!"#$%&"'$(!)*$$+"",(-*#*.

/,/#0(
!"#$%$%&'()&*(+,#%$%&'(%&(-&.(/0)11#223(

Rick Smith Grace Dearborn

Founder / Owner Director of Programs
Mentor Teacher / Consultant Mentor Teacher / Consultant
ricksmith2001@yahoo.com grace@consciousteaching.com

© 2013 Conscious Teaching / www.consciousteaching.com / 415-456-9190 / 1-800-667-6062

 2013

The Continuum of Inner Authority

Inner Inner
Apology Authority

•  Experience & Self Reflection

•  Holding Our Ground
•  Assuming the Best
Prevention
•  Teaching Procedures
•  Positive Connections
•  Consistency
Intervention •  Consequences
•  When Consequences Don’t Work

Assuming the Best

!"#$%&'()(*+#$,-&./01.$

!"#$%&"'()*+,-.,(/,-01(2,(
-3345346-/,(7,1-8654(69(-(.-:,(
-9;(./4<0/<4,;(,9864592,9/=>(

"%?@A%B'()C(D6++(;5(2E(7,./F>(

!"#$!%&$'())*+,$ Discipline Across the Room

Effective
Classroom Management

STRUCTURE SAFETY

Tone
Volume
Posture

1
 2013

Respond to the
Invisible Subtitle

Ignore the noise

“What can I do to learn better behavior…”

Consistency

•  Hand Raising

•  The Popcorn Effect

•  Arguing with the Ref

Consistency

-#./0$%"*1$$
%#$*,2$3&+$$
%"#/$%#$*,2$3&+$(1(

Procedure
Precedes
Content

2
 2013

Arguing is in and of
itself a disruption

Lawyers start with higher

consequences

Get all students actively engaged before having private conversations

Holding Our Ground

It is the toughest Avoid the

thing we do and we Land of Reasons
only have to do it all
Delay Your Explanations
day every day

3
 2013

“An Effective ‘No’ has no _____.”

•  Blame •  Disrespect

RRR Technique

Recognize

Reorient

Respond

Procedures
Procedures and content
are taught the same way

Procedures are the

railroad tracks…

…content is the train

4
 2013

Formula
for Teaching
•  Vision of whole
•  Break into parts
•  Teach parts
•  Connect to whole
•  Check for
understanding

Parameters
•  Teach/polish 2 or more per
class or lesson

•  Sprinkle throughout lesson

•  Write into lesson plan

•  Alternate between audio,

visual, kinesthetic

•  Practice, practice, practice

•  Lining Up
•  Dismissal Formation
•  Readiness to Learn
•  Dress Code
•  Student Volume
•  Hallway Behavior
•  Clean Cafeteria
•  Waiting to speak with
admin/counselor

5
 2013

•  Rubrics
PROCEDURES •  Lab station set up
Visuals / Non-Verbals •  Test taking readiness
•  Using textbook
•  Heading on paper
•  Books on shelves
•  Clean room
•  Start of Class
•  Dress code
•  Class rules
•  Materials
•  Sound signals
•  Hand signals
•  Finished early poster
•  Tattle/Complaint poster

2"#&$3(4)$0/#&5.$6#7&6$$
8"0.$9-:$80&.$."#;$.-$6#.<$

1.  =)):;#$."#$>#).$

?@ $>/#03$(&.-$A.#B)$

C@ $D##4$."#$E(4)$

D-/;:+0$F-/$./-:*+#$)"--G&6

Music for Transitions

– Chronic transitions
– Same song for same transition
– Play last bit of song each time
– Choose fast paced, 80+ beats per min

6
 2013

Implementation
•  List changes in priority order
•  Implement number one only
•  Intro & practice!
accountability-free
•  Constant real-time
reinforcement
•  Start w/ fav. class/subject,
then spread
•  Give it 8-10 days (if middle of year)

The “GO” Procedure

•  “When I say go”
•  “You will…”
•  Check for understanding
•  “Ready and, Go”

Any Questions?
•  Fill in the Blank
•  Partner Share
•  Deflected Questions
•  Student Repeats
•  Puppeteer (Guided Model)
•  Look Left, Look Right

Positive Connections
2 minutes a day
10 days in a row
85% improvement*

2 x 10
What are some ways to make
positive connections
with students?

7
 2013

There are no
Consequences punishments,
just consequences

We have no
control over kids
es
Choic

Consequences are tools we use to help

our students learn the power of choice

Use the gentlest possible consequence

that will get a student to “pause”
and make a new choice

Consequences…!

•  Let you consequences do the talking

•  Delay consequences when needed
•  Private meeting with teacher
•  Give kids choices
•  Picket Fence Syndrome
•  Consequence Pie
•  Paper-clipping
•  The ADE Meeting
•  The Pink Slip

8
 2013

H#)B-&)(*(+(.9$I(#$

Blue Book
Pgs 175-179

Response to Defiance

Assume the best

Soft eyes, soft voice

Make their choices clear

Respect the choice they make

Give Consequence.
Repeat with new/escalated choices

”
ow…
r ight n
ice
a cho
ve
u ha
“Yo
!"#$>&/@#+,*<&/$

45  672/&%)#80#$
9(:7;)<#,$

=5  >)#*/$?)*1#$

9
 2013

>/#03(&6$."#$,91+#$-F$J()*#"0'(-/$

45  A*/1$1&$7"*/0#$
(
JB
=5  B/&%$"&%$1&$7"*/0#$ IC
%A?
C!H
G
C5  '+*7<7#$1"#$7"*/0#$

D5  E#$7&/,7(&;,$&3$7"&(7#,F+&*8G)&72,$

H5  I#7#(@#$,;JJ&+1$3&+$7"*/0#$

3rd Grade:
The Straggler

Hey!
7th Grade:
The Blurter

12th Grade:
The Over-sleeper

Stay in Touch K4,,(B,.5<40,.((

L(@55+(!/4-/,M6,.(

Seasonal
e-Newsletter

To add your email to our list:

email grace@consciousteaching.com
and request to be added
www.consciousteaching.com
--OR--

Text STUFFYOUCANUSE (one word)

to phone #: 2 2 8 2 8
grace@consciousteaching.com
ricksmith2001@yahoo.com

10
 “Stuff You Can Use”
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
(c) 2010 Conscious Teaching / www.consciousteaching.com / mail@consciousteaching.com / 1-800-667-6062