01
Time
Low-level discipline problems are where instruction time goes.
Program one
A complete classroom management system in one training day
Teachers learn and practice each strategy during the day, so the system is ready for their very next class.
Why this training
Four reasons to start with classroom management
02
Achievement
Discipline comes first. Without control, even the best lessons stay undelivered.
03
Stress
These strategies reduce or eliminate 70 to 90% of chronic, low-level behaviors.
04
Turnover
Classroom management is the number one reason educators leave the profession, and the fix can be taught.
Research
"Teachers' actions in their classrooms have twice the impact on student achievement as school policies regarding curriculum, assessment, staff collegiality, and community involvement."
Marzano, R. J. (2003). What Works in Schools. ASCD.
The five components
One day, five components
The training models each strategy and gives teachers time to practice it.
1. Self-Control
2. Rules & Procedures
3. Responding to Challenges
4. Ecology & Arrangement
5. Relationships
Component One
Self-control strategies
Everything else in the training builds on self-control. Teachers learn to read the room, stay calm, and catch disruptions early, preventing up to 90% of low-level problems.
Component Two
Teaching rules and procedures
Clear procedures, taught on purpose, reduce office referrals. Teachers learn to plan and practice routines the same way they plan academic lessons.
Component Three
Responding to challenges
Timing matters when a student challenges a teacher. Using the diffuser system, contingent withdrawal of attention, and a supportive stance, teachers defuse confrontations in five seconds or less, and they stop giving repeated warnings.
Component Four
Classroom ecology and arrangement
Can moving desks reduce discipline problems? Often, yes. Teachers see fifteen arrangements and learn to position themselves so the room works for them.
Component Five
Student-teacher relationships
Teachers learn to reach the students who test every limit. Trust comes first, and students who trust their teacher become contributors instead of distractions.
Agenda
What the day looks like
Full-day or half-day, delivered in person at your school and scheduled around your calendar.
From 8:30 AM to 12:00 PM, teachers work on a calm, alert mindset, the design and arrangement of the classroom, the teaching power position, fifteen desk arrangements, and how to teach and enforce rules and procedures.
Lunch is 12:00 to 1:00 PM. The afternoon, 1:00 to 3:30 PM, covers firm but fair discipline, student-teacher relationships, connecting with non-compliant students, five immediate steps to regain control, and ending multiple warnings and repeated requests.
Want this on your calendar?
The quote form takes a few minutes.