Discipline Tasks and Toolboxes
P O W E R F U L L E A R N I N G E N V I R O N M E N T S
ESTABLISHING FOUNDATIONS
MANAGEMENT
• Attention • Momentum • Space • Time • Routines
COMMUNICATING EXPECTATIONS
• Am I clear? • Do I have conviction? • Do Students Know?
LIMIT SETTING
• Body Language of Meaning Business
BACKUP CONSEQUENCES
• Logical • Varied • Escalating
COMMUNITY
RISK-TAKING
INFLUENCE AND CONTROL
MODELS OF DISCIPLINE
• Teacher Effectiveness Training • Reality Therapy • Logical Consequences • Personal Influence • Self-Awareness • Behavior Modification
MOTIVATION
• Personal Relationship Building
INSTRUCTION
• Clarity • Lesson Objectives • Differentiated Instruction
ELIMINATING DISRUPTIONS
BUILDING A CLIMATE OF COMMUNITY AND COOPERATION
DEALING WITH VERY RESISTANT STUDENTS
LEVEL 1
LEVEL 2
LEVEL 3
T H E S K I L L F U L T E A C H E R 133
PART TWO | MANAGEMENT | DISCIPLINE
seen as unfair. If the consequences are not clear, certain, and fair from the stu- dents’ point of view, not only will the worst disrupters start to get the upper hand, but the class as a whole won’t invest in building a responsible, inclusive classroom community (Climate).
No teacher can focus on climate building if the earlier jobs are not solidly han- dled. This sequence from bottom up is also a progression teachers can use to diagnose potential causes of discipline issues as well as to uncover a myriad of variables to adjust or fine tune.
Now, here in more detail are the four levels for establishing an orderly, safe, and cooperative classroom environment.