Teachers learn and practice each strategy during the day, so the system is ready for their very next class.
When low-level behavior fills the day, instruction time disappears and the best lesson plans go undelivered. A campus that wants higher achievement has to give teachers a working system for discipline first.
This training does that. Its strategies reduce or eliminate 70 to 90% of low-level, chronic behaviors, which lowers stress for teachers. Classroom management is the number one reason educators leave the profession, so it is also a retention plan.
"Teachers' actions in their classrooms have twice the impact on student achievement as school policies regarding curriculum, assessment, staff collegiality, and community involvement."
The training models each strategy and gives teachers time to practice it.
Prevention is the strongest tool a teacher has. Teachers learn to stay calm, read the room, and spot trouble early, which heads off up to 90% of low-level problems before they interrupt instruction. The day starts here because the rest depends on it.
Routines are taught like academics. This component gives teachers a lesson-plan format for expectations and a plan for the first week of school.
Teachers learn five immediate steps for an out-of-control student and how to carry out discipline firmly but fairly. Multiple warnings and repeated requests go away.
Fifteen desk arrangements, and when to use each one. Teachers also learn where to stand so challenges are less likely to start.
Relationships can be taught and practiced. Teachers leave with ways to make every student feel seen and to earn the trust of students who resist.
In person on your campus, as a full day or a half-day, whenever your calendar allows.
8:30 AM to 12:00 PM covers how to stay calm and alert, how to arrange and design the classroom (including fifteen desk arrangements), the teaching power position, and how to teach and enforce rules and procedures.
1:00 to 3:30 PM, after a one-hour lunch, covers disciplinary actions that are firm but fair, student-teacher relationships, non-compliant students, the five immediate steps to regain control, and teaching without multiple warnings or repeated requests.
Tell Jeri Jorgenson-Zwibel how many teachers will attend and when.