WORKING LESSON PLAN 2002/2003 School Bus Driver Inservice. Team Building for Successful Student Management

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1 WORKING LESSON PLAN 2002/2003 School Bus Driver Inservice TITLE: Team Building for Successful Student Management OBJECTIVES: 1. Explain the driver s role in the student s educational day. 2. Identify the three areas where student management is needed 3. Identify common behavior concerns 4. Identify proactive steps can a driver take before engaging with the team 5. Identify key people within the team 6. Explain how drivers can participate within the team EQUIPMENT: 1. Overhead Projector 2. Transparencies 3. Handouts 4. Blackboard/Whiteboard, Chalk and Dry Erase Markers 5. Flip chart, felt pens 6. Timer and bell (optional) Instructor s Note: Divide into groups of 5 and make sure each person has a pencil or pen. INTRODUCTION: (2 min) This is part three of a four-year student management program. The first year we covered Rules for Students and Rules for School Bus Drivers as written in the Washington Administrative Code (WAC). These codes are the foundation for the role of the school bus driver. The second year, we focused on understanding Bus Drivers as Leaders. We examined typical student behaviors and our responses-then we considered the student s perspective of the driver in relation to how we expect to be treated. Next year will be devoted to tracking student behavior and developing techniques to solve difficult management situations. This year we will learn about TEAM BUILDING for successful student management. Today, we will start by discussing how the driver plays a role in the student s educational day. We will learn the three physical areas of management for which the driver is responsible. We will review common concerns regarding student behavior and suggest proactive steps that the driver can take to set a good climate. And finally we will learn how to build and participate on a team. So lets get started with TEAM BUILDING by defining your role in the educational day. 1

2 PRESENTATION: THE DRIVER S ROLE (2 min.) As drivers we know that the educational process begins on the bus. Ask the group: 1. How do we affect the kind of day each student will have? 2. How does one become a proactive student manager? 3. Why is it important for students to understand their responsibility as a passenger? 4. What is our goal as bus drivers? Our goal should be to have students arrive at school safe and ready to learn. THE DRIVER S AREAS OF MANAGEMENT (7 min.) Instructor s Note: In this section, use T-1 as you demonstrate an example, Distribute H-1 and H-2 after you demonstrate the example and have students complete the exercise. Summarize group observations on your T-1 and T-2 overhead. Move this along very quickly. Now that we have discussed your role as a driver, we can focus on specific areas where the driver manages students. It is easy to think of the driver s responsibility on the bus. But the bus driver s area of management is not so narrowly defined. There are actually three physical Areas of Management in the job of transporting students: Bus stop On the bus Loading/unloading zone at the school In a moment you will be working in your groups on some situations and deciding where the areas of management occur. Demonstrate Discussion: (display T-1) 1. Point to the first SITUATION on the overhead: SAY: Here we find that the expectations of the driver are unclear or not taught. 2. Point to the LOCATION column: ASK: Do unclear expectations have an affect on student management at the Bus Stop, on the bus, and/or at the Loading Zone? (Instructor should circle specific locations.) 3. Point to the RESULT column: ASK: What is the result of continued unclear expectations at the Bus Stop, on the Bus, and at the Loading Zone? (Instructor can make short notes on overhead in the RESULTS column) Group Work: (distribute H-1 and H-2) In your small groups, finish going through all the situations as demonstrated and then we will summarize your observations in large group. You have 5 minutes. Large Group Summary (display T-1) Have each group report back to the large group and make notes on your overhead if you wish. 2

3 COMMON BEHAVIOR CONCERNS (8 min) Instructor s Note: Choose someone to record these ideas where the group can see them. The list can be written on an overhead or ask for a recorder to use an easel Now that we have discussed the Areas of Management, we will look at identifying common behavior concerns. We all know that bus driving is challenging when it comes to student management. Many drivers will say that student management is THE hardest part of driving a school bus, and there are typical student misbehaviors. Lets take 3 minutes to list some of the common behavior concerns that you have on your bus Instructor s Note: Use the list below ONLY if the class needs prompting. Language/gestures Vandalism Disrespectful or rude Noise level Eating Pushing/shoving Unsafe sitting Harassment/Intimidation Littering or spitting Instructor s Note: Direct class discussion by asking the two questions above for each behavior as you point to it on the list. There is no need to write this down, just have a group discussion. Now that we have identified some common behavior concerns, lets look at each behavior on the list ASK: What happens if there is lack of driver action? ASK: What happens if there is driver action? PROACTIVE STEPS (10 min) Most of the time, student behavior problems can be addressed on the bus and life goes on. However, some situations cause us to forget our goal to keep students on the bus so that they can go to school and learn. Ignoring behavior problems may seem like an attractive strategy, but somehow behavior problems rarely seem to go away and usually get worse. One situation never changes: bus drivers do have a responsibility to manage student behavior on the bus. Group Discussion ASK: How can drivers make students feel safe and respected? Instructor s Note: The question will help generate a list of pro-active steps. You can write the list on an overhead or ask for a scribe to use an easel to record the list. The list below is only to be used for prompting as needed. Be friendly Learn students name Keep the bus in order and clean Be consistent Arrive on time Listen to and address concerns Drive safely Eliminate harassment Help students be accountable for actions Manage seating Be respectful Teach responsibility by setting expectations 3

4 IDENTIFY THE TEAM (5 min) Instructor s Note: Distribute H-3 to each group and have a person record ideas generated. Use T-3 and summarize the ideas from each group Let s assume that we have gone through our proactive steps and we realize that they are simply not enough. This is where we can become very frustrated. This is not the time to give up. This is the time to call on the support of others who are involved in the student s educational day. In completing the circle, we first need to recognize the key participants of the team and recognize each person s role. As we look at this overhead and your handout, you will see a lot of different team members. We need to remember that not all team members will need to be involved in every situation. Demonstrate Discussion (display T-3) Let s consider the parent and what kind of role they fill on the team. ASK: What can the parent contribute? Ask for as many ideas as possible. Group Work: (distribute H-3) Lets take 5 minutes in your group to discuss how each team member can contribute when necessary. And then you will report back to the large group. Large Group Summary (display T-3) Quickly summarize the Role of each Team Member by having the group discuss one team member at a time and making notes on your overhead transparency. Address one TEAM MEMBER at a time BUILD AND PARTICIPATE ON A TEAM (30 min) Instructor s Note: Use T-4, T-5 and T-6 where indicated. Distribute H-4 and H-5. Small classes can work as one group A team approach can be powerful and effective in correcting student behavior, however, teams do not magically appear. We know that the bus driver must identify and communicate the behavior problem. We have also identified the possible participants on a team. Now its time to look at different scenarios and identify the team members. After our team is identified, the new team will establish a goal and create a plan. We will give you an example of how you will be working in your groups to build and participate on a team Demonstrate Discussion (read H-4) First, read only SCENARIO #1. In each case, the driver has reported the problem and has shared proactive steps taken with the initial contact person (per district procedure). It has been determined that the situation requires more support. Second, talk class through the Team Worksheet (display T-5). Group Work: (distribute H-5) Your group has minutes to go through your exercise. First read your scenario, then complete the exercise using your TEAM WORKSHEET. Tell students that the small groups will report back to the large group. Large Group Summary (display T-6) Allow 10 minutes so that each group discusses what they felt was valuable in the exercise. Tell them to follow the outline on the T-6 transparency as they report to the group 4

5 COMPLETING THE CIRCLE (5-min) Instructor s Note: Use T-7 Completing the Circle as you present this section Any involvement with your students, other than on the bus, may be an advantage to your student management. There are several ways that drivers can become involved at school with their students, if they so desire. It is important to take time to introduce yourself to the office staff at your school at the beginning of the year. Encourage other members of your immediate team of drivers to do the same.. Arrange to meet with the school staff to involve transportation. This will keep the communication open between the drivers and other members of the team. Ask the school secretaries to provide the drivers with a place where they can receive the school newsletter. This is a good way to stay apprised of activities in your school. Attending the PTSA meetings gives you a voice representing the Transportation Department as well as showing your support for the school. Take the time to photograph drivers. Present the school with a picture board to be hung in the hall where the staff and students are able to see that they are part of the team. Be involved. Each school has certain activities in which drivers can get involved. There is an endless need for help at such events. They include but are not limited to: Carnivals Holiday Parties Skating Parties Classroom Help Book Fairs Bake Sales Lunch Buddies Walk-a-Thons ASK: Does anyone have any other ideas or suggestions for getting involved with the school? SUMMARY: (5 min) The driver plays a very important role in the student s educational day. How the student conducts himself or herself at the bus stop, on the bus, and at the school's loading zone are all areas of interest and concern for the bus driver. We have all seen appropriate and inappropriate behaviors and can take proactive steps to set a good climate. The driver is also an important part of the team that supports and helps the student to be successful on the bus as well as school. Whatever you do for your students, you do for yourself! Your individual efforts as well as involvement on a team will ultimately make your life easier. The result is that everyone involved will be successful. When you build those positive relationships with your students today, you will have their cooperation tomorrow. The icing on the cake is that you and your passengers will actually be happy to spend time together throughout the school year. 5

6 EVALUATION: (5 min) What is the driver s role in the student s educational day? Getting them to and from school safely Educating the students on safety partnership Setting the tone of the student s day through interaction What are the three areas where student management is needed? Bus stop On the bus School loading zone Identify five common behavior concerns Language/gestures Vandalism Disrespectful or rude Noise level Eating Harassment/Intimidation Unsafe sitting Pushing/shoving Littering or spitting Identify five key participants on the team Driver Principal Instructional Assistants Supervisor Parents Other Drivers Driver Trainers Daycare Student Councilors Transportation Staff Teacher Explain how drivers are able participate on a team Identify the inappropriate behavior, share the actions already taken, establish the goal, identify solution, and come up with a plan Instructor s Note: Use T-8 and have the group respond as instructor (or pick a student) says each letter 6