Transformative Classroom Management Resource Site

 

 

 

Home----CSULA Classes --- ASSC School Climate --- TCM --- About/Contact --- Workshops --- John Shindler

 

CSULA----Charter College of Education----Learning Style Resources----Paragon Learning Style Inventory (PLSI)----Assessment----Teaching Resources-----Mindfulness

 

 

 

http://www.transformativeclassroom.com/book.jpg

Transformative Classroom Management (TCM)

www.transformativeclassroom.com

 

TCM: Classroom Practices that Lead Schools up the Pathway.

As a teacher trainer, I would recommend this book as a must have. It could help teachers everywhere. - Teacher Trainer

 

Great Book! I highly recommend this book for those schools trying to turn around.

-Teacher

 

TCM is the best available resource to support our RTI level 1 process.

-Administrator

 

Alliance for the Study of School Climate (ASSC)

www.calstatela.edu/schoolclimate

www.schoolclimate.us

 

The SCAI is the #1 Rated School Climate Inventory

*      Unique design and Content

*      Meaningful Information for Meaningful Change

*      Empowers Teachers and Students

 

Innovative Roadmap to explain where any school is on its journey - New

What makes a good school video - New

School Improvement Support from ASSC

 

 

We Teach Who We Are. So Why not Teach the Real You! (ppt) - New

 

 

 

 

Why TCM? TCM is simply the most effective set of practices for creating classroom excellence!!!! TCM will

*     Take your school to the next level of function and effectiveness.

*     Increase student achievement.

*     Create a psychology of success in every classroom.

*     Improve your school climate and move your school up the effectiveness pathway.

*     Make your PBIS or RTI program work the way that you had originally hoped with practical ideas for getting better immediately.

*     Provide a foundation so that RJ can actually work at your school.

*     Make the high performing student-centered classroom a realistic, practical and attainable goal.

*     Integrates well with your mindfulness promoting efforts

 

https://www.teachingenglish.org.uk/sites/teacheng/files/styles/large/public/images/49425.jpg?itok=QNZp-w6x

The SCAI is Uniquely Capable of Supporting the Improvement Process

As consultants coaching schools on real transformation, the SCAI instrument is by far the best tool. Instruments that use Likert scales do not give enough information and are not practical to the change process. In contrast, the SCAI gives specific information that easily lends itself to developing specific strategies for positive change. Teachers easily understand the results of the survey and feel empowered to make changes once the see the results of the instrument. DRIVE Consulting

 

 

 

 

 

Resource Materials

*      In Search of a Complete&Coherent Discipline/Management System - New

*      Change Your Classroom Management Change Your School - New

*      10 reasons to use Transformative Classroom Management TCM - New

*      7 Bad Classroom Management Ideas Sold to Teachers in PDs - New

*      Comparison of the CM options at the current time - Matrix - New

*      Better than Best Practice: The Management Achievement Connection

*      Why Assessing School Climate is Key to Reducing the Achievement Gap

*      Positive Alternative to Names on the Board and/or Colored card system

*      Creating Clear Classroom Expectations

*      10 biggest classroom management mistakes teachers make

*      Exploring the Use of Competition in the Classroom

*      What happens when we use Extrinsic Rewards

*      Making your Thinking your Ally not your enemy: ch 16

*      Moving from 4-style (dominator) to 2-style (conductor) practice

*      Moving from 2-style to 1-style (facilitator) practice

*      Teaching that Promotes a Success Psychology

*      Self Esteem: A Definition

*      Teaching for Self Esteem

*     Basic Needs

*     Teaching Style Continuum

*     Teaching Style Classifications

*     Technical Management: Cues, Directions, etc.

*     Individual Situational Leadership Model

*      Consequences and punishments

*     Excuse Psychology

*      Use of Reality Therapy

*     Assessing Process/Participation - New

*     Athletics, Climate and Psychology of Success - New

*     Negative Identity Cycle

*     Succeeding With Challenging Students and Negative ID

*      Socially Constructed Reality

*      Forms of Teacher Power

*     Negotiating a Power Struggle

*     Managing the Behavioral Contract/Covenant

*      Teaching Choices and Classroom Management

*      Social Learning Model

*      Self- Theories (Dweck 1999)

*     Cooperative Learning Management

*     Success Psychology: A definition

*      Building Classroom Expectations and Community

*      Collaborative Assessment (AERA Paper 2002)

*      Effects of Teacher Language use exercise

*      After school program leadership development materials packet

*      Examining the term the Real World in schools

*      Teaching Across Type: 5 Principles

 

Paragon Learning Style Inventory

o   PLSI site

o   Learning Style Resource Site

o   Authorized Materials

 

Course Resources

v Example Classroom Management Plans (CMPs) EDSE 5000/EDEL 4020

v Example Instructional Strategy Plans (ISPs) EDSE 5000/EDEL 4020

v Example Action Research: Classroom Climate Projects (EDCI 5900)

v Example Assessment Plans (ASPs) from EDSE 511

 

 

 

 

 

Study Results: Transformative Classroom Management Practices vs Traditional Practices

TCM classroom management practices were shows to reflect higher levels of student achievement when compared to other methods. Achievement test scores from 300 schools are graphed in the figure below. The vertical axis of the graph represents the quality of the classroom management practices at each school as measured by the ASSC School Climate and Function Instrument. What the scatter plot graph clearly indicates is that the closer the practices at the school were to TCM/transformative practices (1 = low quality, 5 = transformative/high quality) the higher the achievement at that school (as measured by the CA API, 200-1000). The study found a +0.8 correlation between classroom management practices and student achievement.

See full studies (2011 version) (2009 version)

 

ASSC School Climate Resources

Comparison and Efficacy of the SCAI (and why it is the best) - New

Transformative Leaders Roadmap for Facilitating School Excellence - New

Blueprint For Improving School Climate

Social Justice, Classroom Management and the Achievement Gap: Why School Climate Assessment is the Key to Reducing Student Achievement Differences

Change from the Inside: Examining K-12 School-wide Improvement using the ASSC SCAI

ASSC SCAI (School Climate Assessment Instrument)

10 Reasons to Incorporate the Paragon Learning Style Inventory PLSI

 

 

 

 

What makes a Good School- Animated Video (12 min)

https://youtu.be/IdAuKV2REE8

https://www.youtube.com/watch?v=IdAuKV2REE8

 

 

 

 

 

 

 

 

 

 

 

 

Mindfulness Corner

Link to Mindfulness Page on this site

 

We Teach Who We are ppt

If we do indeed teach who we are, why not teach the real you

 

Chapter 16 of TCM: Teacher Thinking

 

Excerpts from the upcoming book The Transformative Teachers Daily Mindfulness Guide

v  Levels of Consciousness/States of Mind

v  Personal Vision Development Process

v  Sample Entry: Control

v  Sample Entry: Looking out at Students

v  Sample Entry: Negativity and Where it comes from

v  Sample Entry: Energy Use

v  Psychology of Success and Mindfulness: Chart

v  Leaders/Teachers Vision and Mindset Reflection

v  Teaching Matrix and Personal Value System

 

*** More to Come ***

 

What is a Transformative Mindset?

A transformative mindset is simply an intention to do away with the self-limiting references (values, narratives, beliefs, conditioning, etc.) that we are using currently and then opening ourselves to discovering more of the potential within us, our colleagues and our students, and then finding and applying the actions and practices that are most likely to make that happen.

 

 

CSULA Mind Matters Initiative

meditation-1837347_640

 

 

 

 

 

 

 

 

 

S Popular Classroom Management & School Discipline Systems Available in 2017 - Comparison

 

Teachers and school leaders today have a great variety of options to consider when it comes to classroom management and discipline books, programs and systems. Each option has its own unique advantages and/or disadvantages. The table below represents some of the most commonly used discipline approaches across a series of important comparison criteria.

 

 

 

 

 

 

 

 

 

Leading Classroom Management and Discipline Approaches - 2015

 

Transfomative Classroom Management - Shindler

First Days of School - Wong

Assertive Discipline - Canter

Beyond Discipline Kohn

Teach Like a Champion - Lemov

Conscious Discipline - Bailey

Positive Behavior and Intervention Supports (PBIS)

Restorative Justice

Complete and Comprehensive approach to Classroom Management and Discipline

YES

Some/

Mixed

YES

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

NO

Provides practical strategies to create a high function classroom in any school

YES

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Step-by-Step system for creating the student-centered, self-directed, classroom community

YES

NO

NO

Some/

Mixed

NO

YES

NO

NO

Step-by-step process for creating a collective class social contract

YES

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Practical strategies to create 100% attention and engagement

YES

YES

YES

NO

YES

Some/

Mixed

NO

NO

Provides support for a student discipline system

YES

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

Some/

Mixed

YES

Takes an integrated approach to management, instruction and assessment

YES

YES

Some/

Mixed

YES

YES

Some/

Mixed

NO

NO

Systematically encourages school climate quality improvement

YES

NO

NO

YES

Some/

Mixed

YES

Some/

Mixed

Some/

Mixed

Recommends only practices that promote healthy outcomes in the long-term.

YES

NO

NO

YES

Some/

Mixed

YES

NO

YES

 

YES = Addresses area purposefully and thoroughly.

Some/mixed = Treatment of this area is either incomplete or includes problematic content

NO = Either does not intend to address this area or treatment is very minimal


 

Transformative Classroom Management (TCM) Compares Favorably

As seen in comparison table, the fundamental principles and practical explanations included in Transformative Classroom Management (TCM) compare favorably to other approaches available today. TCM can be used in any school to increase the function and quality of any classroom or the school as a whole. It is practical and provides step-by-step explanations. One feature that makes TCM unique is its clear and concrete explanation for how to create the high function student centered (vs. teacher-centered) classroom community. TCM provides a roadmap for improvement, regardless of the starting point. Applying the content of TCM to any classroom will support the development of higher levels of function, ease, emotional well-being and performance for teacher and students.

 

TCM is valuable for teachers at all points in their career and schools in any situation

 

Teachers Preparation Textbook or Supplement: TCM provides pre-service teachers the principles and practices to conceive and produce excellence. It outlines the hows and whys novice teachers need to know to hit the ground running, as well as supporting their understanding of what it means to create the high functioning classroom and their students social and emotional well-being defined by a psychology of success. TCM is a complete treatment of classroom management and discipline so it works as a stand-alone and complete course or professional development resources.

 

New Teacher In-service and resource: TCM provides new teachers the confidence of having the go-to resource they need to begin their growth as a teacher with high functioning principles and practical strategies to be effective right away. TCM helps new teachers keep their eyes on a vision of the excellent classroom and provides concrete and practical explanations for how to actualize that vision. As a result, they are able to achieve high function very early and without suppressing their humanity or joy (so they do not have to, as the saying goes, wait until the end of the first term to smile).

 

Experienced Teacher enhancement: TCM provides teachers of any experience level ideas to move to the next level of performance. It also helps the experienced teacher better classify their current strategies and habits into things they will want to 1) do more of, 2) modify, or 3) cease doing. The TCM teacher style matrix is helpful for any teacher to self-assess their basic intentions and how they might reconceive their goals as a classroom manager. And many of the chapters provide step by step strategies that no other resource provides including Chapter 15 that gives teachers a systematic plan for creating the student-centered, community classroom.

 

School Improvement Resource: TCM outlines the practices and principles for how to create classrooms that support the overall schools movement to the next level. Combined with the ASSC pathway, TCM lays out a roadmap to a clearer understanding of what good looks like. The fact is that many popular classroom strategies at best contribute to mediocre functioning, and can actually contribute to school-wide dysfunction. TCM promotes only healthy long-term success psychology promoting practices. For schools that are already good, TCM outlines how to move from the common practices that define schools that are stuck at adequate and help them move to excellent. When TCM practices were used in schools consistently, the achievement in those schools represented over a 90tile level of academic performance and level of school climate.

ocial Justice

Best Classroom Management Model

Practical Strategies

Real world

The Transformative Leaders Roadmap to Facilitating School Excellence and Progress Up the Growth Pathway

(ebook on this site and the ASSC site)

Book Index Page

School Climate Index Page

 

Section I: Building the Pathway

1.     Introduction to TCSS and the Pathway

2.     Research and Correlation and R-X-O

3.     Vertical Axis: Intention levels of perception and other aspects

4.     Horizontal Axis: Empowerment POS and other aspects

5.     Putting it all together and Assessing where you are: school and classroom

Section II: Moving up the Pathway

6.     Trust and Process Values

7.     R - References and Vision

8.     Instructional Leadership (author Mary Manning)

9.     X: Changing Xs and Practices

10. O: Outcomes and Evidence based Decision making

11. Exploring the Eight School Climate Dimensions

12. Moving up from lower levels: Building clarity and direction

13. Moving up from middle levels: Making the left hand turn

14. Leader self-reflection processing

 

 

Appendices:

Ground rules for meetings

ASSC Study in more detail

PCT feedback loop and R explanation

School Level LOP chart

1 paradigm school POS

1 paradigm classroom POS

Leader POS vs. POF

Q&A

 

 

 

RTI

Restorative Justice

 

Teachers fixing students reward systems control in the classroom los angeles schools physical education improving schoo

 

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