
Making Changes
Making Changes
Reading
Chapter 15 Making Changes (pages 272 – 281)
Focus of Chapter
Growing in the teaching profession involves regularly making changes to improve our craft and better serve our students, which can be challenging for even the best- intentioned teachers. This chapter debunks myths about making changes, and offers simple steps for deciding what changes to make, how and when to make them, and how to stay in inner authority while doing so.
Objective
Make changes to improve our craft and better serve our students.
Key Points to Remember
Choose to make changes one at a time.
It’s never too late to make positive changes.
When making mid-year changes, give it 8-10 days of reinforcement.
Assume the Best- students want you to run a tight ship, even when they resist your efforts at doing so.
Putting it All Together – Final Thoughts
Putting it All Together – Final Thoughts
Reading
Chapter 17 Putting it All Together – Final Thoughts (pages 296 – 302)
Focus of Chapter
Effective classroom management isn’t simply a matter of giving out consequences or even of connecting positively to students or designing effective lessons. It involves many complex and interconnected experiences and choices. True learning goes beyond the strategies and checklists to instill a sense of wonder in the classroom. In this chapter we look at the big picture of the connection between classroom management and wonder in the classroom, and classroom management and our own growth in the world.
Objective
Reflect on transformative moments in classroom management.
Key Points to Remember
Use the observation checklist – a simple guide for effective classroom management.
Recipe for learning – a way to bring wonder into the classroom.
The skills of classroom management are connected to life skills, both for individuals and society.
Report abuse