STOP THE CHAOS IN CLASSROOMS AND SOCIAL SYSTEMS
STOP THE CHAOS IN CLASSROOMS/SOCIAL SYSTEMS
Dr. Alfreda Emonya Love
Educational Consultant/La Vega ISD
Mrs. Evelyn Green
Educational Consultant/Texas A&M AgriLife Extension Services
The concept of “Stop the Chaos,” examines the relationship between teacher/leader and student performance/employee in relation to classroom management and work performance. A number of instructional and preventative methods are used for classroom management/systems, which highlights student and community refocus. When comparing the past to present school and organizational structures, one realizes that leaders have changed, instructional time has decreased, teacher burnout is on the rise and student’s behaviors have changed. The question that continues to rise is, “How can organizations teach behavior while accomplishing the task of instruction or work performance?” The answer to many questions relating to behavior and performance within schools, churches and organizations is self-efficacy. Researched based practices utilized in the system (Stop the Chaos) offers self-efficacy, researched based practices and an increase in instructional learning time and work quality. The premise which separates this proven system from other preventative measures is the student approach (How to self-correct?) and the teacher approach which is relationship, but more of self-efficacy. Self-efficacy within the program is defined as believing in one’s self and having confidence to correct or implement a procedure that will deliver a culturally responsive environment. The major factor that makes “Stop the Chaos” one of the most effective systems is the connection and one to one attention for new teachers/leaders and the reconnection to revitalize veteran teachers/leaders. The purpose of the article is to help you decide if a program such as “Stop the Chaos,” is the missing piece in your school, organization or church.
SOMEONE ASKED THE QUESTION:
Why is discipline in the classroom out of control and why is the environment within the sector (school, business or church) not culturally responsive? Many people ask questions relating to structure and chaos and this article will give you a brief overview of what one need to hear, rather than what one may want to hear. In the next few minutes that you and I have together, we are going to take a look at three crucial elements that you MUST consider before taking another step to take back control in the classroom, organizations and churches. First, let’s explore the big question of why it’s time to teach. Once this system answer the question of why, then we shall focus on how can change take place gradually. Finally, we will explore why the training is necessary to move the school, organization or church forward.
First, the discipline rates are climbing in schools and school academics and performance are decreasing. According to, Texas Education Agency (TEA) the State Level Annual Discipline Summary, (2013-2014), states under the “Juvenile Justice Alternative Education Placement (JJAEP) Expulsion that Black or African American is (528), Hispanic/Latino (1,550), White (614), Under the Disciplinary Alternative Education Placements (DAEP) (B) (24,120), (H/L) (51,418) (W) (19,377), Out of School Suspension (B) (174,393), (H/L) (247,209), (W) (66,390), and In School Suspensions (B) (335,570), (H/L) (663,214), (W) (273,316)”. Additionally, (TEA 2014) the Texas Academic Performance Reports “In all Subjects (State) (15%), (B) (7%), (H/L) (10%), (W) (22%)”. Therefore, the data presented represents a need for change in the educational systems. When reviewing organizations, the turnover rate varies and in some churches, the attendance rates are low. The purpose of this article is to introduce strategies and new methods that will increase instructional learning time/productivity so that teachers/leaders can teach/train with less discipline problems and drama.
Classroom rules and policies that were used yesterday with today’s students and adults in school cannot be used for today’s generation because this is a new century. Helping people create a new way of thinking can transform and reform behaviors and learning in schools or organizations. Creative ways to foster relationship and refocus the group builds better relationships, teaches students and adults how to self-correct while building a community, rather than a group of people. If one would ask, what platform that Stop the Chaos uses to enhance productivity and add value to people and unfavorable situations, the answer is caring. John Wooden and Madeline Hunter summed up this phrase, “Kids don’t care how much you know, until they know how much you care”. Students will make learning a second priority if there is a deviation from relationship. (John Wooden, Madeline Hunter, 2011) Likewise, adults in churches and organizations respond very similar to children when they feel valued.
One conflict that “Stop the Chaos” focus on is the assumption of since I (teacher, leader, coach, minister, supervisor) have high expectations for behavior and integrity; everyone will come packaged with these qualities. The problem with the type of thinking centered on a desired outcome without vision is assumption. Assumption gives consequences and “Stop the Chaos affords refocus. Behavior has to be taught in the schools and other organizations. When learning ideas or concepts it may take some longer to learn than others. “Ineffective classroom management leads to detrimental effects including student resistance and disengagement, general misbehavior, and in some cases, school violence”. (Angus et al., 2009, Lewis et al, 2005). Punishment does not change behavior, because if punishment changed behavior, there would be no need for prisons. In research the exploration of discipline as a teaching method, rather than a consequence is highly regarded. Actions which constitute immediate consequences temporary allows escape. Schools and organizations should teach behavior as a lesson, rather than consequences. Some extreme cases should have been taught at home, but 90% of the behaviors must be taught next to reading and math. Listed below, schools, organizations and churches can find ways to reinforce management within various systems.
Focused Training Techniques (Time to Teach)
Five Core Components:
- Self-Control Strategies
- Classroom Design Techniques
- Teaching to Appropriate Behaviors
- Accurate and Timely Consequences
- Student Teacher Relationships
- Learning calmness is contagious and silence is powerful strategies
- Dealing with challenges on student time
- Personal space awareness
- Avoiding power struggles
- Diffusing challenges
Classroom Design Techniques
- Desk arrangements
- Ecological revisions
- Use of
Teaching to Appropriate Behaviors
- Teaching to classroom rules
- Teaching to classroom routines
- Teaching to common or shared area expectations
- Teaching behaviors using the I do-we do-you do methods
Accurate and Timely Consequences
- Refocus-eliminating 90% of classroom challenges
- Avoiding multiple warning and repeated requests
- Using start-up and shut-down prompts
Student Teacher Relationships
- Connecting with kids
- Unconditional Positive Regards (UPR)
- Turning challenging students into allies
In conclusion, these powerful researched-based classroom management ideas can transfer to any organizational system including the military. The strategies listed are based on proven results and can be implemented in the classroom/systems and transform poor discipline performance/work performance while increasing academic success. The relationship between the methods identified in the system (Stop the Chaos) and organizational climates (schools, churches etc..) is when one is at peace in the mind and understand how to refocus, the work and school performance will increase. It’s time to teach, it’s time to win, and it’s time to take control of the classroom and increase positive interactions within systems. It’s time to move with this new generation and stop the chaos in classrooms and work. It’s time to do it for our teachers, leaders, employees and it’s time to do it for our students and team members of today. Do you have the time to do it today? Perhaps, it’s time to watch this testimonial video, and then make the time to do it.
Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them?
Teachers’ Views of Unproductive Student Behaviors in the Classroom. Australian
Journal of Teacher Education, 39(6). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss6/
TEA, Texas Education Agency, (2007-2012), Discipline Reports, Academic reports, Retrieved
Time to Teach Inc, (2012) Time to Teach Testimonial Video, Retrieved from
Wooden, J, Hunter, M., (2011), Being the Best Educator, Retrieved from
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