Classroom structure and consistent expectation are keys to success with behavior.
S.T.O.I.C. is a classroom management tool for educators from Safe and Civil School principles.
We show examples of how the S.T.O.I.C. principles for classroom management can be applied. We provide clear and consistent instructions so that students can be successful. We keep calm and neutral with our process to set the tone and example for our classroom environment. We have high expectations for our students and utilize our resources to equip them for productivity. We praise positive actions as all humans thrive when their effort is appreciated.
Increasing positive interaction is key to classroom management and success with behavior
Educational success starts with building structure and teaching the expectations throughout the whole school. In the classroom we have to remember to observe our students and greatly increase our ratio of positive interactions to keep students engaged and focused.
S.T.O.I.C. classroom management success requires observation
As soon as you teach and model the expectations start to immediately observe students who comply, reward them right away with a token reward. This will increase your on task behavior and reinforce that you notice students doing the right thing. We must avoid getting caught in a criticism trap where we only notice students doing the wrong thing. We get more of what we pay attention to. Reinforce what you want more of with more positives. Additionally, increasing opportunities to respond is a research based strategy to keep students engaged in your teaching. Gone are the days when the only way to answer is to raise your hand.
You will see both of these strategies (positives and opportunities to respond) modeled in the video above with a group of fifth grade students.
S.T.O.I.C. classroom management requires reflection
Review your classroom in the first three days with these guiding questions:
Classroom management tools prepare us for common responses to misbehavior
After increasing your ratio of positives remember the common response to misbehavior: Correction, Expectation, Conversation, Restoration & Notification. Keep applying these principles to your classroom structure and believe that every student can achieve high success.
Instructional video covering school wide expectations for students at breakfast
This video demonstrates how we communicate a consistent expectation for students during our breakfast time. These short and simple videos can be utilized in the classroom as well as at assemblies to reinforce steps to success.
Starting the school day on a positive note requires consistent communication of expectations.
Breakfast is key to starting our day of in the right mood and mindset so that we can achieve in the learning process. Establishing clear expectations is key to developing high structure for administrators, educators, assistants and students.
Step Up 2 Success (SU2S) shares a recent video made for real world application to establish recess expectations for students.
SU2S.org will help you build high success at school, at home and at work.
Why are we constantly putting out fires in education?
By Megan Madlena & Kelsey Isaacson
We need to stop putting out fires. We put out too many fires in education. A behavior support team should be a part of a larger system of High Support that is aimed at prevention.
Constantly being in reactive mode wears people out and is ineffective.
By empowering teachers, assistants and students we can improve retention and put students first.
What does it mean to be proactive rather than reactive?
When we wait for a problem to escalate and then seek administrative help to assist with a student that is misbehaving.
Positive plans that create a system of support that have High Structure and High Support.
Playing ahead of the game. Read more on these principles in our SU2S.org article - We Make The Weather
What is a substantial disruption?
Subjective factors include the student, the teacher and the grade level. When there is an escalation we are reacting not to the behavior but to the plan. We stay calm, neutral and consistent.
Reactive systems are often viewed as interuptive or ineffective.
Teachers can view positive behavior systems that are reactive as rewarding bad behavior. When we work to be proactive, to respond to the plan rather than the behavior, we build preventative interventions.
By working within the system and the plan teachers allow the principles to work for them. Teachers get escalated because of misbehavior because they feel that there isn’t a solid plan.
Step Up 2 Success creates a plan and a structure to empower student and teacher so that everyone can work for High Success. We didn’t start the fire, we respond to the fire(s) but we want to do is to work together to get ahead of it.
Video by IZ Media
Step Up 2 Success (SU2S) contributors include Megan Madlena, Kelsey Isaacson, Jon Isaacson and others. Contact us to contribute relevant content to SU2S at Home.
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