Beruflich Dokumente
Kultur Dokumente
October 2002
1
Today’s Agenda
2
Goals and Objectives…
1. To identify the characteristics of effective
teachers
2. To understand why children misbehave and
identify effective strategies for dealing with
student misbehavior
3. To identify techniques for organizing and
managing effective learning environments
4. To identify characteristics of effective lesson
planning
5. To identify resources and materials dealing with
positive and effective classroom management
3
Presentation Techniques
(Utilizing the Principles of Adult Learning Theory)
Discussion
Small and large group activities
Cooperative learning strategies (i.e., jigsaw,
think-pair-share)
Self-Reflection
Question and answer sessions
Active Learning Strategies (i.e., role play,
scenarios, simulations)
others
4
Classroom management is…
…all of the things that a teacher does to organize
students, space, time and materials so that
instruction in content and student learning can
take place.
5
Describe a
well-
managed
classroom
6
Characteristics of a Well-
Managed Classroom…
Students are deeply involved with their work
7
A well-managed classroom
is…
A task oriented environment
A predictable environment
8
Brainstorming Activity…
Think of as many responses to the following
statement as you can…
An effective
teacher is…..
9
A Dangerous Educator…
Believes that this job is not about relationships
Believes that this is just a job, and when the
school day is over, the work’s all done.
Believes that he/she can handle any situation,
alone.
Believes that, “It was good enough for me, by
golly, it oughta’ be good enough for them.”
Believes that all these kids need is “a good
whippin’.”
10
A Dangerous Educator…
Believes that what he/she does outside of
here has no bearing
Believes that anger shouldn't be part of the
curriculum
Never makes time to just sit and listen
Believes that this kids have no right to be mad
Believes that he/she can’t make a difference
Believes that punishment is more effective
than discipline
11
A Dangerous Educator…
Thinks you shouldn’t smile until Thanksgiving.
Believes that morality and values should only
be taught at home
Sees the act, not the young person behind it.
Believes that strict adherence to the rules is
the most important goal of any child’s day.
Forgets he/she is modeling.
Is a “structure monster”.
-Malcolm Smith
12
The Effective Teacher…
Establishes good control of the
classroom
Does things right, consistently
Affects and touches lives
Exhibits positive expectations for ALL
students
Establishes good classroom
management techniques
13
The Effective Teacher…
Designs lessons for student mastery
Works cooperatively and learns from
colleagues
Seeks out a mentor who serves as a
role model
Goes to professional meetings to learn
Has a goal of striving foe excellence
14
The Effective Teacher…
Can explain the district’s, school’s, and
department or grade level’s curriculum
Realizes that teaching is not a private
practice
Is flexible and adaptable
Listens, listens, listens
Understands the research process
15
The Effective Teacher…
Teaches with proven research-based
practices
Knows the difference between an
effective teacher and an ineffective one
16
In summary…
An effective teacher…
17
Understanding Our
Students
Dealing With Student Behavior in
Today’s Classrooms
18
Why Kids Misbehave
Basic has several “Functions”:
Attention from peers or adults
Attain power/control
Revenge or Retaliation
Feels Good/Play
Fear of Failure
Getting something (Sensory Input)
Imitation
19
Proactive Intervention Strategies
Classroom Rules
Classroom Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Student Work
Classroom Management Plan
20
Classroom Rules…
21
The Rules for Rules:
Keep the number to a minimum
(approx. 5).
Keep the wording simple.
Have rules represent you basic
expectations
Keep the wording positive, if possible.
Make your rules specific.
Make your rules describe behavior that
is observable.
22
Classroom Rules, cont.
Make your rules describe behavior that
is measurable.
Assign consequences to breaking the
rules.
Always include a “compliance rule”.
Keep the rules posted.
Consider having rules recited daily for
first two weeks then periodically..
23
Examples…
Inappropriate Rules: Preferred Rules:
Be responsible
Keep hands, feet, and
objects to yourself.
Pay attention Raise your hand and
Do your best wait for permission to
speak.
Be kind to others
Sit in your seat unless
Respect authority you have permission to
Be polite leave it.
Walk, don’t run, at all
times in the classroom.
24
Consequences
The best consequences are reasonable and
logical
25
Activity….
For the following types of student behavior,
develop both an example of a logical consequence
AND an illogical consequence…
Chews gum
Turns in sloppy paper
Walks in the classroom noisily
Passes paper in incorrectly
Arrives late
Does not bring textbook
Does not bring pencil or pen
26
Possible Corrective Consequences
Proximity management
Verbal reprimand/Warning
Time owed after class
In-class time-out
Parental contact
Restitution
Principal Notification Form
Disciplinary Referral
27
Classroom Schedules…
28
Classroom Schedules
Avoid “Down Time”
29
Classroom Schedules
Budget your academic time
Example: 1 hr. allotment
5 min. Teacher-directed review
10 min. Introduction of new concepts
10 min. Guided practice, working on
assignment
25 min. Independent/Cooperative work
10 min. Teacher-directed corrections
30
Physical Space…
31
Physical Space
Arrange desks to optimize the most
common types of instructional tasks you
will have students engaged in.
Desks in Rows, Front to Back
Desks in Row, Side to Side
Desks in Clusters
Desks in U-Shape
32
Physical Space, cont.
Make sure you have access to all parts of the
room.
33
Physical Space, cont.
If needed, arrange for a “Time-Out”
space in your classroom that is as
unobtrusive as possible.
34
Students Who Cause Behavioral
Problems:
Aggressive (the hyperactive, agitated,
unruly student)
Resistant (the student who won’t work)
Distractible (the student who can’t
concentrate)
Dependent (the student who wants
help all the time)
35
Location for Students who
cause behavioral problems:
Separate—disruptive students;
maybe aggressive and resistant
students
Nearby—disruptive students;
maybe distractible, dependent, and
resistant
36
Prepare the Work Area…
Arrange work areas and seats so that you can
easily see and monitor all the students and areas
no matter where you are in the room
Be sure that students will be able to see you as
well as frequently used areas of the classroom
Keep traffic areas clear
Keep access to storage areas, bookcases,
cabinets, and doors clear
Learn the emergency procedures
Make sure you have enough chairs for the work
areas
37
Prepare the Work Area…
Be sure to have all necessary materials in easily
accessible areas
Test any equipment to make sure that it works
BEFORE you use it
Use materials such as tote bags, boxes, coffee
cans, dishpans, etc. to store materials that students
will need.
Arrange work areas where students can go for
reading and math groups, science, lab areas,
project work, learning centers, and independent
study. (Remember, you may not need these areas
on the first days of school.
38
Prepare the Student Area…
Plan areas for student belongings
Coats
Binders
Backpacks
Books
Lunchboxes
Lost and found items
others
39
Prepare the Wall Space…
Cover one or more bulletin boards with colored
paper and trim, and leave it bare for the
purpose of displaying student work and artifacts.
Display your discipline plan in a prominent
place.
Post procedures, assigned duties, calendar,
clock, emergency information, schedules,
menus, charts, maps, decorations, birthdays,
and student work.
Have a consistent place for listing the day’s or
week’s assignments
40
Prepare the Wall Space…
Post a large example of the proper
heading or style for papers to be done
in class
Post examples of tests students will
take, assignments they will turn in, and
papers they will write
Display the feature topic, theme,
chapter, or skill for the day or the
current unit
41
Prepare the bookcases…
Do not place the bookcases or display wall
where they obstruct any lines of visions
Rotate materials on the shelves, and leave
out only those items that you are willing to
allow students to handle
Do not place books or other loose materials
near an exit where they can easily disappear
or where they may hide emergency
information
42
Prepare the Teaching Materials…
Let students know what materials you want them to
bring from home. Have a place and a procedure ready
for the storage of these materials.
Have a seating plan prepared.
Have basic materials ready
Find and organize containers for materials.
Store seldom used materials out of the way
Place electronic media where there are electrical outlets
and where the students will not trip over the wires;
have extension cords, adapter plugs, and batteries
Obtain a supply of the forms that are used for daily
school routines
Organize, file, inventory
43
Prepare Yourself and Your Area…
Do not create a barrier between
yourself and the students.
Place your desk away from the door so
that no one can take things from your
desk and quickly walk out.
Communicate to your students that
everything in and on you desk is to be
treated as personal property and off
limits to them
44
Prepare Yourself and Your Area…
45
Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
46
Attention Signals…
47
Attention Signal
Decide upon a signal you can use to
get students’ attention.
48
Example: The “Hand Raise”
Say: “Class, your attention please.”
49
Advantages to Hand Raise
It can be given from any location in the
room.
It can be used outside the classroom.
It has both a visual and auditory
component.
It has the “ripple effect”.
50
Discipline, Routines and
Procedures…
51
PUNISHMENT
VS.
DISCIPLINE
52
Punishment
Why Do We Punish?
Because it works
53
Discipline vs. Punishment
D: strives to replace an unwanted behavior
with a desirable behavior
54
Discipline vs. Punishment
D: Is firm and consistent, but peaceful
55
Discipline vs. Punishment
D: Positive behavioral change is
expected
56
Discipline vs. Punishment
D: May may the youth angry at fist,
but calls for self-evaluation and change
rather than self-degradation
57
Discipline vs. Punishment
D: Takes time and energy but
consequences are logical and
encourage restitution
58
Discipline vs. Punishment
D: Allows child to rebuild self-esteem
59
Discipline vs. Punishment
D: Disciplinarian is in control of
his/her own emotions
60
Discipline vs. Punishment
D: Is not threatening, dangerous or
abusive
61
Discipline vs. Punishment
D: Allows for reflection and restitution
62
Discipline vs. Punishment
D: is caring but takes time and
planning
63
Important Aspects of a Well-
Disciplined Classroom…
Discipline
Procedures
Routines
65
Discipline vs. Procedures…
Discipline: Concerns how students BEHAVE
Procedures: Concerns how things are DONE
66
Students must know from the very
beginning how they are expected to
behave and work in a classroom
environment.
67
Procedures…
Are statements of student expectations necessary to
participate successfully in classroom activities, to learn,
and to function effectively in the school environment
69
A smooth-running class is
the responsibility of the
teacher, and it is the
result of the teacher’s
ability to teach
procedures.
70
Procedures answer questions
such as…
What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency alert
signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the restroom
How to enter the classroom
Where to put completed work
71
Activity…
Choose one of the items from handout
#____
Display
Gallery Walk
72
Three Steps to Teach Procedures…
1. EXPLAIN. State, explain, model, and
demonstrate the procedure.
5. If the student does not get to work, RELAX and WAIT. Repeat
Step 4 if necessary.
74
6. If backtalk occurs, relax, wait and KEEP QUIET. If the
student wants to talk back, keep the first principle of
dealing with backtalk in mind:
IT TAKES ONE FOOL TO TALK BACK.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
75
Beginning and Ending
Routines…
Entering Class
Goal: Students will feel welcome and will
immediately go to their seats and start on a
productive task.
Greet the students at the door.
Have a task prepared for students to work on as
they sit down.
Do your “housekeeping”.
Keep tasks short (3-5 min.)
When you’ve finished, address the task.
76
Beginning and Ending
Routine, cont.
Ending Routine
Goal: Your procedures for ending the
day/class will:
Ensure that students will not leave the
classroom before they have organized their
own materials and completed any necessary
clean-up tasks.
Ensure the you have enough time to give
students both positive and corrective feedback,
and to set a positive tone for ending the class.
77
Beginning and Ending
Routines, cont.
Dismissal
Goal: Students will not leave the classroom until
they are dismissed by you (not the bell).
Explain that the bell is a signal for you.
Excuse the class when things are reasonably quiet and
all “wrap up” activities are completed.
General Rule:
Dismiss primary students by rows
Dismiss older students by class
78
Student Work
79
Ponder This…
You don’t build your football team on
the day of the game.
81
Classroom Management Plan…
8 Components:
1) Level of Classroom Structure – based on
risk factors of your students.
2) Guidelines for Success – attitudes, traits,
or behaviors to help achieve success.
3) Rules – specific, observable, and
measurable behavioral objectives
4) Teaching Expectations – What, how, and
when expectations will be taught
82
Classroom Management Plan…
5) Monitoring – How you will monitor the
progress of the expectations.
6) Encouragement Procedures – How you will
encourage students to demonstrate
motivated and responsible behavior.
7) Correction Procedures – How you will
respond to irresponsible behavior.
8) Managing Student Work – What procedures
and systems you will use to manage student
work.
83
CHAMPS video…
84
For Every Activity…
Make sure students know your
behavioral expectation.
85
CHAMPs…
Conversation: Under what circumstances, if
at all, can the students talk to each other
during the activity.
86
CHAMPs, cont.
Help – How do students get their
questions answered during the activity?
87
CHAMPs, cont.
Activity – What is the activity?
88
CHAMPs, cont.
Movement – Under what circumstance,
if at all, can students move about
during the activity?
If yes, for what?
Pencil Restroom
Drink Hand in/pick up materials
Other…
Do they need permission from you?
89
CHAMPs, cont.
Participation – What does appropriate
student work behavior during the
activity look/sound like?
90
Dealing with Anger…
91
How do YOU
deal with an
angry student?
92
Angry Students
Goal: To help channel and direct the
student to constructive outcomes.
Assist the child in learning acceptable ways
of expressing this emotion.
Caution!!
Caution should be taken to avoid
repressing or destroying the feeling of
anger.
93
Anger
Anger may be…
A defense to avoid painful feelings
Associated with failure
Associated with low self-esteem
Associated with feelings of isolation
Related to feelings of anxiety over where
the child has no control
94
Anger vs. Sadness
Child – anger and sadness closely
related.
Expresses sadness as anger.
95
Angry Child Interventions
1)Catch the child being good. Tell
what behaviors please you.
96
Angry Child Interventions
97
Angry Child Interventions
3) Provide physical outlets and other
alternatives.
98
Angry Child Interventions
4) Manipulate the surroundings.
99
Angry Child Interventions
5) Use closeness and touching.
100
Angry Child Interventions
6) Express interest in the child’s
activities.
101
Angry Child Interventions
7) Ease tension through humor.
102
Angry Child Interventions
8) Explain situations to the child.
103
When An Explosion is
Pending…
The Crisis Cycle:
StimulusThoughtsFeelings
ActionConsequence
104
The Curve of Explosion
Stimulus- initiates the process.
Period of Escalation- child calls on available
coping skills.
Anger will resolve or escalate
Begins to think less and feel more
Try to get child to talk
Use Active Listening skills
Monitor your Para-Verbal Communication
Assume a Calm Demeanor
105
The Curve of Explosion, cont.
Do’s
DO use positive expectations.
DO use “I” statements.
DO reflect the emotion you hear.
DO use non-verbal affirmation.
DO try to direct the youth into a problem
solving mode.
106
The Curve of Explosion, cont.
Don’ts
Don’t lead with the rules.
Don’t lead with the consequences.
Don’t begin statements with the word,
“You”.
Don’t ask “Why” questions.
107
The Curve of Explosion, cont.
Out of Control- behavior is driven by
emotion.
Thought process is repressed.
Avoid threats of disciplinary sanctions.
All youth to “vent” safely.
Physical restraint may be required.
108
The Curve of Explosion, cont.
Period of De-escalation.
Thought processes begin to stabilize.
Emotional control is re-established.
Student may be tired.
Student may request to be left alone.
109
Behavior
Modification…
110
Pre-Corrections
“Thank you for not smoking.”
Serves as a gentle reminder of
expectations.
Gives students an opportunity to
mentally prepare before an activity.
Always respond to sincere efforts to
comply.
111
Classroom Behavior Modification
using: “Pre-Correction for Classroom”
Seven steps:
“1) Identify the context and the likely problem
behavior.
2) Specify the expected behaviors.
3) Systematically modify the context.
4) Conduct behavioral rehearsals.
5) Provide strong reinforcement for expected
behaviors.
6) Prompt expected behaviors.
7) Monitor the plan.
112
Pre-Correction Scenario
1) Context – students entering classroom
immediately after recess.
Predictable behavior – students shouting,
laughing, and pushing before complying
with teacher direction.
114
Pre-Correction Scenario, cont.
5) Strong reinforcement – Students are told that
if they cooperate with teacher requests, they
will have additional break and 5 extra minutes
for recess.
115
Pre-Correction Scenario, cont.
7) Monitoring plan – Teacher uses a
watch to measure how long it takes for
all students begin their tasks
immediately (within 10 seconds).
116
5 Steps to Correction
1) List Previous Positive Behavior.
“Elizabeth, yesterday you did such a good job
staying in your seat and paying attention. I really
appreciate how you behaved.”
117
5 Steps to Correction, cont.
3) State Expectations.
“Elizabeth, what I expect from you is, for you to
go to your seat, sit in your seat, pay attention,
and only talk to your neighbors when I give you
permission.”
4) Child Repeats.
“You want me to go to my seat, sit down, listen,
and keep my mouth shut.”
118
5 Steps to Correction, cont.
5)Praise Any Efforts.
Acknowledge any compliance
Be positive
Be sincere
Be encouraging
You need a positive relationship with the
student to use this effectively.
119
If you want it…teach it. If
you expect to maintain it,
encourage it, acknowledge it,
and reinforce it.
source unknown
120
Post-Correction
Adapted from the “Life Space Interview” model, Fritz
Redl.
121
5 Steps to Post-Correction
1) Youth’s Perception-
Adult should:
Listen
Refrain from judgments and corrections
Ask questions which help student with
description
Attempt to find out what student was trying to
achieve
122
5 Steps to Post-Correction,
cont.
2)Adult’s Perception-
Discuss what parts of incident you see same and
differently
Provide reality base
123
5 Steps to Post-Correction,
cont.
4) Explore Alternative Behaviors-
Prompts may be used
Important to let student find options
5) Develop A Plan-
May use behavior contract
Assure student of adult commitment
Discuss consequences for next incident
124
“Always say what you
mean, and mean what you
say…but don’t say it in a
mean way.”
Nicholas Long
125
Classroom Environment…
126
“No improvement will occur in
instruction until the classroom
climate improves.”
127
Classroom Environment
Polsky’s Diamond – Dr. Howard Polsky
128
Polsky’s Diamond, cont.
The Social Interaction with-in diamond
is prompted by the need for 3 things….
129
….so their behaviors look like:
Social functions of Behavior:
Attention Seeking (adult/peer)
Power/control
Fear of failure/frustration
Imitation
130
Social Skills…
How do “Tough Kids” meet these needs?
Behavioral Excesses-
Aggression Arguing
Hitting Fighting
Shouting Teasing
Blaming Provoking
Behavioral Deficits-
Using self-control Cooperating
Problem Solving Helping
Sharing Making good decisions
131
Need for Social Skills
In order to assist the child in meeting
the 3 needs, effective social skills
instruction should be employed.
132
6 Components of an
Effective Social Skills Program
1)Rationale
2)Modeling
3)Concept Teaching
4)Role Playing/Behavior Rehearsal and
Practice
5)Coaching
6)Contingent Reinforcement
133
Social Skill Topics
Basic Social Skills:
134
Social Skills Topics, cont.
Basic Social Skills:
Recognizing and Expressing Feelings
Playing Cooperatively
Solving Problems
Using Self-Control
Solving Arguments
Dealing with Teasing
Dealing with Being Left Out
Accepting “NO”
Following Directions
135
Social Skill Topics, cont.
Intermediate to Advanced Skills:
Accepting negative feedback
Learning how to say “NO”.
Assertiveness
Resisting peer pressure
Resisting teasing
Managing anger
etc.
136
Social Skills Assessment
Social Skills Survey
Can be completed by student
May be determined by age/maturity
Can be completed by teacher
Can be completed by parent
Average and rank scores
Deliver necessary Social Skills Instruction
137
Social Skills Programs
Second Steps
Skill Streaming
SCORE Skills
138
Designing Lessons to Enhance
Student Learning…
142
Why Plan?
Plan
Ahea
d 143
The Correct Question…
DON’T ASK: “What am I going to cover
tomorrow?”
144
Learning has nothing to do with what
the teacher COVERS.
145
What is a lesson plan?
Teacher’s guide
Design for the learning of the student
Series of student centered learning
Focused on what the student needs to
know and be able to do
Covers one day or several days
Allows for the teachable moment
146
Experienced Teacher Standards
1. Demonstrates Professional Leadership
2. Demonstrates Knowledge of Content
3. Designs/Plans Instruction
4. Creates and Maintains Learning Climate
5. Implements/Manages Instruction
6. Assesses and communicates Learning
Results
7. Collaborates with Colleagues/Parents/Others
8. Engages in Professional Development
147
Performance Criteria
Standard 3
Focuses instruction on one or more of KY’s
learning goals and academic expectations
Develops instruction that requires students to
apply knowledge, skills, and thinking processes
Integrates skills, thinking processes, and
content across disciplines
Creates/utilizes learning experiences that
challenge, motivate, and actively involve the
learner
Creates and uses learning experiences that are
developmentally appropriate for learners
148
Performance Criteria
Standard 3
Develops and incorporates strategies that
address physical, social, and cultural diversity
and that show sensitivity to others
Arranges the physical classroom to support
the types of teaching and learning to occur
Includes creative and appropriate use of
technology to improve student learning
Develops and implements appropriate
assessment processes
149
Performance Criteria
Standard 3
Secures/uses a variety of appropriate school
and community resources to support learning
Develops/incorporates learning experiences
that encourage students to be adaptable\,
flexible, resourceful, and creative
Uses knowledge required from past teaching
experiences to anticipate instructional
challenges
150
Thinking About Lesson
Planning
Who Am I Planning For?
What Am I Supposed To Do?
151
Two Types of Assignments…
Ineffective Assignments:
The teacher tells the class what is to be covered
Chapter 7; Moby Dick; long division; ecosystems
Effective Assignments:
The teacher tells the students what they are to
have accomplished or mastered at the end of the
lesson
Teach with the end in mind
152
Creating Effective Assignments…
Think what you want the students to
accomplish
153
Effective Assignments…
Must have structure and be precise
Structure
The assignment must have a consistent and familiar
format that the students can recognize as their
assignment
The assignment must be posted daily in a consistent
location BEFORE students enter the room
Preciseness
The assignment must state clearly and simply what the
students are to ACCOMPLISH
154
To teach for learning, use words, especially
verbs, that show learning has taken place.
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
evaluation
155
If the classroom is a fish
bowl…
Piranha
Catfish
Goldfish
156
Piranha…..
Are usually the “trouble-makers”
Can be passive aggressive or overtly
aggressive
Have negative attitude
Have attendance problems
Are “at risk”
Etc., etc., etc……
157
Catfish…..
Go with the flow
Are usually good-natured, but have
limited motivation
Are social beings
Tend to cooperate; follow MOST rules
Perform to the average or just enough
to stay out of trouble with mom/dad
Etc., etc., etc……
158
Goldfish…..
Are in the top 10-15% of their class
Are “teacher pleasers”
Are highly motivated to perform well
Show enthusiasm for learning
May be “over achievers” and /or high
achievers
Etc., etc., etc…….
159
Pre-Planning Strategies
1. Determine the learning styles of your
students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies
160
Essential Questions
What do I want all students to know and be able
to do at the end of this lesson?
What will I do to cause this learning to happen?
What will students do to facilitate this learning?
How will I assess to find out if this learning
happened?
What will I do for those who show through
assessment that the learning did not take place?
161
Think-Pair-Share
162
Thinking It Through…
Lesson Content
Learning Level
Instructional Methods, Materials,
Activities
Student Activities
Evaluation Tools, Strategies, Activities
163
The Lesson Plan Rubric
Academic Focus
Instructional Strategies
Student Engagement
Writing Strategy
Reading Strategy
Technology Strategy
Assessment Strategy
164
Unmotivated Students…
165
The Unmotivated Student…
166
Unmotivated Student, cont.
Factors That Influence Motivation:
Fear of Failure – “Better to look bad, than
stupid”. Safer not to try.
Lack of Meaning – May not see relevance
to assignments.
Emotional Distress – Anxiety/Depression
from influences at home.
Learning Disability – Give up in frustration.
167
Unmotivated Student, cont.
Lack of Challenge
Desire for Attention – look helpless to
teacher
Peer Concern – not cool to like school
Low Expectation – no encouragement from
home
Expression of Anger – due to pressure
from parents
168
Unmotivated Student
Interventions
Assess the origin,(records, teachers, etc)
Talk with the Student Privately – develop the
relationship.
Provide a Warm, Accepting Climate
Stay Close to the Student
Introduce the Lesson with Enthusiasm
Give Clear Direction and Feedback
Present Tasks in Manageable Doses
Orchestrate the Student’s Success
Highlight the Student’s Talents
169
Unmotivated Student
Interventions, cont.
Vary Your Teaching Style
Relate Instruction to Student’s Interests
Make Instruction Relevant to Real World
Provide Hands-on Activities
Apply “Meaningful Work”…CHAMPs
Allow Student Some Control over What and How He
Learns
Praise Student’s Efforts and Accomplishments
If Student is Too Cool, consider incentives, rewards,
group recognition ( spark some competition)
Challenge the Student
170
HYPERACTIVITY…
Constant movement Provide structured high
activity tasks
Easily distracted
Allow for control
movement
Lack of control
Reward on-task
behaviors
Verbal
Use color codes for
Does not attend to cues recognitions of behaviors
171
INATTENTION…
Passive Focus attention on key
elements of activity
172
IMPULSIVITY…
Speaks before thinking Provide short and specific
out answers directions
173
DISRUPTIVE BEHAVIOR…
Refuses to do work Reinforce positive
behavior
Defy authority
Use high interest
Intimidates other personally relevant
students material
174
Key Ideas…
175
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The classroom is organized in a manner that encourages
order, participation, independence, and continuous
learning
There is a small number of meaningful rules
Students understand and enforce rules
The teacher is constantly teaching independent behavior
management skills
The teacher spends an appropriate amount of time at the
beginning of the school year establishing the culture and
climate for positive acceptable behavior
Student’s demonstrating appropriate behaviors constantly
receive positive reinforcement
176
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The teacher handles inappropriate behavior in a firm,
fair, consistent, and caring manner
The teacher’s interactions with students are positive
and reinforce the importance of student success
The teacher has several motivators that reinforce
and shape student positive behaviors
Classroom instruction is well organized, meaningful,
and allows for student differences (individual and
group)
Classroom management strategies are appropriate to
the environment and needs of the students
177
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
There is an established communication between
home and school
Students receive constant positive reinforcement for
doing good work and encouragement to do better
Student work is displayed throughout the classroom
and behavior and learning reinforcers are visible
throughout the room
178
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
179
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
180
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
181
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
182
Teachers who are successful at behavior
instruction and reinforcement…
183
Word Wall Activity…
In your group, discuss the term(s) that you
have chosen.
Share:
Your thoughts and
A factual statement
184
Now What?
185