State and teach expected behaviors, procedures, consequences, and rewards.

Terminate instruction when inappropriate behaviors are present and increase friendly proximity and eye contact.
Offer a warning, direct the student to do what you expect him/her to do, and communicate the next consequence.
Practice the appropriate, expected behavior(s) privately with the student after class or during non-instructional time,
establish improvement goals, and instill healing, hope, and optimism.

Turning Rules Into Goals in School

Classroom Management Research
Percentile Drop in 1. I am in the classroom ready to learn when the bell
Disruptions rings.
1. Rules and Procedures 28 2. I have all my learning materials with me in the
2. Disciplinary Interventions 32 classroom each day.
3. Teacher-Student Relationships 31 3. I work in a focused way to accomplish all classroom
4. Mental Set 40 learning goals, tasks, and assignments.
5. Student Responsibility Skills 25 4. I am respectful and supportive of my fellow
classmates.
Marzano, Robert, Marzano, Jana, & Pickering, Debra. 5. I respect and support my teacher.
Classroom Management that Works: Researched-based 6. I respect the school's materials, equipment, and other
Strategies for Every Teacher. ASCD (2003) resources.

Responsible Behaviors Responsibility Skills

1. Is prompt and prepared 1. Goal Setting

2. Respects authority 2. Planning/Time Management
3. Respects others 3. Decision Making
4. Respects property 4. Problem Solving
5. Creates quality work 5. Self-Assessment/Adjustment
6. Engaged in learning activities 6. Self-engagement

Classroom Procedures A Continuum of Consequences

1. Coming in to class 1. Warning, review of the rules, and acknowledge the next
2. Leaving for the day level of consequences
3. Moving to another part of the school (e.g., 2. Warning and discussion about appropriate behaviors and
washroom, another class) acknowledge the next level of consequences
4. Responding to or getting attention of the teacher 3. Problem solving form and acknowledge the next level of
5. Moving independently to somewhere in the consequences
classroom or school 4. Sacrificing time and discussing ways to solve the problem
6. Taking tests and acknowledge the next level of consequences
7. Turning in assignments and homework 5. Self-reflection prompts and acknowledge the next level of
8. Cleaning up consequences
6. Involving other school personnel
7. Parent contact

Rewards for Demonstrating Expected Behaviors

1. 4.
2. 5.
3. 6.
 Responsible Behaviors Rating Scale

Responsible Behaviors Always Most of Some of Rarely

the Time the Time
Is Prompt and Prepared
1. Comes on time
2. Comes with needed materials
3. Comes with assignments complete
4. Accepts responsibility for identifying work missed during an absence
Respects Authority
5. Follows directions promptly
6. Accepts responsibility for behavior
7. Follows school rules and regulations
Respects Others
8. Uses appropriate voice and language
9. Listens to speaker
10. Refrains from harassment
11. Manages and resolves disagreement and conflict
12. Displays courtesy and tact
13. Allows others to remain on task
14. Works cooperatively with others to achieve group goals
15. Values diversity
Respects Property
16. Uses facilities, equipment, and resources appropriately
17. Requests to use the property of others
Creates/Does Quality Work
18. Understands and commits to learning goals and tasks
19. Makes realistic plans and manages time to address questions and tasks
20. Remains on task in independent and group situations
21. Applies established standards while completing tasks/assignments
22. Uses guidelines and criteria to evaluate work progress
23. Responds productively to feedback from others by making corrections and
adjustments
24. Seeks help when needed from teachers, peers, parents, and other sources
25. Applies problem solving strategies productively
26. Applies decision making strategies productively
27. Shows determination/perseverance in pursuit of a goal
28. Controls and alters mood and impulsivity
29. Recognizes incremental progress and celebrates success/achievement
30. Establishes personal improvement goals and plans

Dr. Bobb Darnell bobbdarnell@mac.com ©2006

 The ART OF MEANING BUSINESS FOR BACK-TALK

EIGHT BASIC TYPES OF BACK-TALK

Tactic Example

1. Helplessness I don't get this.

2. Denial I didn't do anything
3. Blaming She was asking me how to do this.
4. Criticizing the teacher You went to fast.
5. Excusing you to leave I'll get started. Just leave me alone.
6. Insult You (glasses, hair, etc.) look funny.
7. Profanity Hell! Damm! Or, God forbid the "F" word
8. Two on one Another student joins in and gangs up on you.
9. Push you aside Pushes you slightly or more aggressively
10. Crying Boo Hoo
11. Spilling purse, books, etc. Pushing over things are their or your desk
12. False compliment You look good today, Ms. ………..

DIMENSIONS OF BODY LANGUAGE

AND THE ART OF "MEANING BUSINESS"

DISPLAY

CONFIDENCE by REMAINING CALM

COMMITMENT by SPENDING ENOUGH TIME

INTENSITY by USING FRIENDLY PROXIMITY

STEPS FOR "MEANING BUSINESS"

1. Use eyes in the back of your head (monitor classroom).

2. Terminate instruction when there is a disruption.
3. Turn, look, call name, and wait.
4. Walk closer to the student and use friendly proximity.
5. Prompt by looking at the student's body.
6. Use the palms of your hand to point at work.
7. Camp out in front of the student.
8. Camp out from behind.

Adapted from: Frederic Jones and Associates, Inc., Santa Cruz, California
 Can We Talk?: Having Great Conferences with Students
Before the Conference

1. List the specific behavior(s) that will be the focus of the conference.

2. Collect evidence that supports the existence of chronic behavioral/academic problems, such as frequency, dates,
examples of work, actions taken, etc.

3. Identify goal(s) of remediation i.e., condition(s) which will exist following successful remediation.

4. Predict probable causes of chronic misconduct, considering the following: (Could It Be That Strategy)
a. need for attention
Each cause can
b. seeking power have a special
c. seeking revenge solution.
d. feelings of inadequacy
e. other probable causes

5. Identify consequences for achieving remediation goals or failure to remedy the chronic misconduct.

6. Identify tentative plans for concluding the conference--agreements contracts, commitments, etc., which may be used
to increase the probability of long-term remediation.

During the Conference

7. Greet the student in a friendly manner. Demonstrate that you are a partner in his/her learning and be optimistic
about solving the problem.

8. Engage the student in solving the problem by using the prompts on the other side of this strategy card.

9. Use the "could it be that" approach to help the student disclose the goal of chronic misbehavior/poor performance--
See #4 above. (e.g., Could it be that you don’t understand the classwork.”) Encourage thinking!

At the End of the Conference

10. Reinforce your commitment to supporting the student in his/her attempt to solve the problem. Make sure he/she is
aware of the goals of remediation and their implementation plan.

Dr. Bobb Darnell bobbdarnell@mac.com 5/08

Identify the dimensions of the problem. Describe the signs/symptoms of the problem, possible causes, issues,
and the obstacles/forces that must be overcome.
Determine alternative solutions by using a brainstorming strategy.
Establish standards for your decision making and evaluate each alternative solution with those standards.
Adopt and implement a plan. Include needed resources, roles of people involved, and target dates.
Look back, evaluate, and adjust. Review the way you have carried-out your plan. Decide if your plan is
effectively solving or reducing the problem. Make adjustments in your plan when it is necessary.

Solving Behavioral and Academic Problems with Written Self-Analyses

Students
I think that I contributed to the incident when I
1. (I) Identify the problem that needs to be solved. _______________
2. (I) What are the causes of this problem? I think that _______________contributed when she/he
3. (I) What positive results do you expect will occur __________
when you solve this problem? I think the incident would not have happened if I had/had
4. (D) What are some possible ways to solve this not ____.
problem? I think that the incident would not have happened if
5. (E) Which alternative solution(s) do you choose to ________had/had not ____
solve the problem? When I think back on what happened I ________
6. (A) What obstacles, if any, do you have to overcome Next time, if I am in a similar situation, I will _____
in order to solve this problem? I think the best solution to the problem caused by this
7. (A) What is your plan for applying the solution you incident is ____________________
chose?
8. (L) Do you predict that this plan will work? Why? Marzano, Behavior Management That Works, ASCD,
9. (L) When will you evaluate your solution strategy to 2005.
make sure it is working?

Developing Effective Relationships

Students become more responsible and successful when they have a positive relationship with their teacher and the
teacher is honest, trustworthy, enthusiastic, competent, and has the ability to inspire. Students feel safe and productive
when they are connected to their peers.
Effective Student-Teacher Effective Student-Student Relationships
Relationships
Teachers can . . .
Teachers can . . .
•Provide time almost every day to have students work in pairs with each
•Consistently use positive and student in the classroom.
negative consequences •Teach students how to apply effective conflict resolution practices to
•Project a sense of emotional interpersonal conflicts. Do not put off conflict resolution.
objectivity •Engage students in pairs and small group (3-4 students) activities with
•Maintain a cool exterior minimal emphasis on group grades.
•Know something about each student •Use handshakes and high-fives weekly.
•Employ behaviors that communicate •Provide students with opportunities to use admiration notes and talks with
affection for each student each other.
•Bring student interests into content •Teach cooperative learning skills explicitly.
•Communicate interest in students •Use "homecourt" calls as a way of stopping student put downs
•Use humor Example: If a student calls a student a name, the other students or victim can
just say "homecourt" and this sends the message to stop the behavior.
Marzano and Associates. The Art and Successful teams most often have fans that are most supportive when the
Science of Teaching (2007) game is played on the home field/court.

Dr. Bobb Darnell bobbdarnell@mac.com 8/08 Access more resources and the slide show at http://homepage.mac.com/bobbdarnell/