Rotorua, 19 ~21 September
Keynote Two: Dr Terry Scott
Professor and Distinguished University Sholar
College of Education and Human Development
University of Lousiville
Louisville,, KY 40292
Snowball analogy - preventing the at risk students rolling down the hill (and getting bigger).
The further a student rolls into the failure, the harder it is to stop him/her from rolling and push him/her back up again.
How do we keep kids in Tier 1 in Tier 1. Instruct, teach, encourage, remind ... (influenza comparison). Need more than one plan for Tier 2 students. Need to develop a logical sequence - safe > small risk > bigger risk > outside help. No logic in jumping right to the outside help.
Sometimes need to give up some accuracy to get to reality.
- Student behaviour won’t change until adult behaviour changes - Adults Matter
- All behaviour change is an instructional process - Instruction matters.
Instruction is our fix.
- It’s all about probability - what’s the simpliest way to make a differecnce in the success:failure ratio of a student - Practices Matter
What really works with teaching, works best with kids with behaviour disorders.
Biggest effect
Start with engagement. - The teacher has a disproportionate amount of responsibility on the adult for the quality of the relationship with students.
- Need to spend ALL time in class and during the day engaging with students and not ‘paper work’.
- Aim for 3 OTR per minute.
- Feedback 4: 1 positive:negative feedback.
Student characteristics + School/Teacher Control = Desired State
(Home, community...) Curriculum, expectations, measureable
routinesmm examples, outcomes
physical arrangements (skills, behaviours)
engagemetn, prompts
time, feedback
OTR - opportunity to respond
iPad app for observing engagement ( check it out on slideshow and see if worth getting)
Warren Dawson
The Nuts and Bolts of Classroom Management
Missouri Mini modules
Awareness of staff changeover
Orienting new students in place
Relievers resource pack
Importance of data - don’t spend time supposing what the problem is, gather data, observe, talk with teachers, students ...
Expectations vs Rules
- Be a learner vs be prepared before school starts.
Outcomes and criteria
Student voice - but adult has final say
Class rules need to align to school rules
Guidelines for classroom rules. observable, measureable, positive, understandable, applicable...
Term 1 - teach rules in week 1 and review 2 x a week
Term 2 - review rules once a week
Term 3 - periodically based on table
Term 4 - “
Consider
Relievers, job sharing, common year level, new students, new teacher/TA
Procedure - Transitions
- Everyone puts work into desks
- Put desk lids down quietly
- Quietly move to the mat
- Sit quietly in the correct place, facing the teacher
- Teacher praise for quick, quiet and respectful movement.
- Group 1 moves off to their activity and begin quietly - praise
- Repeat with Group 2, Group 3 ...
Schoolwide - one focus per week (one way of doing it)
Reinforcement - win a seat in a deckchair at assembly one week, drink bottle,
- focus on improvement and effort
Peer observations and coaching
ODR - Office Descipline Referrals
Insoll Avenue Primary School
What it means to be an Insoll HERO?
Long time to agree on what a Major, Minor or Crisis behaviour.
Teacher and student walk through of classrooms. Daily goals at the front of the class. Teachers walking through can feedback to individuals who are achieving the goals.
