Classroom Management: UT Arlington New Teacher Webinar

UNIVERSITY OF TEXAS AT ARLINGTON
DEPT. OF CURRICULUM AND INSTRUCTION
NEW TEACHER WEBINAR 2
Advice for New Teachers
SATURDAY, NOVEMBER 16, 2013
BEHAVIOR MANAGEMENT
*Recordings will be available of webinars.
No names will be visible in the recordings.
Chat window
1. All: *Type a greeting in the chat window! 
2. Optional: Type what you hope to learn during the webinar.
Please leave audio/talk button off unless speaking. Thanks! 

Your co-hosts and virtual guides!
 Dr. Jon Leffingwell –keynote speaker
 Dr. Diane Galloway-keynote speaker
 Dr. Peggy Semingson
 Dr. Leisa Martin
Ask questions at any time in the chat window!
There will also be time to ask questions after each
presenter speaks.

These are our opinions and
suggestions!
 The opinions of each of the panelists are their own individual
viewpoints. 
 Our goal is for you to hear a variety of viewpoints to help
support you in your first years of teaching! We have been
down the road you are going! 
 GOALS/GUIDELINES
 Support
 Respect
 Dialogue
 Sharing

Logistical & technical tips
 Raise hand to speak and press “Talk” if you wish to speak.
Speaking is not required!
 Ask questions along the way.
 No one can see you unless you press “Video”; Press “Talk”
to speak.
 Raise hand to speak. Speaking is optional.
 Make a list of “Things to Google” later.
 Use chat window often. We will check it throughout it
and respond in “real time” 
 Use of emoticons is encouraged.
Webinar is about 60-75 minutes in length.

Our Mission
New Teacher Induction: Building
Digital Community
 The vision:
 *collective wisdom in a digital repository
 *interact synchronously & asynchronously
 *participate collectively in innovative, high-tech
ways
 blog link: http://blog.uta.edu/utanewteachers/
 Recordings will be accessible via the blog and
dept. Facebook page
We are working on putting the webinar recordings
on a YouTube page for easy access! Stay tuned!

January, 2014 webinar
All are welcome!
Saturday, January 25, 2014 1:00-2:00 pm,
CST
Topic: Teaching Students of Poverty
Guest Speaker: Paul Gorski, Ph.D.
http://paulgorski.efoliomn.com/

Spring Webinar Topics!
Join us! Invite a friend!
Mobile access for busy people!
Webinar Information Spring, 2014
Saturday, February 22
 Response to Intervention, Differentiation, and Data-Driven Instruction;
speaker(s): TBA
Saturday, March 29
 Teaching Bilingual/ESL students; speaker(s): TBA
Saturday, April 19
 Technology Integration: iPads and More!; speaker(s): TBA

UTA New Teachers Blog
http://blog.uta.edu/utanewteachers/
*We will post webinar recordings here
soon!

Thanks for joining us! Please use the marker/pen tool to
mark a small x below where you are at. You can also type
it in the chat window:
Where we are now:

Poll question:
Where are you in your
teaching career?
Select A-E Voting is optional! We will display the results!
I am currently a:
A. Pre-service teacher
B. First year teacher
C. 2nd or 3rd year teacher
D. 4th year+ teacher
E. Faculty or none of the above

We are all life-long learners!
What do you hope to learn?
 Optional-type in the chat window
 Please feel free to ask questions along the way, too!

BIO:
Associate Professor of Education at UT
Arlington
Licensed and Certified as a psychologist in the
State of Texas from the Texas State Board of
Examiners of Psychologist
Instructor in School Counseling certification
program
Dr. Leffingwell teaches:
• Classroom Management and Discipline
• Pre-Adolescent/Adolescent Growth &
Development
• Theories of Child Development and
Learning
• Organization and Management of
Instruction in Secondary Schools
• Advanced Human Growth, Development
& Diversity
Dr. Jon Leffingwell

Advice:
Increase Adaptive Behavior
 A. Identify Adaptive Behavior
 1. Define in terms of observable behavior, what behaviors are acceptable.
 2. Define the standards by which the behavior will be judged.
 3. Define the conditions under which the behavior is expected to occur.
 Example: The student will ask questions when assignments are made by
the teacher if there are doubts about the assignment.
B. Teacher Expectation Effect
C. Obtain a Baseline of Frequency and Magnitude of the Behavior to Be
Changed.
Example: Record the frequency of question asked to and by a particular
student.

Appropriate Behaviors
 D. Model Appropriate Behavior
 1. The teacher can model appropriate behavior.
 2. The teacher can focus attention on students who model
appropriate behavior by reinforcing the appropriate behavior.
Example: Asking task-oriented questions of students.
E. Structure a Learning Situation So That Desirable Behavior Can
Occur.
Example: The teacher can structure questions so that a student can
receive reinforcement for a close approximation of the correct answer,
or be able to give simple Yes or No answers.

Reinforcers
 F. Identify and Utilize Potential Reinforcers. Reinforcement Increases
the Probability of a Desired Occurring. It is Effective if It Is Sincere
and Directed Toward a Specific Observable Behavior in a Straight
Forward Manner.
 1. Identified by observing what students do with leisure time and the
topics of interest that are not task oriented.
 2. Example of Reinforcement
 A. Social
 (1) Verbal praise
 (2) Attention (non-verbal)
 (a) Eye Contact
 (b) Body language (facing the person)
 (c) Body distance (moving toward or being with the social distance scale)

Reinforcers
 2. Example of Reinforcement (continued)
 B. Tokens
 (1) Hall pass
 (2) Points to improve grade
 C. Contingency Management
 (1) Time (free time given when assigned work is completed.)
 (2) Premack (a pleasurable activity may occur when a work activity is
completed.)
 (a) Playing tennis after calisthenics.
 (b) Reading a library book after an essay is completed.

Reduce Maladaptive behavior
 A. Identify Maladaptive Behavior
 1. Define in terms of observable behavior what behaviors are unacceptable.
 2. Define the standards, including the frequency, by which a behavior will be
judged.
 3. Define the conditions under which a behavior will be expected not to occur.
 Example: Calling me by my first name is unacceptable at school. If it
continues after this meeting it will result in your receiving an in-school
suspension for one day.
B. Model Calm Determination to Deal with the Behavior.
C. Extinction of a Behavior Occurs when Reinforcement is Terminated.
 Example: The teacher can simply ignore a student calling him a name under
his breath when it is not discernible to anyone else.

Negative Reinforcement
 D. Negative Reinforcement is Utilized When Maladaptive
Behavior Persists.
 1. Let a person know that they can escape punishment when they
stop exhibiting unacceptable behavior.
 2. Confront the individual with the consequence(s) of his/her behavior.
 Example: “Your naming calling behavior is disruptive and
inappropriate. If it continues, it will result in punishment in the form of
a one-day in-school suspension.”
E. Punishment is Effective When the Behavior and Not the Person is
Punished, and Three Major Principles Are Utilized.
1. Punishment is Fast
2. Punishment is Fair

Negative reinforcement (cont.)
 3. The crime is Forgotten-Once the punishment of the behavior is
administered there is a need for closure, so that the individual is not
labeled by the crime from then on.
 F. Competing Responses to Maladaptive Behavior Should be Identified
and Utilized, So That the Student Can Find Realistic and Rational
Ways to be Reinforced for Adaptive Behavior Once Closure had
Occurred on the Punishment.
 1. Structure a learning situation so that desirable behavior can occur.
 2. Identify and utilize potential reinforcers.
 Example: A competing response to cheating would be for a student to
ask for assistance from the teacher when in doubt, and be reinforced
for asking appropriate questions.

What ideas stood out to you from
Dr. Leffingwell’s advice?
 Optional—type in chat window
 Feel free to respond to each other’s chat
 Emoticons are encouraged! 

Questions for Dr. Leffingwell?

Diane Galloway, Ph.D
 Diane Galloway is the middle level program coordinator at UTA. She
has been a building principal at the high school and middle school
and director of the University of Wyoming Pre-K - 9th grade model
demonstration school.
 She has been a state administrator responsible to establish effective
drug treatment and prevention programs. She claims to be a
country mouse turned city rat when she moved to the Washington,
D.C. area to become a project manager of a large federal grant.

At UTA she teaches Middle Level Schools and Curriculum and
supervises the middle level student teachers. Most of all she
LOVES WHAT SHE DOES!

Countdown -
The Top Ten Classroom
Management Mistakes
Diane Galloway, Ph.D
Tracy Smith, UTA Graduate

Number Ten
Clear out the clutter
Keep your teaching fresh by having a
place and space to ORGANIZE

Number 9 – Take the bait and
argue with students
“I care about you too
much to argue with you.
You’re welcome to come
back and meet with me”

Number 8 – Same old same old
Tell your students WHYwhat you’re teaching is important.
One of the biggest questions students have is, “what are
we going to do today?”
We will . . . .
I will . . . .
Post it – Say it – Exit with it

Number 7 - Calling kids out
Know how THIS feels? Yup, YOU, pull over!
They will get their revenge if you humiliate them.

What SHOULD you do
Cues
Gentle Reminders
Private Conferences

Number 5
Give kids power over your space
Break the Plane – At the BEGINNING of class
Organize your classroom for YOUR movement

Number 4 – Don’t smile until next
May
Lighten Up
One corny joke, a quip wins you over.
What does it take? About nothing

Number 3 Not establishing
(And Practicing) routines
Telling them and then getting frustrated when they don’t follow
your rules
MODEL and PRACTICE and PRACTICE

PROCEDURES
There are no discipline problems in the airport.
631,939,829 people fly each day 30,000 flight per day in US
alone
Procedures are consistently and constantly being told -
explicitly.

Praising kids for doing what’s
expected*
Use politeness instead – THANK You - -
Use your recognitions for accomplishments.
*Special needs kids may need a different criteria

NumberTwo
Punishing the group when it’s an individual or two that needs
to be addressed
Handle the issue where the issue occurs –
Don’t punish, correct

Number 1 –If you don’t love what
you do, you won’t be an effective
teacher

What do you think?
Optional-type in the chat window!
 What information stood out to you from Dr.
Galloway’s advice?
What questions do you have?
“I hope to try…”
“I learned….”
“I want to know….”

Dr Peggy Semingson
Assistant Professor of Literacy
Studies
I primarily teach online!
I taught elementary school for eight
years.
Bilingual/ESL teacher and Bilingual
Reading Specialist
I research digital pedagogies and
online learning as it relates to literacy
learning and teacher education.

The teacher sets the tone!
Haim Ginott
 “I've come to the frightening conclusion that I am the
decisive element in the classroom. It's my daily mood
that makes the weather. As a teacher, I possess a
tremendous power to make a child's life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether a
crisis will be escalated or de-escalated and a child
humanized or de-humanized.”
 Source: Ginott, H.G. (1975), Teacher and child: A book for
parents and teachers. New York, NY: Macmillan.

Group dynamics and behavior (cont.)
Source: Redl and Wattenberg in Charles (2011)
Charles, C. M. (2011). Building Classroom Discipline. 10th ed. Boston : Pearson
Reality-based management: stating calmly and matter-of-factly:
Examples from Dr. Semingson
“It’s hard to learn when it’s so noisy.”
“If we raise our hands we can take turns sharing in
a fair way.”
“If you come in late, it disrupts other’s learning.”
What other statements can you think of?

Group dynamics and behavior (cont.)
Source: Redl and Wattenberg in Charles (2011)
Charles, C. M. (2011). Building Classroom Discipline. 10th ed. Boston : Pearson
Assisting in the moment
Overcoming immediate needs (e.g.,
providing assistance getting started).
Take-away distractions
Student leaves group-”You can rejoin us
when you decide to maintain self-control.”

Dr. Leisa A. Martin
BIO:
 Dr. Leisa A. Martin is an Assistant Professor of Social Studies
Education at The University of Texas at Arlington. Her
research focuses on civic education with two subareas
(student perceptions about the United States Pledge of
Allegiance and students’ perceptions about service-learning).
 Dr. Martin is a former middle school social studies teacher
and a former G.E.D. (General Educational Development
Test) teacher.

Dr. Leisa Martin,
Social Studies Education, UT Arlington
“Classroom management – Catch them being
good.”
 Catch them being good.
 Drawbacks
 Benefits
 Catch them being good video.
 You tube video: Catch ‘em being good (3:33 min)
 http://www.youtube.com/watch?v=NTcWAZ_HjDM
 Charles, C. M. (2011). Building classroom discipline (10th ed.).
Boston,
MA: Allyn & Bacon.

A big THANK YOU to our panelists and
faculty!
Thanks to everyone for attending!
Let’s give the panelists a virtual round of
applause for taking time to share their
expertise and experience with us! 

Encouragement
 You CAN do this!
 Continue learning and reading on your own about effective
behavior management.
 Talk to experienced teachers about their behavior solutions
that are good for the class and students.
 Ask your administrator about school-wide behavior plans.

Your Overall Feedback on the
webinar experience-chat window
Please share general
thoughts/feedback on this webinar!
Overall, what information can you
take back to your teaching?

http://blog.uta.edu/utanewteachers
Recording will be here on the UTA
New Teacher Blog

“Like” our Facebook page!
UT Arlington-Curriculum and Instruction

Be part of the knowledge network!
We hope to see you next Spring on
the New Teacher Webinar series!
 Learn more!
 Become a better teacher!
 Stay encouraged!
 Connect with other new teachers and UTA
Faculty in an informal, low key online
setting!
 Please let others know about our webinar
series and blog!
 For questions or comments, email Dr. Semingson
peggys@uta.edu

Classroom Management: UT Arlington New Teacher Webinar

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Classroom Management: UT Arlington New Teacher Webinar