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DISTRACTION p.114
-Prep your learners early on that you will be having frequent individual conversations to give learners feedback. This will help your learners become self motivated to do tasks independently while having those essential conversations.
CRUISING p.115
-Privacy, eye contact, proximity. These are key to have while cruising around your learning environment, and ensuring that your learners feel your presence. You can also do frequent check ins with learners as you monitor your learning environment.
PERSERVERANCE p. 115
-When instructing an learner to do something like "putting away their materials" stay in close contact until the task is complete rather than walking away for the learner to ignore the request.
LOWER SHEILDS p. 116
-Learners may often have high effective filters for situations we are unaware of. Asking the learner questions to help lower that effective filter will help in the engagement of the learner.
THE TERMINATOR p.117
-Walking away from the situation allowing the learner to decompress will be more effective then waiting for the child to agree just so you can walk away. Giving the learner space and coming back with a calm welcoming tone may be more receptive for the learner.

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Personal Concern for Each Student -- pg. 117
*Troubled students say they listen and respect teachers who care about them enough to build relationships with them. They listen to those teachers who try to develop a connection with the students.
* Lessons that show understanding of students basic needs.
* Activities you can do! 1. Book of me 2. Story about something funny that was not funny at the time 3. Unique board.

FUN-- pg. 118
*Disruption can be interrupted with a fun activity
*Have students think of fun activities they can do in class and try to find a way to integrate them in the class lessons.

To summarize, students just want to feel heard. They want to feel as if they matter and that they have a choice in what happens in their class environment. If students feel respected and cared about, they will be more inclined to behave their best and try their hardest in the course.

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-Homework is one of the biggest issues when it comes to behavior management.
-Giving students a choice can help
-When they get homework
-The type of homework
-communicate with parents on homework policy
-Gives teacher more leverage
-Make homework optional
-Reward students who have done their homework
-Don't give students busywork
*"Flipped Classroom"
-A different approach at homework
-student's are given a recording of a lesson and instructed to bring questions with them to class
-class focuses more on discussion

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Making Independent Group Work More Effective
-Assign Students to Groups and limit the group size to 5 max (p. 128)
-Number students in each group and assign roles by number (ex: #1 = group leader); give the group leader signs to indicate status (red = stuck, etc.) (p. 129)
-Direct students to follow their group leader in order to minimize disruptions and classroom management issues
"Disruptive students are often excellent group leaders" (p. 129)
"Remember that students are easily distracted when you repeatedly ask if things are OK in the group." (p. 129)

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p. 155-165 Self-Control Strategies + Assertion Strategies + Behavior Modification

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p. 155-165 Self-Control Strategies + Assertion Strategies + Behavior Modification

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Self-Control Strategies (p. 156-160):
-Equipping students to practice self-control by giving them useful tools to manage their emotions (i.e. taking deep breaths, focusing on positive thoughts, etc.). We want to use several useful, yet targeted strategies so students are eventually able to logically walk themselves through the appropriate motions when they are faced with triggering/upsetting situations.

Assertion Techniques (p. 160-162):
-Teach students the difference between being assertive versus being aggressive. Once the difference is distinguished, there are strategies to aid students in being assertive opposed to being disrespectful or aggressive (i.e. walking away assertively, bother/want strategy, quick comebacks).

Behavior Modification (p. 162-165):
-Rewards should only be chosen when benefits outweigh the cost. Rewards are difficult to get rid of, and should only be used as a last resort. Some behavior strategies are behavior cards and positive reinforcement.

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Interrupting the School to Prison Pipeline 

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Interrupting the School to Prison Pipeline 

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Classroom behaviors and disruptions may be the result of a student who requires special accommodations. These students may have ADHD or Autism.

Students with ADHD (p.176)
These students may be great students and "always know the answer", but they may be disruptive. " They have too much energy."  ADHD students don't adapt well to the "lock-step" approach of school. (sitting quietly, raising hand, and paying attention) As adults they would flourish in simulated environments that would then lead to breakthroughs.

Students with Autism (p.175)
Autism is not a "one size fits all". Students with autism can be extremely gifted or very disabled. These students often have sensory issues and can be a target for bullies. Many times, the assistance of an occupational therapist aides in their success.

Classroom management for special needs students
(p. 177-179)

ADHD
-Fidget objects
-keyboards instead of written assignments
-standing desk
AUTISM
-establish predictable routines
-provide schedules
-shorten assignments

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p. 165- 174 Unconventional Disciplinary Strategies

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p. 165- 174 Unconventional Disciplinary Strategies

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- There are many unconventional disciplinary strategies that are effective, yet require more practice to master
- One method is to legitimize the problem behavior. Instead of consistently pushing it down, allowing for a small amount of it in a controlled environment. For example, allowing the class to talk as much as they want for 5 minutes.
- Another method is to reverse roles. When a teacher speaks too much out of turn ask them to teach the class
-Use nonverbal cues. Many students who frequently act out get verbal corrections constantly. Nonverbal cues can be refreshing to them.
- Put students in charge of their own problems. If a student is a bully on the playground. Give them the job of watching over others to make sure they aren't getting teased or taunted.
-Use positive exercise to treat disciplinary issues before they happen. Exercise can reduce energy levels and calm the minds of defiant students. It is even used to treat ADHD!

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Building and Sustaining Positive Relationships (pg.182)
-letting parents know you expect all students to be successful and what your expectations are for the class.
-Showing parents that you care about their child.
-Form a team. Parents are more willing to join you in supporting their child if you show them you care.
-Call and leave a positive message not just bad ones.
-Be specific as to when you are available for them to contact you. (pg. 184)
Responding to Inappropriate Behavior from Parents
-Separate the student and the parent
* If the student is present, make sure to ask the student to step out for a moment (pg. 185).

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Interrupting the School to Prison Pipeline

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Interrupting the School to Prison Pipeline

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Setting Stage:
-Students are arrested, suspended and expelled for minor offenses that push students back to the harsh environment from their home life. (p.197)

Strategies to help interrupt the pipeline.

-Provide a supportive Relationship
-Big Brother/Sister Programs designed for adults to mentor a few students every semester (p. 199)
- Police officers that can be found on campus should be a beacon of safety for students on campus. Officers should be friendly and inviting to create positive feeling between students and law enforcement. (p. 199)

-Respect Social and Cultural Differences
-Teachers should understand and empathize to students backgrounds but promote successful behaviors as often as possible. (p. 200)

-Welcome Parents/Guardians to school.
-Family should feel welcomed on to campus and become a part of the students learning. (p. 200)

-Find help inside/outside of classroom.
-Senior Citizens are bored and looking for a sense of purpose in retirement homes. They can offer mentor ship to students for little to no cost for schools. (p. 200-201)
-Upperclassmen can offer mentor ship to underclassmen in need and schools can encourage this by offering school credits for taking up the task. (p.201)

-Being available for students in need.
- Tutoring for students can offer time to work on missing assignments or talk to someone about their problems. (p.201)

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The outcome of a problem-solving conference with the student is often influenced by our attitude at the start. (p. 147)

Instructional interventions have a focus aim to teach students improved social, problem-solving, impulse control, and self-regulation skills.

Exploratory questions are designed for the teacher to ask students when things are stable to promote reflection and insight that may lead to a better future plan.

Positive Student Confrontation:

1.     The coach (third party) describes the problem, process and his or her role.

2.     The coach encourages both the teacher and student to share feelings of dislike, resentment, anger, or frustration.

3.     The teacher and student share appreciations

4.     The teacher and student make demands.

5.     The teacher and student negotiate a solution

6.     Agreement is reached, put in writing and signed

7.     Evaluation responsibilities are established

8.     A follow-up meeting is scheduled.

Family Intervention

1.     Meet with parents

2.     Be certain that the problem is lack of effort

3.     Agree together on a concrete goal that is measureable and can be reached in a short amount of time.

4.     Establish positive and negative consequences for reaching or failing to reach a goal.

5.     Consider making the plan a written contract

6.     Decide how you will monitor the student’s progress

Social Skills

1.     Greeting others

2.     Showing eye contact

3.     Making a request

4.     Getting someone’s attention

5.     Following instructions

6.     Accepting criticism

7.     Resisting peer pressure