instruction & time management...2014/02/07 · principle #4: develop a daily routine, yet...
TRANSCRIPT
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INSTRUCTION
& TIME
MANAGEMENT
DAVID SHIH @ NCUE Resources : NTPRS
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Tools for Your Classroom
Management Toolbox
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Out of your control
Circle of Influence
Circle of control
What can you control?
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Circle of control
There are 3 things that we control that
determine the quality of a student’s education
How well we manage our
classrooms
The relationship between the adult
in the classroom and the student
How capable we are as teachers.
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What is your belief system?
What are your beliefs about educating students?
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Believe that everyone deserves
to be treated with respect even
if they do not reciprocate.
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Understand that our students
may not share this belief.
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Be prepared to teach these concepts
as new skills.
Repeated practice will be needed.
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There is no quick fix to good discipline.
It takes time and hard work.
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Research tells us that for every year
an individual practices a bad habit, it
takes one month of intervention to
change that behavior.
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Research also tells us that it
takes 16-21 times of repeating a
task to make it a habit.
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Kids are more impressed with
what they see than what we say.
-- Spencer Henry --
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Be firm and respectful.
Apply consequences with empathy.
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Consequences + Empathy = Learning
--Teaching with Love and Logic--
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Consistency and follow through
are important.
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Principle #1: Assess, clarify, and communicate needs and expectations.
Principle # 2: Create a warm and nurturing classroom climate.
Principle #3: Democratically develop a set of rules and consequences.
Principle #4: Develop a daily routine, yet remain flexible.
Principle #5: Make learning more attractive and fun for the student.
Principle #6: Deal with misbehavior, quickly, consistently, and respectfully.
Principle #7: When all else fails, respectfully remove the student from the class.
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Principle #1:
Assess, clarify, and communicate
needs and expectations.
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My Job Your Job
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My Job Your Job
• Treat me with respect •Be on task/pay attention •To learn and master the required content •Be supportive/ patient • Be cooperative and not disruptive •Be proactive •Be on time •Be prepared
•Teach the required content •Treat you with respect •Be patient/supportive •Follow the rules and procedures •Be prepared •Monitor your progress •Return papers ASAP •Give timely feedback •To provide an orderly classroom environment
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Above the Line
Below the Line
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Above the Line
Below the Line
Polite words Teamwork Proactive problem solving
Profanity Fighting Name calling
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Principle #2: Create a warm and nurturing classroom climate.
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Know that I care
before I care what
you know.
I don’t care what you
know until I know
that you care.
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Sounds Like
Feels Like
Looks Like
Respect
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Sounds Like
Feels Like
Looks Like
Respect
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Respect
Eye contact Taking turns
Polite words (i.e. “Thank You, and “Excuse me”)
Safe Caring Calm
Comfortable
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Quick Toolbox TIPS
for the Teacher
•Greet students at the door. •Ask them about their lives. •The bitter basket. •Play music as they enter the classroom. •Get close to students during PQA /Proximity.
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Principle #3: Democratically develop a set of rules and consequences.
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Clear and specific enough to be understood
Address all the major areas that need to be covered
Observable behaviors Stated in positive terms (when possible)
Enforceable
Limited to two-five Developed with the help of students
Posted in your classroom Taught, practiced, evaluated, and re-taught
Rules for your rules Your rules should be:
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Rules
Three to Five
General Specific
Respect others
Be on time
Be prepared
Follow school rules
Be in class and in your
seat on time.
Follow directions the first
time they are given.
Bring all books and
materials to class.
Use polite words.
Keep your hands, feet,
and objects to yourself
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Principle #4: Develop a daily routine, yet remain flexible.
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Procedures and Routines •Entering the classroom •Getting to work immediately •When you are tardy •Dismissal •Getting a teacher’s attention •Participating in a class discussion/storytelling •Keeping your notebook •Passing out papers •Submitting work •What to do if you finish early •When you are absent •Responding to a fight
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Storytelling
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Turning in work
Collector/protector $19.99 callowayhouse.com
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Getting Missed Work
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Going to the Bathroom
Hall Pass Timer $29.99 callowayhouse.com
Bathroom Pass
Student name: ______________
Time: ____________________
Date: ____________________
Teacher: _________________
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Example of a transitional procedure Class entrance:
1. Enter the room quietly and respectfully.
2. Go directly to your seat and read
instructions on the projector screen.
3. Secure materials you need to start
working.
4. If you finish early, sit quietly-feel free to
write me a note or draw me a picture on
the back of your paper (school appropriate
).
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Example of a transitional procedure
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Ways to gain zero base noise level •Gim me five •If you can hear the sound of my voice clap one time •Show me listening •Carwash clap •Play music •Ring a bell •Two fingers in the air •Flick the lights •Sing a song
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Quick Toolbox TIPS for the Teacher
•The power of the clipboard •“Please restate that without using profanity?”
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Principle #5: Make learning more attractive and fun for the student.
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A Few Ways to Create Fun and Engaging Lessons • Students get to “DO” stuff (i.e., act out the story, story retell, Human tic-tac-toe, sound effects, in charge of audience participation signs) •10:2 Theory- For every ten minutes of lecture/direct instruction gives students 2 minutes to process (i.e., turn to a neighbor and share two details about the story so far) •Personalization: Make the lesson about/relevant to the students •Humor (within reason)- Use props! •Variety- Use music, video, pictures, technology, etc. •Create lessons that address the various learning styles/multiple intelligences of your students.
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PAT Preferred Activity Time •Earn bonus time for on- task/responsible behaviors •Incur penalties for off-task/irresponsible behaviors •Time in the bank Materials You’ll Need •Timer •PAT chart •Acceptable PAT activities
+ -
Time in the Bank (20 minutes)
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Principle #6:
Deal with misbehavior, quickly,
consistently, and respectfully.
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Avoid Wasted Language
•Knock it off….. •Cool it…… •Turn around…… •Why did you do that?...... •How many times do I have to tell you…… •Open ended questions
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Ineffective Verbal Messages
“Would you cooperate just once!”
“Can’t you see I’m trying to teach a lesson!”
“Stop acting like a jerk!”
“I’ve had enough of you!”
“I don’t care for your attitude.”
“Get it together.”
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Firm and Respectful Limits
•Stated in clear, direct, concrete behavioral terms. •Words supported by actions. •Compliance expected and required. •Provide information needed to make acceptable choices and cooperate. •Provide accountability.
Do not ignore the misbehavior.
Do not plead, bargain, negotiate, repeat,
lecture, warn, reason, bribe, argue or debate!!!!!
Follow Through!!!!!!
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Effective Verbal Messages
(Firm Limits)
“It’s not okay to interrupt.”
“Stop pushing now.”
“I expect you back in five minutes.”
“You won’t be ready to leave until your desk is clean.”
“If you yell again you will have to go to the time-out area.”
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Consequences
Logical
When students misuse school equipment.
- Separate the student from the item
temporarily.
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Consequences
Logical
When students arrive to class unprepared.
-Teach responsibility with a classroom
rental center.
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Consequences
Logical
When students make messes.
-Have them clean up.
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Consequences
Logical
When students behave aggressively.
-Separate the aggressive student from
others temporarily.
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Consequences
Logical
When students are talking to a neighbor
without permission.
-Separate the student from the neighbor.
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More Logical Consequences
When students hook you into
arguments.
-Separate yourself from the child
temporarily.
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More Logical Consequences
When students waste or misuse
instructional time.
-Have them make up wasted time.
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More Logical Consequences
When students fail to master basic
skills.
-Have them practice the skill.
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More Logical Consequences
When students bring unacceptable
items to class.
-separate the student from the
item temporarily.
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Natural Consequences •When learning materials are lost, damaged, or stolen due to carelessness, misuse, or lack of responsibility. -Don’t repair or replace the lost or damaged items until enough time has passed for students to experience the loss. •When students make a habit out of forgetting. -Don’t remind them or take away their responsibility by doing for them what they should do for themselves. •When students fail to do their part. -Let them experience the result. •When students dawdle or procrastinate. -When possible, let them experience the consequence of their procrastination
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Language of Choice
• You have two choices you can either ______ or _______. The choice is yours.
•Would you rather _________ or _________?
•Would it be better for you to ________ or ________?
•I prefer ________, but maybe there is a better choice for you. Let me know.
•You’re welcome to ________ or ________.
•Feel free to ___________ or ___________.
End with………
“I know you’ll make the best decision.” “I know you’ll make the right choice.”
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Language of choice “John you have a choice to either sit down or leave
the room. I know you will make the best decision”.
“Would you rather put the paper away or get it from
me after class? I know you’ll make the right choice”.
“Would you rather play by the rules, or learn
about the game by watching the other’s play?
Let me know what you think.”
Would you rather wear your coats out to
recess, or would you rather carry them?
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Time Out
•Select an appropriate time-out area.
•Use a two-stage procedure for persistent disruption.
•Introduce time-out to your students before using it.
•Use a timer.
•For limit-testing, set up time-out with limited choices.
•After time-out, provide a clean slate.
•Hold children accountable for time missed from class.
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Redirecting Attention Getting Behaviors
•“Evil eye”
•Proximity/Circulate around the room
•Proximity/Praise (catch another student being good)
•Use student’s name
•Silent communication
•Do the unexpected
•Get them to think (give them “the look” and write something down)
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What to do for Non-compliance •Touch the student (If appropriate)
•Be ready for challenges
-If a student says, “I wasn’t doing anything,”
Say, “ That’s right what should you be doing? Thanks”, and walk away.
If a student says, “What was I doing?”
Say, “Nothing. What should you be doing?” If the student responds
say, “Thanks for understanding.”, and walk away.
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Non-compliance cont…
• If the student is confrontational and says, “What did I do? What did I do?”, with an edge in the tone of his voice say,
-“Sounds like an argument. Arguments are held after school.”, and walk away;
or say,
“Nice try. I don’t argue with my students. If you want to argue , go argue with the Dean/Principal. You can argue with the Dean/Principal or you can get back to work.”
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Thinking statements
•“Save it for……”
•“Feel free….”
•“What’s the procedure?”
•“Do you understand what you need to do?”
•“What are you supposed to be doing?”
•“Do you think this will be a problem in the future? I hope not. Thanks.”
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Thinking statements
•“Is that against our rules? Yes or no?”
•“How do you plan to solve the problem.”
•“What do you need to do to accomplish the task?”
•“What’s your best guess as to what will happen if…? Let me know later.”
•“Which one of these consequences will help you change your behavior?”
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When Student’s Don’t Answer
•“What are you doing?”
(no answer)
“I noticed… What should you be doing?”
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When Student’s Don’t Answer
•“Is that against the rules?”
(no answer)
“It is against our rules. What should you
be doing?”
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When Student’s Don’t Answer
• “What’s your plan?”
(no answer)
"This is what I need you to do?”
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When Student’s Don’t Answer
•“What do you think will happen if…?”
(no answer)
"Here is what will happen if…. And we’ll
talk about it later.”
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When Student’s Don’t Answer
•“Is that against our rules?”
(no answer)
“I’ll take your silence as a ‘yes’ and I
need you to open your book and start
reading.”
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Show Stoppers and Challenges!!!!!
Show Stoppers
•“ I don’t care” or “I don’t know”
-Lead with empathy: “How sad.”
-Ask questions: Restate in a true/false way.
“What don’t you know so I can help you?”
or
“What’s your best guess?”
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Show Stoppers and Challenges!!!!!
Challenges
•“So what?” “That’s not fair.” “That’s stupid.”
“ I hate you.” “Why are you picking on me?”
-Use Fogging technique/Broken record technique or To You/ To Me
statements. Then ask a question or give instructions.
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Other Techniques •Fogging Technique:
“Could be”, That’s possible”, “You may be right” ‘Thanks for
sharing”, “That’s an interesting opinion.”
( After using the fogging technique redirect by restating what you want them to do, what you will do, see them later, give
them a choice, or ask a question).
i.e. “Could be, I need you to…”
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Other Techniques
•Broken Record Technique:
Start every sentence with , I understand…” or “That’s not the point…” then tell them what
you need them to do.
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Other Techniques
•“To You/ To Me” Statement:
“ To you _______. To me _______ and ________.”
“To you it’s funny calling someone a name, to me it’s disrespectful. I need you to open your book and start working.”
(Or “We’ll talk about it later.”)
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More Techniques
•Refuse to fight (argue):
“Nice try. I will not argue.” or
“Nice try, I don’t argue with students. I teach. If you want to argue you can see….”
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More Techniques
Acknowledge their feelings:
“You sound angry. We can talk later.”
“ You look upset. Can you get to work or do you need five?”
“Did you always (feel, think, believe) that way about me? Let’s talk about it after class.”
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Principle #7: When all else fails, respectfully remove the student from the class.
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2 Stage Time-Out
•Stage 1 takes place in the student’s immediate classroom for a predetermined period of time. Set the timer for 10-15 minutes. •Stage 2 should take place in a buddy teacher’s classroom for twice the usual period of time. The buddy teacher keeps track of time. Student returns to class when time is over.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t ask “You” questions:
“What’s your problem?” What’s wrong with you?”
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When Dealing with Potentially Violent
Students Don’t……
•Don’t ask “Why” questions: “Why did you do that?”
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When Dealing with Potentially Violent
Students Don’t……
•Don’t get into a debate.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t say, “I’m your teacher. Don’t talk to me like that .”
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When Dealing with Potentially Violent
Students Don’t……
•Don’t interrupt. Allow the student to finish venting.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t back them into a corner in front of their peers.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t use “now”.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t physically try to remove them or physically stand between them and the door.
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When Dealing with Potentially Violent
Students Don’t……
•Don’t take it personally.
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When Dealing With Potentially Violent
Students Do……
Stay calm and in control.
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When Dealing With Potentially Violent
Students Do……
•Use short, clear, firm requests “ I need….” “I want….”
“I need you to calm down and sit down.”
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When Dealing With Potentially Violent
Students Do……
•Lead with empathy. Let them know you hear them, but bring them back to your directions:
“That’s not the point, and… “
Use “and” not “but” or “however”
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When Dealing With Potentially Violent
Students Do……
•Use calm repetitive statements.
“I see you are upset and I need you to sit down.”
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Remember the only person you can
control is yourself.
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Legal and Safety Considerations
•Keep your students supervised. •Keep your students safe. •Minimize the risk to your students and to yourself.
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Dangerous Destructive Behavior ( i.e., throwing potentially harmful objects)
•Order students to quickly exit the classroom and line up outside the door. •Join them at the door and send student for back up support (security, Dean). •Keep an eye on destructive student. •If possible calmly and repeatedly use short, clear, firm requests… (use students name if known) “Brent, put the chair down.”
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Violent or Assaultive Behavior
•Remove crowd/bystanders/classmates (send for back up support if possible).
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Violent or Assaultive Behavior
• Calmly and repeatedly use short, clear, firm requests to separate parties from the source of danger. “Stop!”-Use students name if known
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Violent or Assaultive Behavior
•Provide cool down time to deescalate the situation and restore control.
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Violent or Assaultive Behavior
•Send for backup support.
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Take Away
What two things can you immediately employ in your
classroom?
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Resources
•How to be an effective Teacher the First Days of School- Harry K Wong and Rosemary T. Wong •Practical Strategies for Working with Difficult and At-Risk Students- Spencer Henry: http://www.shenrypie.com (The words for dealing with misbehaviors come from this book) •Setting Limits in the Classroom (Revised)- Robert J MacKenzie, ED.D •Teaching with Love and Logic- Jim Fay and David Funk