Classroom Management

Notebook—Pt. 2

Rachel Wexler
 Table of Contents

Section 5: Strategies for Dealing with Challenging Students and Situations………………………………………1

Hierarchy of Interventions ………………………………………………………………………………………….……….2
Strategies for Building Relationships………………………………………………………………………….…………4
Techniques to Break the Cycle of Discouragement………………………………………………………………5
Section 6: Utilizing the Support of Other Educators and Caregivers…………………………………………………7
Identifying Needs …………………………………………………………………………………………………….…………8
Documentation ………………………………………………………………………………………………………….……….9
Referral Process ………………………………………………………………………………………………….…………….11
Section 7: Legal Issues Regarding Discipline ……………………………………………………………………….………….12
Mandatory Reporter ……………………………………………………………………………………………..…………..13
FERPA…………………………………………………………………………………………………………….…..………………13
Compelling State Interests/Duty of Care………………………………………………….……..………………….13
Student Rights ……………………………………………………………………………………………………………………13
Teacher Rights ………………………………………………………………………………………………………………..…14
School/District Handbook—Brief Notes
Dress Code …………………………………………………………………………………………………………………………15
Objectionable Materials/Prohibited Items……………………………………………………………….…………15
Locker Searchers………………………………………………………………………………………………………………..15
Tardies/Absences ………………………………………………………………………………………………………………16
Cell Phone Use ………………………………………………………………………………………………………………..…16
Hazing, Harassment, and/or Bullying Policies…………………………………………………………………..…17
Cheating, Plagiarism and/or Forgery Policies……………………………………………………….…………….17
Section 8: Professional Dispositions and Growth Plan ………………………………………….………………………..18
References …………………………………………………………………………………………………………………………………….21
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Section 5

Strategies for Dealing with Challenging Students and Situations

“You may not be able to control every situation and its

outcome, but you can control your attitude and how you deal
with it.”
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Hierarchy of Interventions
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Strategies for Building Relationships

Four Step Process

Step 1: Ask yourself “why” and “what purpose the behavior is serving
 Work towards understanding the underlying purpose of the students misbehavior
 Mistaken goals of misbehavior:
o Attention seeking
o Power and control
o Revenge
o Helplessness and/or displaying inadequacy
Step 2: Develop a sense of empathy and connection to the student
 Think of ourselves as the ally rather than the enemy
 Find the similarities we have with our students and create connections that develop a
genuine level of trust
Step 3: Observe cues and behaviors regarding the personality of the student
 Rather than solely focus on students negative behaviors and traits, focus on finding the
more positive aspects of their personality that can aid in creating a positive relationship
Step 4: Monitor your own interactions with the student
 Be cognizant of how our own personal beliefs influence our behavior
 Do not allow students to “get to you” and avoid showing frustration in your tone or
body language
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Techniques to Break the Cycle of Discouragement

Negative
Behavior

Unfulfilled Negative Teacher

Esteem Responses,
Needs/Low- Punishments,
Success-Failure and
Ratio Consequences

There are two levels of needs that drive an individual’s behavior: deficiency needs and
growth needs. Deficiency needs stem from deprivation while growth needs stem from a desire
to grow as a person. Maslow’s Hierarchy of Need outlines five levels of needs, with the most
basic needs needing to be fulfilled before subsequent ones can be satisfied. The needs
identified by Maslow are as follows:
 Physiological Needs: most basic to survival; water, air, food, and sleep
 Security Needs: safety, shelter, and employment
 Social Needs: belonging, friendship, love, and affection
 Esteem Needs: personal worth, social recognition, and accomplishment
 Self-Actualizing Needs: self-awareness and personal growth; fulfilling one’s potential
Being aware of the different human needs and being able to identify the motivation behind
a student’s behavior allows you to understand the reasoning behind their actions and what
needs they are trying to fulfill through their behavior. “Levin and Nolan (2000) argue that many
of our repeat offenders (or chronic behavior problems) “suffer from low self-esteem and have a
low success-to-failure ratio. Their need for a sense of significance, a sense of competence or
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mastery, a sense of power or independence and a sense of virtue and generosity have not been
fulfilled” (192). Just as Maslow argued, when our most basic needs go unmet, we take action to
fulfill them. What is important in these situations is to” use management techniques to stop
the inappropriate behavior and, simultaneously engage in behaviors that will help meet the
student’s needs for feelings of significance, competence, power and virtue” (193). In this way,
we can begin to break the cycle of discouragement” (Managing Student Behavior Part 3).

Three Techniques:
1. Self-Monitoring— a student-directed approach in which you give students the tools and
instruments to monitor their own behavior. Students are to check and record their
behavior through the day. These self-checks may be initially cued by the teacher with
nonverbal signals. An appropriate option for elementary students.
2. Anecdotal Record Keeping—a method in which the teacher records student’s behavior,
both positive and negative, and shares their notes with the student during a one-on-one
conference. The conference is intended to inform the student of their behaviors and
what must change and to have the student make a commitment to improve their
behavior. This commitment is recorded on the anecdotal record and is used in
subsequent conferences to gauge progress. This is most appropriate for middle and
secondary students.
3. Behavior Contracting—the underlying belief of this technique is that behavior that is
reinforced is likely to be repeated and behavior that is not reinforced will disappear. The
teacher creates a written agreement between themselves and the student outlining
what behavior improvements need to be made and the associated rewards if that is
accomplished.
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Section 6

Utilizing the Support of Other Educators and Caregivers

“The only mistake you can make is not asking for

help.”
-Sandeep Jauhar
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Identifying Needs

 Informal assessments: observations, file reviews, and interviews

 Formal Assessments: achievement measures, adaptive functioning, and standardized
assessments
 Parent teacher conferences to obtain additional insight and information about the
child’s personality, strengths and weaknesses, and preferences

Identifying the Behavior that is Interfering with Learning

 Are there any recurrent behavior patterns?
 Under what conditions is the student most successful?
 What conditions tend to trigger the problem behavior?
 What tends to hold the student’s attention?
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Documentation

Maintaining documentation of student behavior is critical to being able to properly

manage and resolve behavioral issues. It is important to include the type of behavior, the plan
of action that has been agreed upon, and consistent updates in order to effectively gauge
progress or regression. Notes associated with documentation should remain objective and
confidential.
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Referral Process
As a teacher when you have exhausted all of the hierarchical interventions and student
behavior remains unchanged, it is time to consider engaging outside assistance. The importance
of documentation plays a vital role in the referral process as it will be required to reference
records of the student’s misbehavior, what strategies were utilized, and how much time was
given to see improvements. Depending on the students’ needs referrals may include special
education (IEP), counseling, and discipline.
Disciplinary Referral
Key questions to ask before making the referral:
 Is this a serious issue (fight, drugs, alcohol) or potential threat to other students that
requires immediate attention by an administrator?
 If this is a minor issue, what steps have I taken to handle the issue myself?
 Have I contacted the student’s parents and involved them in the process?
 Have I documented the steps that I have taken in an attempt to correct this issue?
Special Education Referral
Key questions to ask before making the referral:
 What are the exact issues that the student has that lead me to believe that special
education services are appropriate?
 What evidence or artifact can I produce that supports my belief?
 What documented steps of intervention have I taken to try to help the student improve
before making a referral?
 Have I discussed my concerns with the child’s parents also gaining insight into the child’s
history?
Counseling Referral
Key reasons to make the referral:
 A student is going through a traumatic family issue
 A student exhibits signs of depression and/or withdrawal
 A student’s grades suddenly drop or there is a drastic change in behavior
 A student cried often, gets sick daily, or expresses anger/frustration regularly
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Section 7

Legal Issues Regarding Discipline

“An effective teacher manages a classroom; an ineffective

teacher disciplines a classroom”

-Harry Wong
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Legal Issues

Mandatory Reporter
As an educator you are legally required to report any suspected abuse of a child. If there is any
suspicion of abuse or neglect you must contact and report it to either child protective services
or the police.

FERPA
The Family Educational Rights and Privacy Act protects students personal information as it
pertains to educational records such as report cards, transcripts, disciplinary records, contact
and family information, and class schedules. Students have the right to review these records
and request revisions of any applicable errors. Parents of children under 18 are also granted
access to review these records. Written consent must be obtained by the student/parent
before schools are allowed to disclose any of student’s personally identifiable information to
anyone other than the student and their guardian.

Compelling State Interests/Duty of Care

This legal issue encompasses the responsibility of schools and their personnel to carefully
supervise students and maintain a safe and welcoming environment. Teachers must protect
students from potential risk and danger and consistently put forth the effort to provide a safe
environment. This duty extends beyond physical harm and is inclusive of protecting student
form discrimination, harassment, intimidation, and bullying.

Student Rights
Students have various rights and legal protections in the school environment. Aside from
student’s basic right to an education, they have the right to their own beliefs and practices as
long as practicing them do not cause commotion or disturbances in the classroom. Students
also have the right of freedom of expression and speech. Additionally, potentially the most
important right students have is the right of equality and freedom from discrimination on the
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basis of sexual orientation, race or ethnicity, disability, gender, gender identity or expression,
nationality, religion, or any other characteristic that is contained in the definition of hate
crimes.

Teacher Rights
Teachers, just as students, have the right of equality and freedom from discrimination based on
characteristics such as race, age, sex, and national origin. Other rights include academic
freedom, freedom of expression, freedom of association, freedom of religion, and privacy
rights. The entirety of the rights held by teachers is outlined in a guide published by the
California Teacher Association based upon the California Education Code section 49091.
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Brief Notes—School/District Handbook Policies

Dress Code
 Students are expected to exercise good judgment, good taste, and modesty regarding
their dress and grooming. Any clothing considered to be disruptive to the educational
process is inappropriate for school.
 Bellies must be covered
 No revealing necklines, strapless shirts, tank tops, or halter tops
 No sagging pants
 Skirts, dresses, and shorts are not to be too short
 Footwear must be worn at all times; slippers or house shoes are not acceptable
 Garments that have violence, profanity, obscene language, or sexually aggressive
language or pictures and/or vulgar gestures are not permitted

Objectionable Materials/Prohibited Items

 Electronic games
 Skateboards, roller skates, roller blades
 Imitation or real knives or weapons
 Tobacco products, alcohol, drugs
 Fireworks or explosives of any kind
 Cards that promote trading
 Sports balls

Lockers Searches
 Students are to use lockers exclusively to store school-related materials and authorized
personal items such as outer garments, footwear, grooming aids, or lunch. Students
shall not use the lockers for any other purpose, unless specifically authorized by school
board policy or the principal or his/her designee, in advance of students bringing the
items to school.
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 The principal or his/her designee shall not be obligated, but may request the assistance
of a law enforcement officer in conducting a locker search. The principal or his/her
designee shall supervise the search. In the course of a locker search, the principal or
his/her designee shall respect the privacy rights of the student regarding any items
discovered that are not illegal or against school policy and rules.

Tardies/Absences
 Compulsory attendance laws require that parents send their children to school. The law
further states that a student must attend every scheduled session of every class, even if
failure is imminent. The law applies to all students until they reach 18 years old.
 Students arriving less than 30 minutes with a note should go directly to the attendance
office. If they do not have a note, report directly to class.
 Students arriving after the first 30 minutes are to report to the Attendance Office for a
readmit (especially if you arrive on campus during a passing period, break, or lunch.)
 A parent/guardian must call the Attendance Office before 11:00 am each day that their
student is absent or tardy
 Any absence not cleared within 24 hours will be subject to discipline
 A student who has twelve excused (partial and full) absences is considered excessively
absent (this includes tardies in excess of 30 minutes). A student who has three
unexcused absences is considered truant. For excessive excused absences or truancies,
students are referred to an Assistant Principal and sign an attendance contract.

Cell Phone Use

 Cell phone use is only permitted on campus before school begins and after school ends
 Devises must be kept out of sign and turned off during school hours
 Unauthorized use of cell phones is grounds for confiscation; repeated unauthorized use
of such devised may lead to disciplinary action
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Hazing, Harassment, and/or Bullying Policies

 All forms of hazing, harassment, and/or bullying on school grounds, school buses and at
all school-sponsored activities, programs and events including those that take place at
locations outside the district are strictly prohibited
 Incidents of hazing, harassment, and/or bullying are subject to immediate disciplinary
action

Cheating, Plagiarism, and/or Forgery Policies

 All work submitted by students should be a true reflection of their effort and ability; if it
is not, then the student has demonstrated unacceptable behavior
 It is prohibited to claim credit for work that is not the product of one’s own effort, to
submit work done by another person, to copy information from the internet or another
student, and to give test answers to another student
 Any behavior which can be defined as cheating is subject to a “zero” on submitted work,
possible disciplinary referral, and notification of parents
 If a student is found to have cheated a second time or is involved in a particularly
serious act of cheating, the student will be referred to the assistant principal or principal
for a formal hearing of those concerned (student, teacher, parents, counselor,
administrator). Consequences may include suspension from class, school, or loss of class
credits.
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Section 8

Professional Dispositions and Growth Plan

“The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher
inspires.”

-William A. Ward
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My initial growth plan that I developed when I originally took the Professional

Dispositions Survey last September is focused on making improvements in the arena of

‘Scholarship’. The basis of the plan involves taking the time and effort to learn and discover new

theories and forms of teaching through bi-weekly visits with other teachers and academic

professionals to observe their teaching styles. The intention was to implement this plan during

my first year of teaching. As I am not teaching full-time yet and I am still working full-time in the

insurance industry I have not had the opportunity to engage in this plan as thoroughly as I will

be able to when I am in a teaching position. Although I have not been able to accommodate bi-

weekly visits to classroom due my work and school schedule, I have been able to consistently

observe different classrooms once a month.

As I believe the ongoing devotion to making learning and developing your knowledge of

different teaching strategies and techniques is critical to your success as an educator, I plan to

keep my original goal with slight modifications as I will not be a full-time teacher for a number

of months. Acknowledging my limited time while I am still working and going to school full-time

I will modify my plan by changing bi-weekly visits to different classrooms to monthly visits until

I am student teaching and have the time and access to make more frequent visits. I intend on

following my original plan of creating a notebook for myself to document each visit and to

collect any new and original approaches to teaching that I discover during my observations. In

the future when I am teaching full time, I plan on continuing my commitment to learning from

other educators and will add another aspect to the notebook where I notate how any new

strategies were utilized in my classroom and their effectiveness. I will be able track the

achievement of this goal through the documentation in my notebook. Creating this goal is
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important to my future career as an educator as it will give me the insight and knowledge of a

vast array of different teaching techniques and strategies that will allow me to effectively serve

my students. It is essential to not limit yourself to one philosophy of teaching as you will never

have one type of student. By giving myself the skills and knowledge that will allow me to modify

my teaching in ways that are able to help students of different needs succeed, I am fulfilling my

duty as a teacher.

My identified dispositional goal for improvement is ‘Scholarship’ while my strength goal

is ‘Standards of Exemplary Practice’. As previously mentioned, my goal to improve my

disposition of ‘Scholarship’ ensures that I have the knowledge of various professional practices

in order to effectively meet the unique needs of all my students. My strength goal of ‘Standards

of Exemplary’ embodies the belief that all children can learn and appreciating their varying

abilities while being persistent in helping all children achieve success. Both of these

dispositional goals are important for successfully working with students and families from

diverse backgrounds. Students do not come in a ‘one size fits all’; rather students come from

different cultural backgrounds and home environments and have different behavioral,

emotional, and social needs. In order to successfully interact and teach students from these

diverse backgrounds, you must not only have a diverse set of teaching strategies, but the

genuine outlook that all children, regardless of their backgrounds, have the ability to succeed

and thrive. With the appropriate knowledge and the right mindset you allow yourself to provide

the level of education all students deserve.

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References

Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of

Educational and Psychological Consultation, 6(2), 111-123.

Conrath, J. (1990). Our other youth: Handbook of guidelines for teachers and other adults who

work with at risk kids and discouraged or defeated learners. Lopez Island, WA: Jerry

Conrath.

Levin, J. & Nolan, J. (2000). Classroom management: A professional decision-making model.

Boston, MA: Allyn and Bacon.

Managing Student Behavior Part 3. (n.d.) Retrived from nu.okta.com

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: ASCD.

Meador, D. (2018). A teacher’s basic guide to making a referral. Retrieved from

https://www.thoughtco.com/a-teachers-basic-guide-to-making-a-referral-3194361

Poway High School Parent/Student Handbook (2017-18). Poway unified school district.

Teachers’ Rights Mini-Guide. (2005). Professional rights & responsibilities committee of the CTA

state council.

Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral

interventions. A systematic process for finding and eliminating problems. School

Psychology Review, 33, 363-383.

Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher.

Mountain View, CA: Harry K. Wong Publications, Inc.