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23 Cards in this Set
- Front
- Back
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Needs Focus Approach
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- prevention and de-escalation within a framework of fairness and respect
- sees teacher attitudes and teacher-pupil relationships as important precursors to intervention - based on the principle that if a student's crucial psychological needs are being met, they will have little or no need to misbehave in order to find other means of satisfaction. |
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What are the three psychological needs in NFA?
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1. Empowerment (recognition, freedom, achievement, contribution, choice and competence)
2. Fun (curiosity, interest, growth, learning, adventure, amusement, surprise) 3. Belonging (accepted, valued, appreciated, needed, loved) *most important |
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Basic needs met at home include...
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Air, Water, Food, Shelter, Safety
- When the higher levels of social and self-esteem needs are not being met, these students become the troubled, difficult, challenging, vulnerable, the confused, the mad, the bad and the sad |
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As a teacher I must...
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- Good attitude (laugh and cheerful)
- Create routine - Firm and Fair - Trust - be Fun (make enjoyable lessons) - Praise (catch them being good) - Respect (be nice and friendly) |
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How to keep them feeling good!
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1. Classroom structure- clean, good equipment, student work displayed, plants, music (Needs met- Value, belonging)
2. Humor and Fun- "A lesson learned with laughter is a lesson remembered" |
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6 ways to put more humor into lessons
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1. Laugh at yourself (don't take yourself too seriously)
2. Jokes 3. Let kids provide humor (use class comedian in a controlled way 4. Use humor they like 5. Have funny joke/quote/caption of the day 6. Occasional dedicated fun days |
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Things you must do to use humor successfully.
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1. Make rules for what is acceptable (no put-downs, racism, swearing, ref. to violence, toilet humor)
2. It's ok to laugh about mistakes but not people 3. Model positive humor |
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What's the toughest challenge for a teacher?
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- Designing lessons and activities that are engaging for every student while keeping within the framework of a ridged, restrictive curriculum.
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How to make lessons interesting.
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- tailor lessons to students' interests, hobbies and passions (use questionnaire)
- tailor rewards, reading material - tell students why they need to hear a lesson - Always ask "what are the reasons they need to learn this? In what ways will it benefit them and how does it relate to their lives?" Use learning styles (real props, speakers, trips) Make sure work is achievable and appropriate Minimize boredom (put some life into it) |
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Lesson Ideas
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Lectures, debates, word games, sharing time, speeches, reading to class, creating newspaper, group activities, maps, movie, field trip, competitive games, cooking, music day, peer teaching
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How to structure lessons.
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1. Keep beginning/ending transitions tight
2. Have an attention getting starter 3. Have a water break 4. Keep the pace brisk |
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Best ways to give praise.
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1. Make them feel it- be descriptive and be specific
2. Make phone calls home or send letters |
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How to improve (create) teacher/student relationships
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1. Record cards
2. Chatting outside the classroom 3. Get into youth culture 4. Spend time with them at breaks 5. Active listening 6. Trips |
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Ways to ensure your instructions are followed.
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1. Give in a calm, non-hostile manner
2. Be clear and specific 3. Back up with fair, enforceable consequences 4. Involve pupils in the production of rules 5. Give a warning to avoid arguments 6. Give them a routine or agenda 7. Don't nag, lecture or argue 8. Be consistent |
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Non-verbal methods to project control.
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1. Move around the room
2. Body language- relaxed and comfortable 3. Eye contact 4. Tight transitions 5. Maintain their interest |
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Preventative Strategies
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- Positive supportive attitude
- Positive environment - Clear, respectful communication - Positive teacher/student relationships - Descriptive praise - Engaging lessons |
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Give them targets...
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- A very clear goal to achieve; let them know exactly what is expected.
"Tony, this is your target- I want you to get to #6 by 10:00". |
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Steps to getting students "on task"
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1. Ignore (planned ignoring) very obvious attention seeking behavior
2. Non-verbal signals (frown, head shake, finger wag, eye contact) 3. Get close up/walk around the room 4. Verbal signals (offer support) "Can I explain something better?" "Tell me how I can help you" 5. Offer limited choices (gives some control back to them) 6. Use praise- praise others who are doing the right thing (the ripple effect) |
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Stopping Disruption
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1. State what you want them to do calmly and clearly (positive phrase)
2. Explain exactly what will happen if they continue 3. Give them time to think about instructions (walk away) 4. Acknowledge if they do as asked or follow through on consequences 5. Repeat with tougher consequences if persists |
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CONSEQUENCES
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1. Must be stepped and must fit the crime (Fair)
2. Always follow through (consistent) |
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Key Phrase
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Once you've given clear consequences ask...
"Is that what you want to happen? It's your choice." |
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How to say No!
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1. "That sounds great!"
2. "The only drawback is..." 3. "So how about this as an alternative..." |
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A Simple Sentence...
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"When you (state behavior) then I (state what the behavior causes)"
ex: "Greg, when you interrupt me, it makes it difficult for people to hear and I can't teach the lesson properly. Please listen quietly." |
