Classroom CommunityClassroom Management through “Great” teaching

Whittney Smith, Ed.D.

Hear •What did you hear?

Feel •What did you feel?

See •What did you see?

Rewards – “Control through Seduction”A child promised a treat for learning or acting

responsibly has been given every reason to stop doing so when there is no longer a reward to be gained. (Fabes et al., 1989; Grusec, 1991; Kohn 1990)

“…people expecting to receive a reward for completing a task (or for doing it successfully) simply do not perform as well as those who expect nothing (Kohn, 1993).”

Alternatives to Rewards Teach students responsibility for their own behavior Teach internalization of positive values Students are

capable of controlling their own behavior Focus grades on helping students experience success and

failure (information), not reward and punishment We need to work with children to encourage their social

and moral development which means utilizing their need to…◦ be able to make their own decisions◦ belong◦ learn and apply learning

Demonstrate that you care!

“Someone who thinks that kids are always trying to get away with something is likely to believe that we adults must overcome these unsavory motives, force children to obey rules, and see to it that they are punished when they don’t.”

(Kohn p. 8)

How Can We Create CommunityNo

Competition

No Rewards

Encouragement

Respect

Sense of Belonging

Class Meetings

Why be “Great?”1. Defining “Great” – measuring outputs, not inputs2. Level 5 Leadership – ambition for the mission, not

themselves; will do whatever it takes 3. First Who - Getting the People on the bus… in the

right seats4. The Hedgehog Concept – What are you (your

organization) passionate about; Relentless pursuit of being the best at it

5. Turning the Flywheel - Building momentum by building the brand reputation

Good to Great, Jim Collins, 2001

Mrs. Flexer