Classroom Management Resource Page – Shindler – School Climate – PLSI – Teaching - Workshops by JVS

Draft 4/08

Transformative Classroom Management:

Creating A Climate of Responsibility, Community and Success

By John Shindler

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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

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

Part 2: Exploring the Nature of Classroom Dynamics and Student Motivation

Chapter 4: Harnessing the Power of Social/Indirect Learning

Examining the dynamics of social learning
Dynamic 1: Students as a Collective Learn Lessons Indirectly
Dynamic 2: Examining the Effectiveness of Whole Group Contingencies
Dynamic 3: Students influence on other students
Dynamic 4: Triangulating Interactions: One times One can equal 30.
Dynamic 5: Reverse Effect – Students Learn What Conditions the Teacher
Dynamic 6: Make Tomorrow Better As a Result of What You Do Today.

Chapter 5: 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 6: 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 7: 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 8: 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 9: 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 10: 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 11: 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 12: 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 13: 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 14: 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 15: 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 16: Creating the 1-Style (Facilitator) Classroom and Creating a Classroom Community

· The 1-Style Classroom as the “Natural State”

· Defining Community

· Stages of Development for the Transformative Classroom

o Stage 1 - Foundation

§ Management Goals - Clarity and Intention

§ Community Development Goals – Safety and Belonging

o Stage 2 – Transition

§ Management Goals - Shifting Locus of Ownership and Cultivating Intrinsic Motivation

§ Community Development Goals - Creating Identity and Group Accomplishment

o Stage 3 - Encouragement

§ Management Goals – Facilitating Vision and Self Direction

§ Community Development Goals - Fostering a Cause Beyond Self and a Sense of Tribe

Chapter 17: 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

Part 7: This Section Yet to be Named (but includes valuable but nonlinear topics)

Chapter 18: 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

Chapter 19: Using Competition wisely

· Defining Competition

· Likely Consequences and Benefits of Competition

· Healthy vs. Unhealthy Competition

· Classroom Applications

· Competition in the Transformative Classroom

Chapter 21: 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

Chapter 22: 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

o Choose a Focus Area

o Select a Unit of Analysis

o Determine the Purpose(s) for Adopting your System

o Operationalize What You Mean by “High Quality _______.”

o Create an Assessment Instrument/Rubric

o Incorporate your Assessment System

· Process, Participation, and/or Behavioral Assessment In the 1-Style Classroom

Appendix 1: PLSI additional materials/Learning Style and Management Style

Appendix 2: 10 Biggest Mistakes Teachers make with classroom management

Appendix 3: Situational Leadership Model

Appendix 4: WASSC Classroom Climate Inventory - promo

Appendix 5: Paragon Learning Style - Promo

Appendix 7: Glossary of terms

Bibliography