This is my personal presentation as division and regional facilitator for SHDP

1. CREATING A STUDENT-
CENTERED LEARNING CLIMATE:
Setting High Social and Academic
Expectations

2. Learning Objectives:
1. Benchmarks school performance
2. Establishes and models high social and academic
expectations for all
3. Creates and engaging learning environment
4. Participates in the management of learner behaviour
within the school and other school related activities
done outside the school
5. Supports learners’ desire to pursue further learning
6. Recognizes high performing learners and teachers
and supportive parents, and other stakeholders.

3. House rules:
1. Lahat kasali, kasali lahat
2. Walang tama. walang mali.
3. Walang boss, walang alipin.
4. Ang pagiging mahiyain is not setting
high social and academic expectations
5. RESPECT

5. Read the following situation:
Just as Ms. Santos is beginning a
lesson, Macario approaches her with
a question. Ms. Santos tells Macario
that she cannot answer it now and
asks him to return to his seat. On the
way to his seat, Macario stops to joke
around with his classmates, and Ms.
Santos again asks him to sit in his
seat. Macario walks halfway to his
desk and then turns to ask one of his
classmates if he can borrow a piece of
paper. Again, Ms. Santos asks him to
find his seat, and he finally complies.

6. The class begins the lesson, with Ms. Santos asking the
students various questions. Macario calls out the answers
to several questions, and Ms. Santos reminds him to raise
his hand. As the lesson continues, Macario touches another
student, and the student swats Macario’s hand away. He
then makes faces at Samantha, who is sitting next to him.
Samantha laughs and starts sticking her tongue out at
Macario. Macario raises his hand to respond to a question
but cannot remember what he wants to say when Ms.
Santos calls on him, and starts making up a story and telling
jokes. The class laughs, and Ms. Santos tells Macario to pay
attention.

7. As Ms. Santos begins to give directions for independent
work, Macario stares out the window. Ms. Santos asks him
to stop and get to work. He works on the assignment for 2
minutes and then “trips” on his way to the wastepaper
basket. The class laughs, and Ms. Santos tells Macario to
return to his seat and get to work. When he reaches his
desk, he begins to search for a book, and makes a joke
about himself. His classmates laugh, and Ms. Santos
reminds Macario to work on the assignment. At the end of
the period, Ms. Santos collects the students’ work, and
notes that Macario and many of his classmates have only
completed a small part of the assignment.

8. Group Activity:
(40 minutes preparation, 20 minutes reporting of all groups)
(60 minutes)

9. ABSTRACTION

10. Understanding Our Students
Dealing With Student Behavior in
Today’s Classrooms

11. We can trace out-of-control behaviors to a
variety of factors:
• The physical and emotional climate of the child's
home and neighborhood
• The amount of stability and consistency in the
child’s family
• The parenting styles of the child’s parents
• The power and influence of peers in a child’s life*

12. • The positive and negative role models
available to the child
• The child’s exposure to violent media
• The child’s emotional and physical health
• The child’s own attitude toward his/her anger*

13. Why Kids Misbehave
1. Basic has several “Functions”:
2. Attention from peers or adults
3. Attain power/control
4. Revenge or Retaliation
5. Feels Good/Play
6. Fear of Failure
7. Getting something (Sensory Input)
8. Imitation

14. Proactive Intervention Strategies
1. Classroom Rules
2. Classroom Schedule
3. Physical Space
4. Attention Signal
5. Beginning and Ending Routines
6. Student Work
7. Classroom Management Plan
adapted from the Tough Kid series, and CHAMPs

15. 8. Make your rules describe behavior that is
measurable.
9. Assign consequences to breaking the rules.
10. Always include a “compliance rule”.
11. Keep the rules posted.
12. Consider having rules recited daily for first
two weeks then periodically..

16. Examples
Inappropriate Rules:
-Be responsible
- Pay attention
- Do your best
- Be kind to others
- Respect authority
Be polite
Preferred Rules:
– Keep hands, feet, and
objects to yourself.
– Raise your hand and
wait for permission to
speak.
– Sit in your seat unless
you have permission to
leave it.
– Walk, don’t run, at all
times in the classroom.

17. ABCD (Antecedents-Behavior-Consequences-
Demand) Analysis
What Are the
Antecedents of
the Behavior?
What Is the
Behavior?
What Are the
Consequences
of the Behavior?
What Are the
Demand of the
Behavior?
- Teacher-directed activity
- Content of the activity-
- Individualized nature of
the
activity
- Duration of the activity
- Location of Macario’s
work area
- Placement of peers’ work
areas
- Proximity of the teacher
- Teacher comment or
question
- Availability of other
activities
Macario calls out, makes
extraneous comments in
response to teacher
questions or comments,
distracts others, leaves his
work area, and completes
a limited amount of work.
- Receives teacher
attention
- Receives peer attention
- Avoids unmotivating
activity
- Performs a pleasant
activity
(e.g., interacting with
peers)
- Receives reprimand
- Leaves seat
- To avoid or express his
disappointment with the
instructional activity
- To receive attention
from adults and peers

18. Behavioral Intervention Plan
Goals Interventions Individuals Evaluation
1. To
decrease
Macario’s
callouts and
extraneous
comments
Teach Macario to
use a self-
management
system that
employs
culturally
appropriate
reinforcers
selected by
Matthew
1. Macario
• Teachers
• Family
members
• School
psychologist
1. Data on
Macario’s
callouts
and extraneous
comments
• Teachers,
student, and
family
interview data

19. Behavioral Intervention Plan
Goals Interventions Individuals Evaluation
2. To
increase
Macario’s
work
completio
n
2. Relate the content of the instructional
activity to Macario’s experiential background
and interests.
• Use cooperative learning groups.
• Promote active student responding via
response cards and group physical
responses.
• Provide Matthew with choices in terms of
the content and process
of the instructional activities.
• Solicit feedback from students concerning
the ways to demonstrate mastery.
• Use culturally relevant materials.
• Personalize instruction by using
students’ names, interests, and experiences.
• Use suspense, games, technology, role-
plays, and simulations.
• Teach learning strategies.
2. Macario
• Teachers
• Family members
• Principal
2. Data on
Macario’s work
completion and
accuracy
• Teacher,
student, and
family interview
data

20. Behavioral Intervention Plan
Goals Interventions Individuals Evaluation
3. To increase
Macario’s
in-seat
behavior
3. Use cooperative
learning groups.
• Use group-oriented
response cost system.
• Establish a classwide
peer mediation
system.
• Place Macario’s desk
near the teacher’s
work area.
3. Macario
• Teachers
• Peers
• Family members
• School
psychologist
• Principal
3. Data on
Macario’s
in-seat behavior
• Teacher,
student, and
family interview
data

21. Behavioral Intervention Plan
Goals Interventions Individuals Evaluation
4. To
increase
Macario’s
involvement
in
after-school
activities
4. Teach social skills.
• Pair Matthew with peers who
participate in after-school activities.
• Invite community groups and
school-based groups to talk to the
class about their after-school
activities.
• Share and read in class materials
about community and leisure
activities.
• Take field trips to community
facilities and after-school activities in
the community.
• Work with school and community
groups to increase the availability
of after-school activities.
4. Macario
• Teachers
• Peers
• Family
members
• Community
members
• Counselor
• Principal
4. Data on after-
school
activities attended
by
Macario
• Teachers,
student,
family, counselor,
and
community
member
interview data

22. Consequences
•The best consequences are reasonable and
logical
•A reasonable consequence is one that follows
logically from the behavior rather than one that
is arbitrarily imposed
•The best logical consequences teach the
students to choose between acceptable and
unacceptable actions.

23. For the following types of student behavior, develop both an example of
a logical consequence and an illogical consequence
•Chews gum
•Turns in sloppy paper
•Walks in the classroom noisily
•Passes paper in incorrectly
•Arrives late
•Does not bring textbook
•Does not bring pencil or pen

24. Students Who Cause Behavioral
Problems:
•Aggressive (the hyperactive, agitated, unruly
student)
•Resistant (the student who won’t work)
•Distractible (the student who can’t
concentrate)
•Dependent (the student who wants help all
the time)

25. The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.

26. Effective teachers introduce
rules, procedures, and routines
on the very first day of school
and continue to teach and
reinforce them throughout the
school year.

27. Discipline vs. Procedure
Discipline: Concerns how students BEHAVE
Procedures: Concerns how things are DONE
Discipline: HAS penalties and rewards
Procedures: Have NO penalties or rewards
A procedure is simply a method or process for how
things are to be done in a classroom.

28. Students must know from the very beginning
how they are expected to behave and work in
a classroom environment.
DISCIPLINE dictates how students are to
behave
PROCEDURES and ROUTINES dictate how
students are to work

29. Procedures
•Are statements of student expectations necessary to participate
successfully in classroom activities, to learn, and to function
effectively in the school environment
•Allow many different activities to take place efficiently during the
school day, often several at the same time, with a minimum of
wasted time and confusion
•Increase on-task time and greatly reduce classroom disruptions
•Tell a student how things operate in the classroom, thus reducing
discipline problems

30. • A PROCEDURE is
how you want
something done
• It is the
responsibility of the
the teacher to
communicate
effectively
• A ROUTINE is what
the student does
automatically
without prompting
or supervision
• Becomes a habit,
practice, or custom
for the student

31. A smooth-running class is the
responsibility of the teacher,
and it is the result of the
teacher’s ability to teach
procedures.

32. Procedures answer questions such as…
1. What to do when the bell rings
2. What to do when the pencil breaks
3. What to do when you hear an emergency alert
signal
4. What to do when you finish your work early
5. What to do when you have a question
6. What to do when you need to go to the
restroom
7. How to enter the classroom
8. Where to put completed work

33. Discipline with the Body…not the Mouth…
1. EXCUSE yourself from what you are doing
2. RELAX. Take a slow relaxing breath and CALMLY approach
the student with a meaningful look.
3. FACE the student directly and CALMLY wait for a response.
4. If there is no response, WHISPER the student’s first name and
follow with what you want the student to do, ending with
“please”. RELAX and WAIT.
5. If the student does not get to work, RELAX and WAIT. Repeat
Step 4 if necessary.

34. 6. If backtalk occurs, relax, wait and KEEP QUIET. If the student wants
to talk back, keep the first principle of dealing with backtalk in
mind:
IT TAKES ONE FOOL TO TALK BACK.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
7. When the student responds with the appropriate behavior say,
“Thank you,” and leave with an affirmative SMILE. If a student
goes so far as to earn an office referral, you can deliver it just as
well RELAXED. After all, ruining your composure and peace of
mind does not enhance classroom management.
-Adapted from Fred Jones, Positive Classroom
Discipline and Positive Classroom Instruction

35. Beginning and Ending Routines…
Entering Class
Goal: Students will feel welcome and will
immediately go to their seats and start on a
productive task.
Greet the students at the door.
Have a task prepared for students to work on as they
sit down.
Do your “housekeeping”.
Keep tasks short (3-5 min.)
When you’ve finished, address the task.

36. Beginning and Ending Routines…
Ending Routine
Goal: Your procedures for ending the day/class
will:
Ensure that students will not leave the classroom
before they have organized their own materials and
completed any necessary clean-up tasks.
Ensure the you have enough time to give students
both positive and corrective feedback, and to set a
positive tone or parting prayer for ending the class.

37. Student Work
•Design efficient procedures for assigning,
monitoring, and collecting student work.
•5 Major Areas of Managing Student Work:
Assigning Class Work and Homework
Managing Independent Work Periods
Collecting Completed Work
Keeping Records and Providing Feedback
Dealing with Late/Missing Assignments

38. Ponder This…
•You don’t build your football team on
the day of the game.
•You don’t drill a well when you get
thirsty.
•And you don’t discuss procedures once
an emergency has begun.

39. If the classroom is a fish bowl…
•Piranha
•Catfish
•Goldfish

40. Piranha
•Are usually the “trouble-makers”
•Can be passive aggressive or overtly
aggressive
•Have negative attitude
•Have attendance problems
•Are “at risk”
•Etc., etc., etc……

41. Catfish•Go with the flow
•Are usually good-natured, but have limited
motivation
•Are social beings
•Tend to cooperate; follow MOST rules
•Perform to the average or just enough to stay out
of trouble with mom/dad
•Etc., etc., etc……

42. Goldfish
•Are in the top 10-15% of their class
•Are “teacher pleasers”
•Are highly motivated to perform well
•Show enthusiasm for learning
•May be “over achievers” and /or high achievers
•Etc., etc., etc…….

43. Pre-Planning Strategies
1. Determine the learning styles of your students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies

44. Essential Questions
1. What do I want all students to know and be able
to do at the end of this lesson?
2. What will I do to cause this learning to happen?
3. What will students do to facilitate this learning?
4. How will I assess to find out if this learning
happened?
5. What will I do for those who show through
assessment that the learning did not take place?

45. Think-Pair-Share
“Best Practices” in Lesson Planning
Some Guiding Principles
Adapted From: 63 Ways of Teaching or Learning Anything by
Gary Phillips and Maurice Gibbons

46. Thinking It Through
•Lesson Content
•Learning Level
•Instructional Methods, Materials,
Activities
•Student Activities
•Evaluation Tools, Strategies, Activities

47. The Lesson Plan Rubric
Academic Focus
Instructional Strategies
Student Engagement
Writing Strategy
Reading Strategy
Technology Strategy
Assessment Strategy

48. Unmotivated Students…

49. The Unmotivated Student
1. Problems often emerge during late
elementary or middle school.
2. Often initiated by early academic problem.
3. Begins to see school as a place of
“drudgery”.
4. Will most often become discipline problem.
5. At risk of becoming a “drop out”.

50. The Unmotivated Student
Factors That Influence Motivation:
Fear of Failure – “Better to look bad, than
stupid”. Safer not to try.
Lack of Meaning – May not see relevance to
assignments.
Emotional Distress – Anxiety/Depression from
influences at home.
Learning Disability – Give up in frustration.

51. The Unmotivated Student
Lack of Challenge
Desire for Attention – look helpless to
teacher
Peer Concern – not cool to like school
Low Expectation – no encouragement from
home
Expression of Anger – due to pressure from
parents

52. Unmotivated Student Interventions
1. Vary Your Teaching Style
2. Relate Instruction to Student’s Interests
3. Make Instruction Relevant to Real World
4. Provide Hands-on Activities
5. Apply “Meaningful Work”…CHAMPs
6. Allow Student Some Control over What and How He
Learns
7. Praise Student’s Efforts and Accomplishments
8. If Student is Too Cool, consider incentives, rewards, group
recognition ( spark some competition)
9. Challenge the Students

53. HYPERACTIVITY
•Constant movement
•Easily distracted
•Lack of control
•Verbal
•Does not attend to cues
• Provide structured high
activity tasks
• Allow for control
movement
• Reward on-task behaviors
• Use color codes for
recognitions of behaviors

54. INATTENTION
Passive
Minimal problem-
solving skills
Dependent learner
Views ability versus
effort as a problem
 Focus attention on key
elements of activity
 Develop and mental map
with student
 Facilitate routine success
 Help the student self-
monitor performance

55. IMPULSIVITY
Speaks before thinking
out answers
Cannot monitor
behavior
Impatient with
repetition
Avoids anxiety
Provide short and specific
directions
Reflective evaluation
Develop problem-solving
Model expected
behaviors
Allow behavior outlets

56. DISRUPTIVE BEHAVIOR
Refuses to do work
Defy authority
Intimidates other students
Distract teaching through
verbal or physical means
 Reinforce positive
behavior
 Use high interest
personally relevant
material
 Provide short successes

57. Now What?
Where do we go from here?

58. ANALYSIS

59. As a teacher, your personal interest in
students also can be demonstrated by
establishing and maintaining rapport
with them.

60. Rapport can be established by:
• listening actively,
• talking to students about topics that interest
them,
• showing an interest in students’ personal lives,
• letting them know you missed them when they
are absent
and welcoming them back,
• sharing your own interests and stories,

61. Rapport can be established by:
• displaying empathy and giving emotional support,
• letting them perform activities in which they excel,
• greeting students by name,
• scheduling surprises for them,
• doing favors for them and allowing them to do things for you,
• acknowledging their performance and behavior,
• participating in after-school activities with them,
• recognizing special events in students’ lives such as birthdays,
• displaying kindness,
• spending informal time with students, and
• complimenting them

62. SCHOOLWIDE POSITIVE BEHAVIORAL
SUPPORT SYSTEM
1. agree on unified expectations, rules, and procedures;
2. use wrap-around school- and community-based
services and interventions;
3. create a caring, warm, and safe learning environment
and community of support;
4. understand and address student diversity;

63. SCHOOLWIDE POSITIVE BEHAVIORAL
SUPPORT SYSTEM
5. offer a meaningful and interactive curriculum and a
range of individualized instructional strategies;
6. teach social skills and self-control; and
7. evaluate the impact of the system on students,
educators, families, and the community and revise it
based on these data.

66. Each group must prepare a presentation about
the idea in the video that was presented.
Group 1 – Cheer
Group 2 – Slogan
Group 3 – Cinquain
Group 4 – Tanaga
Group 5 – Four-line Song
Group 6 - Mantra

68. Prepared by:
NOEL S. ORTEGA
Principal II, Milagrosa ES, Carmona, Cavite
Kto12 Chief Trainer and TG & LM Writer
NEAP Facilitator

69. - Bucalos & Lingo, 2005;Goodwin & Judd, 2005;McAdams & Lambie, 2003; Price & Nelson, 2007;Owens
& Dieker, 2003).
- https://www.youtube.com/watch?v=e6ieXLVCss4
- https://www.youtube.com/watch?v=2C-bvenTdYE
http://1.bp.blogspot.com/203JMiS3QKA/UjngIWN2wpI/AAAAAAAADYo/M7TxiocDQi8/s1600/It+Takes+A
+Village+To+Raise+A+Child.jpg