IASD
P.O. Box 880, La Luz, NM  USA  88337
800-745-0418 fax 575-437-0524
e-mail: iasd@zianet.com

INSERVICE CONTENT OUTLINE

EMPOWERING NEW TEACHERS TO SUCCEED IN THE CLASSROOM


Combining her 32 years of teaching and training experience with the most current research findings, Constance Dembrowsky has designed this powerful, two-day, experiential inservice program to prepare teachers to meet the challenges faced in today's classrooms.  Disruptive, defiant behaviors and withdrawn disinterest take more and more time away from teaching.

Even experienced teachers in increasing numbers find themselves at the end of their ropes.  Phi Delta Kappan reports that in 1996 for the first time, teachers cited lack of discipline as the main reason for leaving the profession.  No wonder new teachers are daunted and overwhelmed when they first enter the classroom by the task of inspiring interest, promoting involvement, and activating learning in students, all the while maintaining discipline.

You do not have to send your teachers into the classroom ill equipped to meet the challenge.  After participating in this two-day session, teachers will be able to use specific skills to deliver any content, at any grade level in ways that engage students as willing participants in the learning process.  These proactive methods head off discipline problems before they can get started.

When teachers use these tested, proven techniques to present their subject matter, students become:

  • INTERNALLY MOTIVATED TO LEARN
  • SELF-DISCIPLINED TO COMPLETE WORK
  • PERSONALLY RESPONSIBLE TO DO THEIR BEST

 
GOAL
To empower teachers to be successful 
in facilitating student involvement and learning in their classrooms.

CONTENT OUTLINE & STUDENT OUTCOMES

 
MOTIVATION
Teachers will:
  • understand that when students are externally motivated it undermines self-directed learning.
  • understand that when students are internally motivated it promotes self-directed learning.
  • acquire specific techniques to develop internal motivation in students.
Students begin to work for a sense of personal satisfaction and accomplishment rather than rewards or recognition.

RELATING EFFECTIVELY
Teachers will:
  • understand that building a relationship with students is a powerful tool to stimulate their learning.
  • understand that relationships that inspire go beyond the essential core of respect.
  • acquire specific skills that foster productive classroom relationships.
Students begin to show increasing dignity and respect for their teachers and their classmates, thus creating a more productive learning environment.

SELF-ESTEEM
Teachers will:
  • understand that when worth and value are based on external factors, students are much more susceptible to inappropriate peer pressure in the classroom and are easily drawn off task.
  • understand that when worth and value are based on internal factors, students are much more resistant to peer influence in the classroom and stay focused on the learning activity.
  • acquire specific techniques to help students develop a sense of worth and value that is based on internal factors.
Students begin to resist being drawn off task by others' inappropriate behavior.

RESPONSIBILITY
Teachers will:
  • understand how students who fail to accept responsibility will blame others for their own poor academic performance and see consequences as unjustified, which leaves them unable to correct the problem.
  • understand how students who take ownership of their actions can identify what they did to contribute to their learning problem and accept the consequences as deserved, which leaves these students knowing what to do to correct the difficulty.
  • acquire specific techniques to help students take ownership of their learning behaviors and performance.
Students begin to accept responsibility for their own learning and take steps to correct problems that arise.

SELF-DISCIPLINE
Teachers will:
  • understand how failing to provide choices for students leaves them feeling disenfranchised and uninvolved in the educational process.
  • understand how providing choices for students fosters involvement and creates active, committed participants in the educational process.
  • acquire specific techniques to provide choices for students in the daily learning activities of the classroom.
Students begin to participate appropriately in class, complete homework, and study for tests.

ENABLE VS EMPOWER
Teachers will:
  • understand how enabling provides help for students in ways that undermine their desire and opportunity to start and complete tasks on their own.
  • understand how empowering provides help for students in ways that energize them to begin and finish tasks of their own volition.
  • acquire specific techniques to interact with students in empowering rather than enabling ways.
Students begin to do learning tasks without needing to be reminded or prompted.

View Helping Hostile, Angry Students Become Cooperative Engaged Learners Outline

View From Disruptive to Self-Disciplined Outline


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IASD
P.O. Box 880, La Luz, NM USA  88337 800-745-0418 fax 575-437-0524
e-mail: iasd@zianet.com