Welcome to the rutting season - the time of year when hormones are a-raging!
Yes - every teacher, administrator, parent, or youth leader knows exactly what I'm talking about. Hormones are running rampant through the endocrine system of fourth graders on up! Okay, I agree, even amongst some of the second and third graders... please don't tell me the Kindergartners and first graders are infected too!
The warmer the weather - the higher the infection levels. It’s like a hormonal incubator out there.
Sometimes we become exasperated with our pre-teens, tweens, teens, and post-teens. We ask, “What is wrong with these kids?” “Why can’t they just get along with each other?”
Part of the challenge is found in the natural environments of today’s children. The media is filled with drama! Not only the old-school technology of television, music and movies, but also the new technology of Facebook, MySpace, Tweeter, text messaging and other technology that this old dude is not aware of. All of these technologies can be systems for intensifying drama and assisting the dreaded drama coordinator.
The drama coordinator’s job in life is to make sure everyone knows the latest bit of drama news… it’s like having your own TMZ/Extra/Hollywood gossip crew on your campus. As you know, this is very damaging to every aspect of a learning environment.
What can be done? In the wild you stand back and let nature takes its course… eventually the loser walks away and the winner is the king of the playground. Even though our campuses might seem like “The Wild Kingdom” it is best to be proactive about these things.
Here are some hints and tips.
1) Be proactive. Don’t wait until the drama is at fever pitch to do something. Teaching social skills should begin during the first weeks of school and reinforcement should continue throughout the year.
2) Teach concrete steps for social skills. Here are two examples:
How to Respond to Rumors
Step 1 – Pause / Stay calm
Step 2 – Consider the source
Step 3 – Consider the severity
Step 4 – Ask, “Do you believe it?”
Step 5 – If “no” say, “Good” and change the subject.
Step 6 – If “yes” say, “You can believe it if you want, but it isn’t true.” And change the subject.
Alternate Step 6 – If the accusers are verbally abusive – Hold up one hand with palm facing the abuser. With a firm voice say, “Hey, don’t talk to me that way, I don’t like it” then turn and walk away.
How to Stay Calm
Step 1 – Listen to your body’s triggers
Step 2 – Isolate tense body parts
Step 3 – Inhale slowly through nose and think of better solutions
Step 4 – Exhale slowly through mouth and relax
Step 5 – Concentrate on body control
3) Teach social skills as well as you would academic subjects.
a. Language enriched lessons
b. High student involvement in creating social skill steps
c. Create specific time and structure for social skills discussion
d. Engage critical thinking skills
e. Role play social skills scenarios
f. Frequently reinforce the use of social skills
At The Principal’s Office we have created an entire system for teaching, implementing, and reinforcing productive school and social skills. Our system is called “School and Social Skill Builders.” This system includes a wide variety of school and social skills that will help students today and throughout their lives.
If you would like help getting through the rutting season at your school, all you have to do is give a whistle! Here’s the tune…
480-204-7489
DrBrian@ThePrincipals-Office.com
Sunday, April 26, 2009
Wednesday, April 22, 2009
Master Teacher Behaviors
If you want to put away the paddle for good, master these behaviors:
1) Surfing
2) Self-Control
3) FEEDING Rules
4) 25 Words or Less
5) Put away the snake
6) The "eyes" have it!
7) Short, specific, to the point
8) 1 + 1 = Action
9) Behavior noticed
10) Compliance Window
On Saturday morning from 9:00 until 12:00 we will go into depth of these master teacher behaviors as well as other tips to survive and thrive to keep learning alive!
See you then!
Dr. Winsor
1) Surfing
2) Self-Control
3) FEEDING Rules
4) 25 Words or Less
5) Put away the snake
6) The "eyes" have it!
7) Short, specific, to the point
8) 1 + 1 = Action
9) Behavior noticed
10) Compliance Window
On Saturday morning from 9:00 until 12:00 we will go into depth of these master teacher behaviors as well as other tips to survive and thrive to keep learning alive!
See you then!
Dr. Winsor
Wednesday, April 15, 2009
RTI Virtual Conference now available!
Hello everyone!
Last week I attended the first fully virtual conference. It was wonderful... except for the food! But, I didn't have to stand in line at the restroom and I attended in my jammies! Last time I tried that I wasn't nearly as successful.
This is information worth having. I put the link on the website in the "Audio/Video" page. Click on the banner, computer screen or words and it will take you to the conference. Once at the lobby of the "conference center" look in the lower left corner and click on locations. Then find the link that reads "general sessions."
One of my favorite sessions discussed the impact the stimulus funds will have on data driven strategies like RTI. Since we are among the experts in the world on RTI, I am very encouraged about the future of The Principal's Office!
Enjoy!
Bria
Last week I attended the first fully virtual conference. It was wonderful... except for the food! But, I didn't have to stand in line at the restroom and I attended in my jammies! Last time I tried that I wasn't nearly as successful.
This is information worth having. I put the link on the website in the "Audio/Video" page. Click on the banner, computer screen or words and it will take you to the conference. Once at the lobby of the "conference center" look in the lower left corner and click on locations. Then find the link that reads "general sessions."
One of my favorite sessions discussed the impact the stimulus funds will have on data driven strategies like RTI. Since we are among the experts in the world on RTI, I am very encouraged about the future of The Principal's Office!
Enjoy!
Bria
Sunday, April 12, 2009
Power Praise Phrase!
When using Power Praise Phrases, remember to
1. Use the student’s name,
2. Be specific in the description and
3. End with a target praise!
Hey, Jimmie… beautiful sharing, that is very kind!
Berry… outstanding behavior today, you are becoming very responsible!
Demetrius… awesome job on your spelling, you must really be studying!
Kaitlan… that was an A+ job on your math, excellent diligence!
Shawn… you are on task… you just made my day… excellent focus!
Jenny… what a trooper with your eyes and ears on the teacher, you are very attentive!
Wow Keith, you turned your homework in... now that’s responsibility!
Randi... your playground behavior was wonderful today, super citizenship!
Wow… look at you guys enter the classroom quietly...if I smile any bigger my face will split!
Andrea it makes me so happy when you follow directions immediately, thanks!
Jade, thank you for coming to school today… you are a valued person in our class!
Teacher examples:
I have spent hours in Ms. Misty Mahaffey’s Kindergarten class at Burke Basic School in Mesa, Arizona. She is a master at Power Praise-Phrases and celebrations. Every few minutes she would stop the class and say, “Wow, (student name) that was awesome! Everybody say, ‘Awesome!’” and the entire class would shout, in rhythmic unison, “Awesome!” I have counted 16 celebrations and 18 praise-phrases in 40 minutes. Those kids shouted awesome, super, great job, fantastic, fabulous and many others I can’t remember. More importantly, those students were having a bunch of fun learning. It was an exciting atmosphere of positive energy.
A few years ago I spent time in Ms. Bebe Teibo’s Kindergarten classroom at Academy of Excellence in Phoenix, Arizona. She also is a master at celebrations and praise-phrases. Ms. Teibo used cracker-jack, lookin’ good and friendly applause throughout her entire day. She also did something very unique… she would stop suddenly, look at the children and say, “Is this the first grade?” The children would shout, “No, this is Kindergarten!” She would insist, “Are your sure it’s not the first grade?” The children would giggle and shake their heads, “No, we’re in Kindergarten!” Then Ms. Teibo would power praise-phrase them, “Well, the way you guys are working, it looks like first-grade… you guys are going to be the best first graders ever!” Pure delight showed on the children’s faces as dopamine rushed throughout their brains solidifying the things they were learning.
Along with the praise-phrases and celebrations, these two authoritative teachers demonstrated absolute mastery of the other master teacher behaviors such as circulating the room frequently, moving in on misbehavior, exhibiting total self-control and using a quiet non-emotional voice to correct misbehavior. Through their celebrations they demonstrated that they were in total “positive” control of the classroom.
Give it a shot and let me know the results!
1. Use the student’s name,
2. Be specific in the description and
3. End with a target praise!
Hey, Jimmie… beautiful sharing, that is very kind!
Berry… outstanding behavior today, you are becoming very responsible!
Demetrius… awesome job on your spelling, you must really be studying!
Kaitlan… that was an A+ job on your math, excellent diligence!
Shawn… you are on task… you just made my day… excellent focus!
Jenny… what a trooper with your eyes and ears on the teacher, you are very attentive!
Wow Keith, you turned your homework in... now that’s responsibility!
Randi... your playground behavior was wonderful today, super citizenship!
Wow… look at you guys enter the classroom quietly...if I smile any bigger my face will split!
Andrea it makes me so happy when you follow directions immediately, thanks!
Jade, thank you for coming to school today… you are a valued person in our class!
Teacher examples:
I have spent hours in Ms. Misty Mahaffey’s Kindergarten class at Burke Basic School in Mesa, Arizona. She is a master at Power Praise-Phrases and celebrations. Every few minutes she would stop the class and say, “Wow, (student name) that was awesome! Everybody say, ‘Awesome!’” and the entire class would shout, in rhythmic unison, “Awesome!” I have counted 16 celebrations and 18 praise-phrases in 40 minutes. Those kids shouted awesome, super, great job, fantastic, fabulous and many others I can’t remember. More importantly, those students were having a bunch of fun learning. It was an exciting atmosphere of positive energy.
A few years ago I spent time in Ms. Bebe Teibo’s Kindergarten classroom at Academy of Excellence in Phoenix, Arizona. She also is a master at celebrations and praise-phrases. Ms. Teibo used cracker-jack, lookin’ good and friendly applause throughout her entire day. She also did something very unique… she would stop suddenly, look at the children and say, “Is this the first grade?” The children would shout, “No, this is Kindergarten!” She would insist, “Are your sure it’s not the first grade?” The children would giggle and shake their heads, “No, we’re in Kindergarten!” Then Ms. Teibo would power praise-phrase them, “Well, the way you guys are working, it looks like first-grade… you guys are going to be the best first graders ever!” Pure delight showed on the children’s faces as dopamine rushed throughout their brains solidifying the things they were learning.
Along with the praise-phrases and celebrations, these two authoritative teachers demonstrated absolute mastery of the other master teacher behaviors such as circulating the room frequently, moving in on misbehavior, exhibiting total self-control and using a quiet non-emotional voice to correct misbehavior. Through their celebrations they demonstrated that they were in total “positive” control of the classroom.
Give it a shot and let me know the results!
Sunday, April 5, 2009
April Anxiety: Take your class back!
Master Teacher Behaviors R. Brian Winsor, Ph.D.
Over the past many years I have had the blessing of observing in 100s of classrooms. I have sat in awe as teachers have used music and singing to promote an enriched environment. I have marveled at the complete, positive, control teachers demonstrated over their classrooms and I sat and grinned as other teachers used celebrations throughout their lessons.
These teachers represent classrooms and students with a wide variety of backgrounds, grades, ethnicity, socio-economic status and abilities. Then, I ponder on other classrooms that are stressful and struggling. I ask myself, “What are the differences between these teachers?” The one thing that the master teachers have in common is absolute, positive authority in the classroom.
In our summer workshop series we discuss three types of teachers. The first type is authoritarian in nature. This teacher tries to control classroom behavior through emotional force. This teacher uses intimidation, threats, is frequently angry and uses high rates of negative correcting statements. You might hear this teacher make statements such as:
“This is the worst class I’ve ever had.”
“Okay, if you can’t be quiet you’ll miss recess.”
“If it’s not done right this time I’ll throw it away!”
“Excuse me!? Just because I’m with a student does not give you permission to speak!”
“Put your name on your paper… I’d hate to throw it away because I don’t know who it belongs to.”
“Jill, is there a reason why you’re talking? Didn’t I say to work quietly?!”
These statements usually ooze with a sarcastic voice tone.
I have observed enough to know with certainty what kind of classroom behavior this type of teacher produces. The students are typically unhappy, argumentative to one another, low in quantity and quality of academic work. These classrooms are normally disastrous for substitutes and ancillary teachers such as music and art.
The next type of teacher discussed is the permissive teacher. This teacher is warm and friendly but not demanding until chaos reigns. Then this teacher either flips over to the authoritarian style of teaching or breaks down in tears.
This teaching style is characterized by few or inconsistent rules or consequences. There are few if any clear procedures. This teacher is usually unprepared, lacks self-confidence and is afraid of conflict. This teacher also tends to get caught up in nagging cycles and engages in arguments with tough students.
Once again, I have observed enough classrooms to know with certainty what kind of classroom this type of teacher produces. The student academic time on task is low. The students become more loud and unruly as the day progresses. There are high rates of teasing and bullying in this classroom and the teacher experiences high amounts of stress as the day progresses.
There is a better way! This teaching style is called authoritative teaching. These teachers are characterized by absolute, positive control within the classroom. These teachers are completely in control of everything in the classroom including their emotions. They are demanding, firm, loving, consistent and persistent.
These teachers have preplanned rules, consequences and procedures. They have taught the procedures to the students and practiced them until they were automatic. When students fail to follow a procedure they remind and practice the procedure until automatic.
These teachers also have prepared lesson plans that are well thought out. In the classes that I observed with the least amount of behavioral problems the teacher had planned so much learning activity that the students hardly had time to misbehave. These teachers changed activities frequently, involved the students in the learning process, and engaged high energy, dynamic teaching strategies.
These teachers generally praise desired behavior rather than punish or point out inappropriate acts. I have witnessed master, authoritative teachers using positive praise in many ways. Each of these teachers understands that “behavior noticed is behavior worth repeating.”
Now, once again, I have observed enough classrooms to know for certainty what kind of behaviors this type of teacher produces. Each of these classrooms had excited learners with high amounts of student academic time on task. These students were friendly with one another, polite to the teacher, compliant with requests. The amazing part is that the ancillary teachers report that these are the classrooms that are the most fun to teach!
I frequently have teachers call and vent their frustrations for which I am most grateful. Please continue to call and email. As I have listened I have asked myself, “What is the one thing that this teacher is not doing now that would make the most difference?” Here is my advice to everyone who is frustrated in April.
Take your classroom back! It is yours and you have every right to reclaim control. Here are three areas I have noticed:
Procedures.
From the moment the students walk onto the campus until they go home they should be controlled through procedures. Here are three procedures that can change your classroom:
Before Class Guidelines
Line up by the door
Enter the classroom quietly
Go directly to your desk
Begin bell work
Keep eyes and ears on task
On-Task Guidelines
Listen to instructions
Keep eyes and ears on task
Knees facing forward
Begin work immediately
Signal for help when needed
Keep on working
End of Class Guidelines
Put materials away
Sit in ready position
Wait to be called
Push chair in
Stand quietly behind chair
You get the idea. Be sure to teach the procedure and practice repeatedly throughout the day, week and month until it is automatic. Reinforce the students who are following the procedure by saying their names and making praising comments.
2) Lesson Planning,
Somewhere I read that the greatest generator of fear in warfare is the feeling of being unprepared. Can you imagine showing up for a battle without a plan? (Hey, no political commentary!) And yet, a common thread amongst teachers who fail is their failure to thoroughly plan their lessons. In my opinion a lesson plan cannot and should not fit into a 2” square box. Every lesson should entail the following elements:
Anticipatory Set
Teaching to the Objective
Guided Practice
Independent Practice
Closure
Personal Reflection
3) Positive Praise and Celebrations.
During the summer workshops we have discussed some master teacher behaviors. One of the master teacher behaviors is “high rates of natural reinforcement.” The teachers who I observed being the most effective had mastered the art of praise. Here are three elements I observed in each teacher:
Name the child
Before, during or after the praise the teacher most always stated a child’s name.
Describe the desired behavior
Remember that behavior noticed is behavior worth repeating. These teachers understand that and use it to their advantage. Each praise phrase had a specific behavior attached.
Use a wide variety of praise phrases
I was observing in a classroom and tried to count the number of different praises. I couldn’t keep up. This teacher was so adept at using praises that even the students were praising each other.
Summary
I have been very encouraged and even excited by my classroom observations over the years. There are some who are frustrated. This is natural for April. There is no need to be discouraged. I promise, if we all will follow the principles of the master teacher behaviors and practices, stress levels will decrease for us and our students. And… the fun factor will return!
See you soon, Dr. Brian
Over the past many years I have had the blessing of observing in 100s of classrooms. I have sat in awe as teachers have used music and singing to promote an enriched environment. I have marveled at the complete, positive, control teachers demonstrated over their classrooms and I sat and grinned as other teachers used celebrations throughout their lessons.
These teachers represent classrooms and students with a wide variety of backgrounds, grades, ethnicity, socio-economic status and abilities. Then, I ponder on other classrooms that are stressful and struggling. I ask myself, “What are the differences between these teachers?” The one thing that the master teachers have in common is absolute, positive authority in the classroom.
In our summer workshop series we discuss three types of teachers. The first type is authoritarian in nature. This teacher tries to control classroom behavior through emotional force. This teacher uses intimidation, threats, is frequently angry and uses high rates of negative correcting statements. You might hear this teacher make statements such as:
“This is the worst class I’ve ever had.”
“Okay, if you can’t be quiet you’ll miss recess.”
“If it’s not done right this time I’ll throw it away!”
“Excuse me!? Just because I’m with a student does not give you permission to speak!”
“Put your name on your paper… I’d hate to throw it away because I don’t know who it belongs to.”
“Jill, is there a reason why you’re talking? Didn’t I say to work quietly?!”
These statements usually ooze with a sarcastic voice tone.
I have observed enough to know with certainty what kind of classroom behavior this type of teacher produces. The students are typically unhappy, argumentative to one another, low in quantity and quality of academic work. These classrooms are normally disastrous for substitutes and ancillary teachers such as music and art.
The next type of teacher discussed is the permissive teacher. This teacher is warm and friendly but not demanding until chaos reigns. Then this teacher either flips over to the authoritarian style of teaching or breaks down in tears.
This teaching style is characterized by few or inconsistent rules or consequences. There are few if any clear procedures. This teacher is usually unprepared, lacks self-confidence and is afraid of conflict. This teacher also tends to get caught up in nagging cycles and engages in arguments with tough students.
Once again, I have observed enough classrooms to know with certainty what kind of classroom this type of teacher produces. The student academic time on task is low. The students become more loud and unruly as the day progresses. There are high rates of teasing and bullying in this classroom and the teacher experiences high amounts of stress as the day progresses.
There is a better way! This teaching style is called authoritative teaching. These teachers are characterized by absolute, positive control within the classroom. These teachers are completely in control of everything in the classroom including their emotions. They are demanding, firm, loving, consistent and persistent.
These teachers have preplanned rules, consequences and procedures. They have taught the procedures to the students and practiced them until they were automatic. When students fail to follow a procedure they remind and practice the procedure until automatic.
These teachers also have prepared lesson plans that are well thought out. In the classes that I observed with the least amount of behavioral problems the teacher had planned so much learning activity that the students hardly had time to misbehave. These teachers changed activities frequently, involved the students in the learning process, and engaged high energy, dynamic teaching strategies.
These teachers generally praise desired behavior rather than punish or point out inappropriate acts. I have witnessed master, authoritative teachers using positive praise in many ways. Each of these teachers understands that “behavior noticed is behavior worth repeating.”
Now, once again, I have observed enough classrooms to know for certainty what kind of behaviors this type of teacher produces. Each of these classrooms had excited learners with high amounts of student academic time on task. These students were friendly with one another, polite to the teacher, compliant with requests. The amazing part is that the ancillary teachers report that these are the classrooms that are the most fun to teach!
I frequently have teachers call and vent their frustrations for which I am most grateful. Please continue to call and email. As I have listened I have asked myself, “What is the one thing that this teacher is not doing now that would make the most difference?” Here is my advice to everyone who is frustrated in April.
Take your classroom back! It is yours and you have every right to reclaim control. Here are three areas I have noticed:
Procedures.
From the moment the students walk onto the campus until they go home they should be controlled through procedures. Here are three procedures that can change your classroom:
Before Class Guidelines
Line up by the door
Enter the classroom quietly
Go directly to your desk
Begin bell work
Keep eyes and ears on task
On-Task Guidelines
Listen to instructions
Keep eyes and ears on task
Knees facing forward
Begin work immediately
Signal for help when needed
Keep on working
End of Class Guidelines
Put materials away
Sit in ready position
Wait to be called
Push chair in
Stand quietly behind chair
You get the idea. Be sure to teach the procedure and practice repeatedly throughout the day, week and month until it is automatic. Reinforce the students who are following the procedure by saying their names and making praising comments.
2) Lesson Planning,
Somewhere I read that the greatest generator of fear in warfare is the feeling of being unprepared. Can you imagine showing up for a battle without a plan? (Hey, no political commentary!) And yet, a common thread amongst teachers who fail is their failure to thoroughly plan their lessons. In my opinion a lesson plan cannot and should not fit into a 2” square box. Every lesson should entail the following elements:
Anticipatory Set
Teaching to the Objective
Guided Practice
Independent Practice
Closure
Personal Reflection
3) Positive Praise and Celebrations.
During the summer workshops we have discussed some master teacher behaviors. One of the master teacher behaviors is “high rates of natural reinforcement.” The teachers who I observed being the most effective had mastered the art of praise. Here are three elements I observed in each teacher:
Name the child
Before, during or after the praise the teacher most always stated a child’s name.
Describe the desired behavior
Remember that behavior noticed is behavior worth repeating. These teachers understand that and use it to their advantage. Each praise phrase had a specific behavior attached.
Use a wide variety of praise phrases
I was observing in a classroom and tried to count the number of different praises. I couldn’t keep up. This teacher was so adept at using praises that even the students were praising each other.
Summary
I have been very encouraged and even excited by my classroom observations over the years. There are some who are frustrated. This is natural for April. There is no need to be discouraged. I promise, if we all will follow the principles of the master teacher behaviors and practices, stress levels will decrease for us and our students. And… the fun factor will return!
See you soon, Dr. Brian
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