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50 Cards in this Set
- Front
- Back
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Methods of Teacher Communications
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Introduction letters,
Start of Year Policy statement, Positive Notes, Daily Behavior Bulletins, Student-made invitations, Classroom Newsletters, Weekly work folders, Achievement Certifications, Phone Calls, and Parent/Teacher Conferences. |
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Why is a teacher’s clothing important?
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You, as the classroom teacher, may be one of the only role models your students may view. Dress to gain respect and portray dress that is seen as successful and appropriate.
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Guide for Teacher’s Clothing
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Bright colors are fine for primary grades. Soft, muted colors are recommended for secondary grades. Career dresses/pantsuits are appropriate for women. Suits and ties for men are appropriate, as well as a dress shirt with slacks. Excessive jewelry is distracting. T-shirts are inappropriate for the classroom. Stretch slacks are unbecoming. Trendy clothes do not establish authority. Denim is inappropriate.
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What is behavior?
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Whatever the student does.
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Types of Misbehaviors
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Agression
Immorality Issues Defiance of Authority Classroom Disruptions Goofing off |
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Aggression
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actions such as attacks (both physical and verbal) on people in authority or on other students. Although this type of misbehavior does occur in the school setting, such occurrences are usually in the minority of misbehavior situations teachers must deal with on a day-to-day basis.
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Immorality Issues
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includes choices to cheat, lie or steal. Incidences relating to this category of misbehavior seem to be on the increase, and many school sites have policies in place to deal with these situations.
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Defiance of Authority
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The student's refusal to comply with teacher requests is categorized as defiance. Defiance can sometimes be hostile.
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Classroom Disruptions
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calling out, tossing objects (something needed is "passed" inappropriately), walking in the room without permission. Although these misbehaviors, when viewed singly, appear to be relatively harmless, it is this type of behavior that wastes a great deal of instructional time.
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Goofing off
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These behaviors sometimes interfere with others; sometimes not. Students out of their seats for no reason, not doing assigned tasks, dawdling, and daydreaming would all fall into the "goofing off" category. Once again, although usually innocuous when viewed in a single occurrence, Lee Canter (Assertive Discipline) referred to these behaviors as being precisely the behaviors that "drive teachers to distraction and ruin learning for everyone."
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Dreikurs Theory of Mistaken Goals
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Rudolf Dreikurs believes that all students have a "genuine goal" (need for belonging), and that students that have reached that genuine sense of belonging and being valuable to the group rarely display serious behavior problems. Reaching this "sense of belonging" is difficult for some students to reach, however, and when students feel unable to reach this "genuine goal," they turn to a series of "mistaken goals" in order to gain a sense of importance. These mistaken goals include attention, power, revenge and inadequacy.
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Attention Seeking
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The student is demonstrating a need for attention. This attention-seeking is directed towards either the teacher or students. Teacher may feel annoyed. Ask: Could it be that you are trying to get me to pay attention to you?
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Power Seeking
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The student is seeking power. This mistaken goal is most often manifested by the student's refusal to comply with teacher requests. Teach may feel threatened. Avoid the power struggle and redirect the students’ efforts to gain power by assigning them tasks with responsibility and invite the student to make decisions.
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Revenge Seeking
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The student is seeking revenge. This is oftentimes caused by unsuccessful attempts to gain power over the teacher. The student will then attempt to gain a sense of importance by defacing property, cheating, or spreading rumors. Teacher may feel hurt. Take positive steps to prevent revenge seeking. Provide the student opportunities to display talents/strengths. Avoid resolving power struggles in a public manner.
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Inadequacy
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The student will display inadequacy. If all else fails, the student will often withdraw from all activity to shield him or herself from further failure. Teacher may feel powerless. Encourage Students Displaying Inadequacy: Students that display inadequacy are withdrawn and believe themselves to not be worth dealing with. Teachers must not give up on these students, but rather offer encouragement at any small sign of effort.
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Types of Discipline
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Preventative,
Supportive, Corrective |
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Preventive Discipline
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To keep students involved in their work and what is going on in the classroom is synonymous to prevention of classroom misbehavior in many cases. To this end, great attention should be paid to the following criteria when contemplating your classroom curriculum, and discipline system: Curriculum should be as worthwhile, relevant and enjoyable as possible. Use of manipulatives, extension activities, and achievement level assignments should help with this. Also, vary the working structure of your class (individual, group, partners, etc.). Students crave fun, the feeling of belonging, freedom, power, and dignity. Be pleasant and helpful. Ask students for input, help, and suggestions. You may be surprised at what they have to offer. Expectations about classroom behavior should be clear. Periodic review of such expectations is worthwhile. Rehearse appropriate behaviors that have been adopted as classroom expectations. As the teacher, you are the best model for the class. Constantly show concern, etiquette, courtesy and helpfulness. Point out student improvements as they occur. Classroom discussions regarding manners and expectations are valuable.
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Supportive Discipline
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This facet of discipline is designed to assist students in regaining their self-control by refocusing them on their task. The majority of the time, supportive discipline takes place so discretely that only the student receiving this discipline and the teacher are aware of its occurrence. Following is a list of strategies that are effective with supportive discipline: Show interest in a student's work. A positive question, or positive comment will often do the trick. Eye contact and a subsequent nod of the head, thumbs up gesture, or a smile is highly effective. Provide a "challenge" (i.e., "See if you can complete five more before I walk this way again.") Give hints, or suggestions to help students get started. Use your sense of humor whenever possible. Position yourself in closer proximity to the student. Restructure difficult work by changing quantity, or providing one-on-one help. Remove "interfering objects" (i.e., toys, crayons) from desk with assurance you will return them later. Continually acknowledge good behavior. Utilize "I" messages, and hints as you view a student drifting towards misbehavior (i.e., "I like the way Mary and Beth are working quietly.") While you acknowledge students' discomfort or "fatigue" with working, ask them to continue for a few more minutes.
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Corrective Discipline
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While using preventive and supportive discipline measures can greatly reduce misbehavior, it will not eliminate it totally. When students choose to violate a rule, the situation must be dealt with immediately. Corrective discipline should not encourage power struggles or intimidate students. Below are listed suggestions on how to effectively implement corrective discipline: Stop (don't ignore) disruptive behavior. Either talk with the offending student or invoke a suitable consequence. Speak calmly and in a matter of fact manner. Consistency in enforcing consequences is essential. Redirect misbehavior in positive directions. Private talks with students regarding discipline issues are helpful. Ask how you can help. Insubordination consequences must be in place for students that refuse to stop misbehaving.
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Purpose of Discipline Systems
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Help students develop self-control. Create a safe environment conducive to learning. Ease stress in the classroom on the teacher and student.
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Misbehavior
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Any activity that interferes with teaching and learning. These behaviors are inappropriate for the setting in which they occur and are generally intentional. Misbehavior may also include excessive absenteeism, alcohol and drug use, and other specifics that, for the most part, affect only the "misbehaving" student.
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Jones on Consistency
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There are no degrees of consistency. You are either consistent, or you are inconsistent. You either act and your rules become reality, or you fail to act and your rules are nothing but hot air. So, discipline comes before teaching.
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Supportive Discipline Examples
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Provide a "challenge" (i.e., "See if you can complete five more before I walk this way again.")
Give hints, or suggestions to help students get started. Use your sense of humor whenever possible. Position yourself in closer proximity to the student. |
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Preventive Discipline Examples
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Constantly show concern, etiquette, courtesy and helpfulness.
Point out student improvements as they occur. Have clear expectations on behavior. |
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Corrective Discipline Examples
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Stop (don't ignore) disruptive behavior.
Either talk with the offending student or invoke a suitable consequence. Speak calmly and in a matter of fact manner. Private talks with students regarding discipline issues are helpful. |
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Four elements of a positive classroom
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Classroom structure,
limit setting, responsibility training and back-up systems. |
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Explain the importance of cooperation in the classroom.
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Cooperation is essential for the basic function of a classroom. For a class to operate efficiently, the teacher needs cooperation from all students, not just a particular population and not just most of the class. A handful of uncooperative students will quickly bog down a classroom.
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Summarize the concept of "Responsibility Training."
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A group management technique designed to create cooperation and teach time management in order to create an efficient class. It gives students allotted times to perform clearly defined tasks and “earn” more time for preferred activities by completing those tasks quicker than the allotted time.
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Describe "Omission Training."
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An incentive system that decreases the rate of an unwanted behavior. An example of this type of system is to reward a child for going five minutes without getting out of his or her seat. This allows an incentive for self-control based upon an interval of time that an unwanted behavior is not performed. When this technique is paired with Responsibility Training, the teacher has a powerful tool to assist the peer group in helping the student with his or her individual needs. This individual child earns bonus PAT for the class if he or she avoids the unwanted behavior. Through the use of Omission Training, the unwanted behavior quickly disappears and the child is seen as a "hero" by earning bonus PAT time for the class.
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Identify four types of pseudo-compliant behaviors.
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• Smiley face: They give you the look of the repentant angel, as if asking, “Who, me?”
• Book posing: They open their books and look back at you as though to ask, “Does this fulfill the requirements of formal education?” • Pencil posing: They get out a pencil and touch it to paper before looking back at you as though to say, “Look, I’m writing.” • Pseudo-scholarship: They start to write with furrowed brow, but look up periodically to see if you are still tracking their behavior. |
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Create a back-up system for dealing with severe discipline problems.
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A hierarchy of discipline where the consequences fit the misbehavior. Small back up responses mean verbal warnings to the student in private to tell the student to stop the behavior before the cost gets high. Medium backup responses include sanctions like time-out, lost recess, a call home, and lunch in the classroom. Large back up responses usually mean using the school discipline code and a visit to an administrator’s office.
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Explain how students know when a teacher means business.
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Teachers mean business when they are consistent and in control of their emotions. They have a plan and understanding of what they want to happen in their classroom and consistently enforce their vision. Students know that you will “pay the price” to maintain discipline by giving your time and effort to stopping misbehavior.
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Describe Fred Jones and his perspective on maintaining order and providing instruction.
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Discipline and instruction are two of three parts of his vision of classroom management. Instruction seeks to maximize the rate of learning by creating independent learners through the working the crowd, say-see-do model, and using VIPs. Discipline consists of consequences, meaning business, responsibility training, omission training, and the backup system.
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Describe a hostile teacher
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Believes the teacher must be in total control; Lays down the law;
inflexible; perceived as controlling and disliking children; uses stern facial expressions an commands; no joy in the classroom. |
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Describe a nonassertive teacher
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Unclear expectations;
consequences are not predictable; inconsistent enforcement of rules; no respect from students; often has hostile feelings towards students who chronically misbehave. |
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Describe an assertive teacher
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Opposite of nonassertive teacher;
sets clear expectations; consequences are predictable and rule enforcement is consistent; cooperative, supportive, and warm classroom environment; students work because they know that positive effort is recognized. |
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Describe how trust and respect can be established between teacher and the student’s home.
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Communicate early and often;
Know their names; smile when you see them or their children; Be specific about how a parent can help; Start of conversations positively (even if you really want to talk about misbehavior.); actively listen to parents |
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Describe a discipline hierarchy that you might use in your classroom.
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First time disruption: “Bobby, our rule is no shouting. This is your warning.” Second or third time: “Bobby, our rule is no shouting. You’ve chosen 5 minutes time out at the back of the room.” Fourth time: Our rule is no shouting. You have chosen to have your parents called.” Fifth time: “Bobby, our rule is no shouting. You’ve chosen to lose your recess.” Severe behavior: “Bobby. Fighting is not allowed. You have chosen to go to the principal’s office now.”
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Categorize behaviors appropriately according to non-disruptive or disruptive.
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Non-disruptive: Off task, but doesn’t disrupt other students (daydreaming, not eating) Disruptive: hinders the learning of others (talking out of turn).
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List three to five rules you might use in your classroom to clarify student behavior expectations.
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Listen and follow directions; raise your hand before speaking or leaving your seat; respect your classmates and your teacher; keep hands, feet, and objects to yourself.
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Describe how to create a set of rules and consequences.
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Limit rules (3-5 total) which should be regarding behavior. Consequences need to be handled consistently. Student to be reminded they chose the consequence by choosing to do the infraction
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Which aspects of this the assertive discipline system do you view as being most important?
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teach appropriate behavior through the use of clear explanation, modeling and practice. Included in the specific topics to be covered in this way is the skill of following directions, the practice of utilizing positive recognition to increase positive behavior, and the capability to redirect nondisruptive off-task behavior.
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Describe the development of classroom trust & respect.
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All students are treated equally; teachers carefully listen to students; important student events are acknowledged; the teacher learns about student interests; positive parent/teacher communication occurs.
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List techniques to redirect nondisruptive behavior.
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The look; physical proximity; mention their name; proximity praise (i.e. praise people nearby who are doing the right thing.)
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Explain the philosophy behind the Make Your Day program.
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based on the idea that giving the student the right to succeed or fail will not only eliminate teacher frustration and "burn out," but will also promote the development of an internal locus of control in students. Thus, freedom to make choices is an important component of Make Your Day.
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Clarify which student behaviors indicate the choice to go into steps.
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Interfering with another student's learning (humming, tapping on desk, taking another student's materials) will not only cost the student maximum points, but he/she will also be choosing to leave the "working group" for a short period of time.
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Categorize examples of student choices into full point earning vs. taking responsibility with points categories.
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Full point earning results from doing what is expected and the best they can; while taking responsibility points reflects earning fewer points when they have the same infraction.
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Identify legitimate student concerns and positive recognition in the MYD program.
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Concerns are if a behavior has directly interfered with their own learning or safety. Recognition: Students can earn MYD Certificates
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Summarize the handling of a student's behavioral/academic choices through the implementation of the Make Your Day program.
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Step 1: Chair away from group. Can return to the group if they explain the reason that they chose step 1. If not, tell them reason and go to step 2. Step 2: Is standing away from the group. They can return to step 1, if they can explain the reason. If they display the same misbehavior then they go to step 3 and you give them the MYD Rule Card. If the student doesn’t chose to move back to Step 2 by explaining their reason for entering the steps, then the student chooses step 4 and chooses to include the administration and their parents.
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Create a five-item list that notes how your discipline system would maximize learning and instructional time.
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Reduces classroom disruptions that reduce instruction time; creates a safe environment that increases the student’s ability to learn; encourages on time starts and quick transitions; keeps resolution of problems at the lowest level so that fewer people are involved and the student stays in the classroom; designed to reduce disciplinary issues and self-eliminate itself towards a focus on instruction.
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