TCM Table of Contents – Classroom
Management Resources – School
Climate – John
Shindler – TCM Workshops
|
Transformative Classroom
Management: Positive Strategies to Engage All
Students and Promote a Psychology of Success John
Shindler Ph.D. |
|
www.transformativeclassroom.com
Table of contents
Chapter 1:
Introduction
- Introduction
- The
Natural Condition
- What
is Transformative Classroom Management?
- Progression
of the Book
Part 1: Initial Stage:
Assessing Where We Are and Raising Awareness
Chapter 2: Classifying
Approaches to Classroom Management and Examining Effective Practice
- Introducing
the 4-Quadrant Management Style Matrix
- Vertical
Axis – Effectiveness and Intentionality
§ Moving Up the Continuum to a More Functional Approach
- Things
We Need to Start Doing or Begin Doing More Effectively
- Transformational
Ideas” Moving to the Next Level
- Things
We Need to Stop Doing
- Thinking
That Leads to Dysfunction
- The
“It Works” Fallacy
- Horizontal
Axis – Teacher Centered vs. Student Centered Orientation
- A
Brief Description of each of the 4 Management Approaches
- Comparing
the Advantages of 2-type vs 1-type Approaches
- Moving
From 3 to 1-Type Orientation
Part 2: Exploring the Nature of Classroom Dynamics and
Student Motivation
Chapter
3: Exploring the Depths of the “Classroom Reality?”
§ Examining the Levels of the Socially
Constructed Classroom Reality
§ Examining the Implicit Level of the
Classroom Reality
o
Teacher
Language and Message Sub-Text
o
Social
Frames
o
Examining
How Power is Manifested in the Classroom
§ The Unexamined Domain: Components of
the Socially Constructed Classroom Reality that Typically Operate Below the
Level of Conscious Awareness
o
We
Teach Who We are
o
Examining
Our World View
o
The
Power of Unspoken Expectations
o
Implicit
Rules
o
Psychological
Games and Dramas – Not as Harmless as they May Appear
- Examining
the dynamics of social learning
- Dynamic
1: Students as a Collective Learn Lessons Indirectly
- Dynamic
2: Students influence on other students
- Dynamic
3: Triangulating Interactions: One times One can equal 30.
- Dynamic
4: Reverse Effect – Students Learn What Conditions the Teacher
- Dynamic
5: Make Tomorrow Better As a Result of What You Do Today.
Chapter 4:
Expectations – The Engine that Makes It All Go
- How
Do Students’ Expectations Develop over Time?
- Intentionally
Creating Expectations
- Purposeful
Action
- Positive
Recognitions
- Clarifying
Statements and Questions
- Debriefing
after an Activity
- Personal
Recognitions
- Warnings
- Negative
Recognitions, Put downs and Threats
Chapter 5:
Technical Management: Practical Strategies that Make a Class More Efficient
- What
is Technical Management
- 100%
or 50% rule
- Creating
a Culture of Listening
- Attention
Cues
- The
5 States of Attention
- Giving
Directions Effectively
- Transitions,
Routines and Procedures
- Redirecting
Attention Effectively
- Beginning
and Ending the Period (or Day)
- Advanced
Ideas
- Comparing
2 and 1-style Technical Management
Chapter 6:
Motivation – Why Do They Care?
- Extrinsic
vs. Intrinsic Motivation
- Examining
Common Motivational Strategies
- Extrinsic
Motivational Techniques
- Healthy
vs. Unhealthy Praise
- Intrinsic
Motivational Techniques
- Exploring
Students Basic Needs
- Examining
Motivation as Movement
Chapter 7:
Promoting a Success vs. a Failure Psychology
- Mastery-Orientation
vs. Helpless Orientation
- Sense
of Acceptance and Belonging
- Internal
Locus of Control
- Indicators
that you are Making Progress toward a Success Psychology
- At
the Heart of a Transformative Approach is a Success Psychology
Part 3: Developing
a Functional Democratic Classroom Society
Chapter 8: Creating
Social (Contract) Bonds
- What
is a Classroom Social Contract?
- Implementing
your Social Contract
- Step
1 – Decide on Basic Terms for Your Contract’s Basic Rules/Tenants
- Step
2 – Develop Your List of Rules/Principles/Boundaries/Tenants
- Step
3 – Develop Consequences for Contract Violations
- Step
4 – Make the Social Contract as Conspicuous as Possible
- Step
5 – Practice, Teach and Test the Expectations of your Contract
- Step
6 – Clarify Expectations (on-going)
- Step
7 – Foster Community Relations (on-going)
- Step
8 – Shift Ownership from You to the Collective
Chapter
9: Developing Logical Consequences (and Why to Avoid the Use of Punishments)
- What
is a consequence?
- What
is a punishment?
- What
is wrong with the use of punishments?
- Why
We Love to Give Punishments (and the Pain-Based Logic)
- Rewards:
The Other side of the Reward/Punishment Coin
- Creating
Effective Consequences within the Social Contract
- Promoting
Buy-in and Ownership of Consequences
- Beware
of Punishments that are Sold as Logical Consequences
- Table
10.3: Example Consequences for Common Problem Behaviors
Chapter 10:
Implementing the Social Contract and Promoting Student Responsibility
- Always
Keep the Big Picture in Sight
- Delivering
Consequences
- Why
is consistency so important?
- Examining
privacy, proximity, group consequences and the power of the social context
- Delivering
a Consequence to an Individual
- What
Constitutes a Successful Implementation
- 2
Step-by-step Consequence Implementation Examples
- Dealing
with Bargaining, Whining and Excuses
- What
if a student says “No” to you and the contract?
- Making
Sense of the Idea of Responsibility
§ What
do Students Make Excuses?
§ Fostering
Responsibility
§ Promoting
Social Responsibility
- Comparing
the Use of the Social Contract with 1-style and 2-style Teachers
Part 4: Good
Teaching Practices lead to Good Management Outcomes
Chapter 11: The
Pedagogy - Management Connection
- Exploring the
Socio-Political Foundations of Instructional Inequity
·
Five Key Areas
Where Pedagogical Choices Affect Management Outcomes
- Effectiveness
of Lesson Preparation, Organization and Mechanics
- Level of
Engagement
- Clarity of the
Learning Targets
- Degree to Which
there is Incentive for Students to Invest in the Process
- Degree to Which
the Curriculum is Relevant and Meaningful
- Teaching and
Managing Students with Different Abilities and Learning Styles
- Examining the
Relationship between Assessment and Management
- Matching
Pedagogical and Managerial Styles
Chapter 12: Managing the Cooperative
Classroom Effectively
- What is Cooperative Learning and Why Should I Use It in My Class?
- Comparison of
Ingredients in More Effective vs. Less Effective Cooperative Learning
Activities
- Designing Your
Cooperative Learning Activity
- Group
Composition and Selection of Group Members
- Effectively Assessing the Cooperative Learning Activity
- Managing Your
Cooperative Exercise
- What is the role of the teacher?
- Stages of 1-Style Teacher Involvement on the Path to Student
Self-Directed Cooperative Learning
- Effectively Managing Behavioral Problems
- Transformative Ideas Related to Cooperative Learning
Part 5: When we
need it: Remediation without Coercion
Chapter 13: A
Win-Win Approach to Conflict Resolution and Power struggles
- Exploring
The Most Common Sources of Conflict
- Win-Win Conflict resolution
- Dealing
with Conflict within the Social Contract
- Successfully
Negotiating a Power Struggle
Chapter 14: Changing
the Negative Identity Pattern and Success with Difficult Students
- Taking
an Intentional Mindset
- Changing
the Negative Identity Pattern of a Student
- Examining
the Various Manifestations of Negative Identity
- Working
With Difficult Students – Bridging the Gap
- Use
of Reality Therapy and Student Behavioral Contracts
- Working
with Students with ADHD
Part 6: Adopting a Transformational Mindset
Chapter
15: Creating the 1-Style (Facilitator) Classroom and Creating a Classroom
Community
- The
1-Style Classroom as the “
- Defining
Community
- Stages
of Development for the Transformative Classroom
- Stage
1 - Foundation
- Management Goals - Clarity and Intention
- Community Development Goals – Safety and Belonging
- Stage
2 – Transition
- Management Goals - Shifting Locus of Ownership and
Cultivating Intrinsic Motivation
- Community Development Goals - Creating Identity and Group
Accomplishment
- Stage
3 - Encouragement
- Management Goals – Facilitating Vision and Self Direction
- Community Development Goals - Fostering a Cause Beyond Self and a
Sense of Tribe
Chapter
16: The Transformative Mindset and Making Our Thinking Our Ally
- Connection Between Our thinking
and our Classroom Management Outcomes
- How to
Have an Unsatisfying Day
- Exploring the Fundamental Factors
in Our Thinking that Affect Our Experience
- Examining the Nature of Our
Problems
- Sources of Negativity
- How Negativity in Thinking
Manifests Itself into Classroom Management Dysfunction
- Changing Our Patterns of Thinking
- Adopting a “Yes” Mindset
- Beyond
a Positive Attitude
- Promoting
Energy Flow In Teaching
·
Cultivating Our
Sense of Purpose – and as a Result a Transformative Mindset
Online
Articles
Online Article:
Moving up from a 4-Style (dominator) approach to a 2-Style (Conductor) approach
- 4-Style teaching Approach case
example
- Characterizing the 4-Style
Management Approach
§ Examining the Fundamentally Problematic
Nature of the 4-Style Management Approach?
- But What If It Is the Only Thing
That Works With “These Students?”
- Making the Shift Up the Continuum
- Losing the Pain-Based Logic and
Lose the Struggle
- Making a Transition in Our
Approach
§ Making a Transition in our
Practice
Online Article:
Using Competition wisely
- Defining Competition
- Likely Consequences and Benefits of
Competition
- Healthy vs. Unhealthy Competition
- Classroom Applications
- Competition in the Transformative
Classroom
Online Article: A
positive Alternative to a “Names on the board” System
- What is
a Shame-Based Behavioral Assessment System?
- Comparison
of Shame-Based and Behavioral Quality Assessment Systems
- Separating
the Intended from the Actual Results of Shame-Based Behavioral Assessment
Systems
- Introduction
to the Alternative: the Ascending Levels Behavioral Assessment Rubrics
- Behavioral
Assessment Systems in the 1-Style Classroom
Online Article:
Outlining a Formal System for Assessing Quality of Process/Participation
- Examining the Nature and Benefits
of Process, Participation or Behavioral Assessment
- Step-by-Step Process for Creating
a System to Assess Process Outcomes
- Choose a Focus Area
- Select a Unit of Analysis
- Determine the Purpose(s) for
Adopting your System
- Operationalize What You Mean by
“High Quality _______.”
- Create an Assessment
Instrument/Rubric
- Incorporate
your Assessment System
- Process,
Participation, and/or Behavioral Assessment In the 1-Style Classroom
Appendix
A: Question and Answer
Appendix B: 10 Biggest Mistakes Teachers make with
classroom management
Appendix C Situational
Leadership Model
Appendix D: Analyzing the Phrase
“It Works”
Appendix E: Exploring Cognitive and
Learning Styles
Appendix F: Faulty Teacher Assumptions
Appendix G: Five Types of Teacher
Authority and Power
Appendix H: Sources of Classroom
Drama
Appendix J: Exploring the Phrase the “Real
World”
Appendix 4: ASSC
Classroom Climate Inventory - promo
Appendix 5: Paragon Learning Style Inventory - promo
Appendix
7: Glossary of terms
Appendix 8: TYS School-Wide Behavioral Improvement
Program
Bibliography