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Rich Korb - Motivating Defiant and Disruptive Students to Learn: Positive Classroom Management Strategies

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    Motivating Defiant and Disruptive Students to Learn: Positive Classroom Management Strategies
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How to stay calm, cool, and in control of your classroom

Todays teachers face more challenges than ever before in managing student behavior in the classroom. New teachers often find themselves underprepared for the realities of hard-to-engage students and increased class size. Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep you and your students focused on learning. This accessible, step-by-step guide for new and veteran teachers offers easy-to-implement methods that help you:

  • Motivate and engage students
  • Set up your classroom to prevent disruptive behavior
  • Stay calm in the face of adverse situations
  • Reduce the effect of misbehavior on other students learning
  • Respond to inappropriate behavior effectively
  • Avoid burning out
  • This powerful staff development program is filled with strategies you can read today and apply tomorrow. They have been classroom tested and praised by teachers looking for guidance when they wanted to scream, yell, or cry. This book will reignite your love of teaching as you reap the rewards of a well-managed classroom.

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    MOTIVATING

    Defiant &
    Disruptive
    Students

    TO LEARN

    To Joy Bach
    For the sacrificial hours you spent editing and being a cheerleader and for your selfless commitment to this project.
    Thank you.

    MOTIVATING

    Defiant &
    Disruptive
    Students

    TO LEARN

    Positive
    Classroom
    Management
    Strategies

    Rich Korb

    Motivating Defiant and Disruptive Students to Learn Positive Classroom Management Strategies - image 1

    Motivating Defiant and Disruptive Students to Learn Positive Classroom Management Strategies - image 2

    FOR INFORMATION:

    Corwin
    A SAGE Company 2455
    Teller Road
    Thousand Oaks, California 91320
    (800) 233-9936
    Fax: (800) 417-2466
    www.corwin.com

    SAGE Ltd.
    1 Olivers Yard
    55 City Road
    London EC1Y 1SP
    United Kingdom

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    Mathura Road, New Delhi 110 044
    India

    SAGE Asia-Pacific Pte. Ltd.
    33 Pekin Street #02-01
    Far East Square
    Singapore 048763


    Acquisitions Editor: Hudson Perigo
    Associate Editor: Allison Scott
    Editorial Assistant: Lisa Whitney
    Production Editor: Cassandra Margaret Seibel
    Copy Editor: Cate Huisman
    Typesetter: C&M Digitals (P) Ltd.
    Proofreader: Sandy Zilka
    Indexer: Joan Shapiro
    Cover Designer: Scott Van Atta
    Permissions Editor: Adele Hutchinson

    Copyright 2012 by Corwin


    All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

    This book was self-published by the author in 2010.

    Printed in the United States of America.

    Library of Congress Cataloging-in-Publication Data

    Korb, Rich.

    Motivating defiant and disruptive students to learn: positive classroom management strategies / Rich Korb.

    p. cm.
    Includes bibliographical references and index.

    ISBN 978-1-4522-0578-6 (pbk.)

    1. Classroom management. 2. Problem childrenEducation. 3. Problem childrenBehavior modification. 4. Motivation in education. I. Title.

    LB3013.K665 2012 371.1024dc23 2011039018

    This book is printed on acid-free paper.

    12 13 14 15 16 10 9 8 7 6 5 4 3 2 1


    Contents

    Preface

    M oving from suburban Seattle to the logging communities of southwestern Washington introduced me to the realities of culture shock. How things were done in middle-class America did not always work in rural America. Classroom management was no exception.

    On the opening day of elk season, my classroom was occupied by only female students. Frustrated, angry, and thinking the students were playing a prank, I asked the girls where the boys were. They acted like I was from another planet. I suppose in a way I was, as the students called me City Boy. Apparently the school board had a policy that excused boys to go hunting on opening day. My position on school attendance is that school comes first, unless you physically cannot get out of bed. I quickly learned that to survive, I was the one who needed to conform to the standards established by the local school board. I also learned to be creative within the limits of state law, school board policy, and building administration.

    As the first year grew into 34 years, I found methods for working with the most challenging and difficult students. During my second year, a youngster named Chuck was enrolled in the keyboarding class I was teaching. Chuck was defiant, disruptive, and disrespectful to anyone he thought did not respect him. Chuck and I sat down and came up with a plan for him to pass the class. We were fortunate to have two classrooms separated by a full set of windows and a door. Chuck would get one room to himself, while I taught in the other. We agreed that he would complete his daily assignment during the class period; that he could walk around when he needed to, look out the window, and join the class if he sat and worked; and that he would not leave the classroom without permission. Chuck never rejoined the class, but he was never defiant, disruptive, or disrespectful with me. He did all of his assignments and passed the class.

    Throughout my career I have always found a way to get on the same page with challenging students. Gaining a students trust is the first step toward successful interventions.

    Outlined within these pages are precepts that I have catalogued over the past 34 years as a teacher, administrator, and national presenter. These strategies will work if approached with a willing mind and compassionate heart for each student. This methodology in classroom management can be applied immediately in your classroom or building.

    Throughout our journey of the strategies listed within these pages, you will notice references to our team. As in any work it takes a team and they need to be recognized as such. Join us in our tour of working with difficult students.

    Enjoy the journey on your road to successful student management, and may you become encouraged and reenergized to work with challenging students.


    Acknowledgments

    M y personal thanks are given to the many friends, teachers, and thousands of students who have contributed directly or indirectly to the strategies, methods, precepts, and ideas incorporated within these pages.

    To my good friend and excellent writer John Trumbo, for his encouragement and storytelling approach, which caused this project to come to lifethanks a ton.

    To my son David, for his hours of layout, presentation preparation, and technical supportyou are my hero.

    This book would not have been possible without this fine group of dedicated individuals.

    Publishers Acknowledgments

    Corwin would like to thank the following individuals for taking the time to provide their editorial insight:

    Rachel Aherns
    Sixth Grade Science Teacher
    Westridge Elementary School
    West Des Moines Community School District
    West Des Moines, IA

    Dr. Melissa Albright, NBCT
    Fifth Grade Communication Arts Teacher
    Wilsons Creek School
    Springfield Public Schools
    Battlefield, MO

    Neil MacNeill
    Principal
    Ellenbrook Primary School
    Ellenbrook, Western Australia

    Michelle Strom, NBCT
    Middle School Language Arts Teacher
    Fort Riley Middle School
    Fort Riley, KS


    About the Author

    Rich Korb has 34 years of experience as a successful educator and consultant - photo 3
    Rich Korb has 34 years of experience as a successful educator and consultant working with difficult and at-risk students. He has taught both general and special education at all levels and has served as director of education at a ranch for delinquent youth.

    His experience in working with difficult and defiant students has led him to develop a wealth of practical ideas that teachers and administrators can put to use immediately. He knows what works and what doesnt work when dealing with disruptive and defiant students.

    Rich is a sought-after presenter and the author of Accelerating Achieve ment Through Purposeful Assessment as well as the current work. He is also an adjunct faculty member for Seattle Pacific University and Brandman University, Chapman University Systems, where he teaches a course in how to work with defiant and disruptive students.

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