Keep CALM and Teach

Dr. Victoria Lentfer is an education instructor at the University of Nebraska at Omaha.  She teaches classroom management and middle level courses.  She is an educational consultant and founder of the CALM Classroom Management Program, which is a comprehensive behavior management and teacher leader program that provides communication models to guide teachers and students to an inclusive and productive classroom.  She has more than 20 years of experience of providing instructional support and teaching at both the middle and high school urban districts, and extensive work with incarcerated youth.  Victoria has also been a Trailblazer Leader and keynote speaker for the Association of Middle Level Education (AMLE).

"Victoria Lentfer is the 21st century Madeline Hunter!  Dr. Lentfer′s CALM approach makes so much sense. This book should be required reading for all first year teachers who often struggle with classroom management.  Finally a step-by-step approach that helps to diffuse classroom disruptions while allowing teachers to teach and students to learn. Classrooms can become kind and caring learning environments that have high expectations and respect all students."

• PrefaceAcknowledgmentsAbout the AuthorChapter 1: The CALM Management ProgramHow I Got From There to HereTeach Content and BehaviorCALM ManagementCommunicationAccountabilityLeadershipMotivationProactive MeasuresPositive ReinforcementsPacingLearning GoalsBehavior GoalsSummaryReflection QuestionsQuick WinsPart I: CALM CommunicationChapter 2: Positive Behavior ExpectationsExplicit Expectations Lead to Positive ResultsIn the ResearchBeginning the CALM Classroom ProcessBullyingSpecial SituationsSummaryReflection QuestionsQuick WinsChapter 3: Redirect Behavior ModelRedirect Behavior Model DefinedEmpower StudentsFramework of the Redirect Behavior ModelImplementing the Phases of the Redirect Behavior ModelPhase I: Explain Student Behavior ExpectationsPhase I: Noncompliance—What to Do if a Student Does Not Accept the RedirectionPhase II: Encourage Student OwnershipPhase III: Problem-Solve With the Noncompliant StudentDelivering the Redirect Behavior ModelSay It and Move OnMake It ConversationalBe Prepared for Students to Feel UncomfortableRemain CalmRedirect Behavior Model for InstructionSummaryReflection QuestionsQuick WinsChapter 4: Voice-Movement-Task ModelVoice-Movement-Task Model DefinedResearchWhen to UseVoiceMovementMaterialsTaskSummaryReflection QuestionsQuick WinsPart II: CALM AccountabilityChapter 5: Accountability—Collaborative Work GroupsThink Beyond the Four Walls . . .Small-Group Interaction ModelPrior to Activity (Standard Procedures for All Activities)Peer FeedbackHow to Teach Students to Provide Academic FeedbackPositive Behavior Expectations for FeedbackRole-Play ScenariosSummaryReflection QuestionsQuick WinsChapter 6: Accountability—Conversations, Consequences, and Follow ThroughStudent ChoicesConsequences to Promote GrowthConversations to Promote GrowthRelying on Positive Consequences May Require a Change in MindsetPositive ConsequencesConsequences That Address Negative BehaviorInappropriate Responses to Negative BehaviorConsequence ProgressionFollow ThroughSummaryReflection QuestionsQuick WinsPart III: CALM LeadershipChapter 7: Teacher as a LeaderFive Effective Practices for a Teacher LeaderReflective PracticeCommunicationTeacher PresencePositive MindsetInstructionSummaryReflection QuestionsQuick WinsChapter 8: Student as a LeaderThe Student Communication ModelCommunity CouncilPurpose of the Community CouncilAppointing the Council LeaderWhen the Council ConvenesCommunity Council Whole-Class Meeting ProtocolTeacher RoleIncentiveSummaryReflection QuestionsQuick WinsPart IV: CALM MotivationChapter 9: Motivation PlanMotivation Plan—Whole ClassDisengaged Student—Work for WinsDisengaged Student—Mentor TutoringSummaryReflection QuestionsQuick WinsChapter 10: Final ThoughtsKey TakeawaysOne Last Collaborative Group ActivityWhere Do We Go From Here?ReferencesIndex