Failure to effectively manage classroom behavior is the number one reason for today's teachers leaving or losing their jobs. Repeated warnings, scoldings, and lectures continue to be the disciplines of choice even though time-consuming, disruptive, and stressful. Student claims of mistreatment are at an all-time high. Yesterday's behavior management strategies are not effective in today's classrooms. More reminders, more reprimands, and more referrals are not the answers. To put it simply, "words won't work."
Imagine using your voice only for instructing, helping, and encouraging students to excel in learning. Disciplinary words, confrontations, and wasted teaching time are absent from your classroom. You and your students work together in a democratic environment where everyone is treated with courtesy and respect regardless of their behavior. You maintain student attention and cooperation without verbal intervention. And, most importantly, you enjoy teaching everyday. Conducting ConductTM has made this dream a reality for hundreds of new and experienced teachers.
To maximize teaching and minimize disciplining, Conducting ConductTM utilizes three key components:
1. A silent method for communicating attentive and cooperative behavior.
2. A student-centered, student-managed process for maintaining accountability, and
3. A four-level resolution plan for repeated misbehavior.
First, with the use of five silent signals, Conducting ConductTM removes those elements of communication that often trigger negative and disruptive behaviors from students. Along with learning to respond to signals, students learn how to help and alert each other to be attentive without disruptive words. The Conducting ConductTM handbook provides easy-to-understand charts for teaching the signals.
Click here to compare and see why Conducting Conduct'sTM signaled intervention method is superior to verbal intervention methods used by most teachers.
Second, in addition to using silent signals to communicate attentive behavior, Conducting ConductTM provides the teacher with an effective process for dealing with uncooperative students. Briefly, Conducting ConductTM employs a disciplinary process which grants the student time alone to reflect and respond to choices that teach and promote responsible behavior. Like the silent method for communicating attention, the disciplinary process accomplishes its purpose without words or disruption. Since students understand well the consequences and the disciplinary process, there is no reason to further explain or intervene. Without tricks or strategies to remember, you will simply use the silent signals and the time-out response slips as students quickly learn to self- correct and make responsible choices.
As an option, Conducting Conduct'sTM ready-to-use forms combined with a special spot clock, clipboard will enable the students to easily manage the clerical duties related to the disciplinary process. Teachers no longer stop class to fill out, record, deliver, collect, review, and file time-out slips, thus permitting their teaching to continue uninterrupted. Teaching and trusting students to follow and to manage the discipline process makes Conducting ConductTM both student-managed and student-centered.
Click here to compare Conducting ConductTM with the traditional time-out process.
And third, for students with repeated misbehavior, Conducting ConductTM uses a four-level behavior plan. The plan's effectiveness is a result of assigning the responsibility for resolution on the student rather than the teacher. Like the time-out process, Conducting ConductTM provides ready-to-use forms to help students realize the effects of their misbehavior and to develop their own plan for becoming cooperative and productive members of the class. Students recognize that it is their behavioral choices, not the teacher's, that place them in the more restrictive disciplinary levels and that better choices will make it possible for them to return to participate.
Click here to compare Conducting ConductTM with the traditional resolution plan.
In addition, students with challenging behaviors, including ADHD, learn and work cooperatively with their classmates. They choose to and know how to quickly correct their misbehavior without the need for verbal reminders or reprimands. Teachers no longer use tapping, clapping, waving, shouting, and glaring techniques to gain attention; nor persuasion, manipulation, or coercion to achieve cooperation. Unlike other classroom management programs that employ disruptive and destructive strategies, Conducting Conduct'sTM refreshing new method produces a learning environment where the focus is on teaching, not disciplining.
Click here to see how Conducting ConductTM differs from the traditional managment model used by most teachers today.
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