31 4-earthsoft-understanding students

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Index


Engaging today’s students…

Means tapping into
what is important to them


Digital Natives
• Today’s students are Digital Natives
• Visual learners
• Multi-taskers
• Short attention spans
• Use technology to express themselves
• Information analysts
• Content producers
• Real-time learners- Instant messages, text
messages, etc


21st Century Skills
• Communication
• Innovation
• Creativity
• Problem-Solving
• Interactive
• Collaboration
• Critical Thinking

6

Applied skills
• Applied skills enable new entrants to use the
basic knowledge acquired in school to perform


What Employers Want
• Relevant Education
• Experience in similar fields
• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration
• Critical Thinking/Problem Solving
• Knowledge of Foreign
• Health and Wellness
• Creativity/Innovation


Preparedness
• Don’t prepare us for your world, prepare us for
our world..develop skills aligning to the trends


Understanding Our Students
Dealing With Student Behavior in Today’s
Classrooms


Easy time?
Good Points Bad points
Sincere, focused No concentration
Following guidelines Not following guidelines &
instructions, not afraid of
punishment
Respecting elders Does not demonstrate the
respect, hates if guided
Do not disturb others Enjoys disturbing others
Get guided by parent Does not listen to parent
Have vision for future Just want to take as it is

Behaviors depends on
• The physical and emotional climate of the child's
home and neighborhood

• Stability and consistency in the child’s family

• The parenting styles of the child’s parents

• The power and influence of peers in a child’s life


Role Models
• The positive & negative role models available
• The child’s exposure to violent & sexy media
and other influencing factors
• The child’s emotional and physical health
• The child’s own attitude toward his/her anger
• Parental guidance, selling dreams to child
• Good and bad influences of peers


Why Kids Misbehave
Basic has several “Functions”:
Attention from peers or adults
Attain power/control
Revenge or Retaliation
Feels Good/Play and fun
Fear of Failure or motivation for daring
Getting false promises
Imitation


Behavioral Problems
• Aggressive-hyperactive, agitated, unruly student
• Resistant (the student who won’t work)
• Distractible (the student who can’t concentrate)
• Dependent (the student wants help all the time)
• Demands (unreasonable demands & keep
perusing conditionally)


Location for such Students
Location for Students who cause behavioral
problems:
• Separate disruptive students; may be
aggressive and resistant students

• Nearby disruptive students; may be distractible,
dependent, and resistant


PUNISHMENT
VS.
DISCIPLINE


Punishment
Why Do We Punish?
• Because it works
• Eaziest way to manage
• Effective for approximately 95% of our students
• It’s quick
• Punishment produces a rapid suppression of
behavior though temporary
• It requires lower level thinking skills.


Discipline vs. Punishment
• D: Strives to replace an unwanted behavior with
a desirable behavior

• P: Takes away a behavior by force, but replaces
it with nothing

• D: Is firm and consistent, but peaceful

• P: Inflicts harm to a good name


• D: Positive behavioral change is expected

• P: The worst is expected, and the worst is often
received

• D: Takes time and energy but consequences
are logical and encourage restitution

• P: Is immediate and high-impact but is hardly
ever logical


• D: May the youth angry at first, but calls for self-
evaluation and change rather than self-
degradation

• P: Agitates and often causes anger and
resentment on the part of the child, it might be a
recursive chain

• D: Is caring but takes time and planning

• P: Is often “off the cuff” and emotionally
charged

• D: Allows child to rebuild self-esteem

• P: Damages fragile self-esteem, builds fear in a
child, negative impact mentally

• D: Disciplinarian is in control of his/her own
emotions and is consistent

• P: Allows anger to be released physically by
punisher, allowing for dangerous loss of control
on adult’s part


• D: Is not threatening, dangerous or abusive,
ability to convince, need high thinking abilities

• P: Can be physically and emotionally
dangerous

• D: Allows for reflection and restitution

• P: Does not allow the child to make up for
his/her behavior


Well-Disciplined Classroom
• Discipline
• Procedures
• Routines

• Effective teachers introduce rules, procedures,
guidelines and routines
• Implementation is on the very first day of school
and continue to teach and reinforce throughout
• They do it convincingly manner
• They command respect while doing so


Polsky’s Diamond
• The Social Interaction is prompted by the need
for 3 things
1. Power – influence over one’s own life
2. Affiliation – belonging
3. Achievement – status


So their behaviors look like
Social functions of Behavior:
• Attention Seeking (adult/peer)
• Power/control
• Fear of failure/frustration
• Imitation

Other functions of Behavior:
• Getting something (sensory input)
• Revenge or retaliation
• Avoidance – person, activity, demand or request
• Feels Good/Play


Social Skills…
How do “Tough Kids” meet these needs?
Behavioral Excesses
Aggression Arguing
Hitting Fighting
Shouting Teasing
Blaming Provoking
How do “Tough Kids” meet these needs?
Behavioral Deficits
Using self-control Cooperating
Problem Solving Helping
Sharing Making good decisions

Dealing with Anger…

How do YOU deal with an angry student?


Angry Students
Goals :
• To help channelize and guide the student to
constructive outcomes.
• To 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.


Anger
Anger may be…
• A defense to avoid painful feelings
• Associated with
• Failure
• Low self-esteem
• Feelings of isolation
• Insult
• Feelings of anxiety
For these reasons the child has no or minimal
control


Anger vs. Sadness
Child
• Anger and sadness closely related

• Expresses sadness as anger

Adult
• Expresses sadness as sadness


Angry Child Interventions
• Catch the child being good. Tell what behaviors
please you.

• Respond to positive efforts and reinforce good
behavior.
• “Thanks for sitting in your seat quietly.”
• “You worked hard on that project, and I admire
you effort.”
• “You are a good student, sincere & intelligent,
that’s why keep getting good grades”


• Deliberately ignore inappropriate behavior that
can be tolerated.

• Tell child what you are doing.

• If attention seeking, it will get worse before
better.

• Be consistent


• Provide physical outlets and other alternatives.

• Pre-plan opportunities for child to release stored
energy

• Consider meaningful work


• Manipulate the surroundings.

• Look for triggers both inside/outside your class.

• Re-examine your rules.

• Consider the child’s physical space.


• Use closeness and touching.

• Move physically closer to the child

• Consider gently placing your hand on the child’s
shoulder

• Works best with younger children


• Express interest in the child’s activities.

• Develop the relationship

• Teachers are often the best therapists


• Ease tension through humor.

• Attempt to “joke” the child out of an episode.

• This will help “save face”.

• Be careful to distinguish between humor and
teasing.

• If sarcastic tone, child may become more angry.


• Explain situations to the child.

• Assist the child in understanding what situations
can contribute to their anger

• Assist the child in learning appropriate
alternative responses.

• Allow for practice/role play


When an Explosion is pending

Stimulus

Consequence Thoughts

Action Feelings


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 Calmness


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.


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.


• Out of Control- behavior is driven by emotion.
• Thought process is repressed.
• Avoid threats of disciplinary sanctions.
• All youth to “vent” safely.
• Understand what would help them to vent
• Physical restraint may be required.


• 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.


Dealing an Explosion
• Have a close door meeting
• Win confidence to communicate
• Demonstrate love & care attitude
• Listen & gather as many inputs understanding
the reasons
• Try to find the root causes and conclude
• Think what are the possible solutions
• Prioritise the solutions
• Take a child in confidence & share the solutions
• Seek agreement by way of participation
• Take actions
• Convey the results and check satisfaction

Behavior
Modification…


Pre-Corrections
• “Thank you for not smoking.”
• “Gentle reminder”
• Serves as a gentle reminder of expectations.
• Gives students an opportunity to mentally
prepare before an activity.
• Always respond to sincere efforts to comply.
• Classroom Behavior Modification using: “Pre-
Correction for Classroom”


Behavior Modification
Seven steps:
• Identify the context & likely problem behavior
• Specify the expected behaviors
• Systematically modify the context
• Conduct behavioral rehearsals
• Provide strong reinforcement for expected
behaviors
• Prompt expected behaviors
• Monitor the plan


Pre-Correction Scenario
• Context – students entering classroom
immediately after recess
• Predictable behavior – students
shouting, laughing, and pushing before
complying with teacher direction

• Expected Behavior – Entering the room
quietly, go to desks, begin task, keep hands to
self.


• Context modification – Teacher meets students
at door, has them wait and then go to desk to
begin entry tasks.

• Behavior rehearsal – Teacher reminds students
just before recess of expected behaviors. Asks
“student” to tell what are expected behaviors.


• Strong reinforcement – Students are told that if
they cooperate with teacher requests, they will
have additional break and 5 extra minutes for
recess.

• Prompts – Teacher gives signals at the door to
be quiet and points to activity on Chalkboard.
Teacher says “ssshh” to noisy students and
praises students who are beginning work.


• Monitoring plan – Teacher uses a watch to
measure how long it takes for all students begin
their tasks immediately (within 10 seconds)


5 Steps to Correction
• List Previous Positive Behavior.
• “Sanjana, yesterday you did such a good job
staying in your seat and paying attention. I
really appreciate how you behaved.”

• State Current Behavior.
• “However, today you’ve been out of your seat,
disrupting class several times.”


• State Expectations.
• “What I expect from you is, you go & sit in your
seat, pay attention, and only talk to your
neighbors when I give you permission.”

• Child Repeats.
• “You want me to go to my seat, sit down, listen,
and keep my mouth shut.”


• Praise Any Efforts.
• Acknowledge any compliance
• Be positive
• Be sincere
• Be encouraging
• You need a positive relationship with the student
to use this effectively.


If you want it…teach it.
If you expect to maintain it, encourage it,
acknowledge it, and reinforce it


Post-Correction
• Allows the child an opportunity to process and
learn from the experience.

• This is to be done
• by the adult who witnessed the incident.
• within 24 hours (As soon as both parties are
calm)


5 Steps to Post-Correction
• 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
• Guide for positive steps
• Help


• Adult’s Perception-
• Discuss what parts of incident you see same
and differently
• Provide reality base

• Connection Incident to Pattern of behavior
• Assist student in seeing a behavior pattern
he/she has developed


• Explore Alternative Behaviors -
• Prompts may be used
• Important to let student find options

• Develop A Plan -
• May use behavior contract
• Assure student of adult commitment
• Discuss consequences for next incident


“Always say what you mean, and mean
what you say…but don’t say it in a mean
way.” - Nicholas Long


Unmotivated Students…


The Unmotivated Student
• Problems often emerge during late elementary
or middle school.
• Often initiated by early academic problem.
• Begins to see school as a place of “drudgery”.
• Will most often become discipline problem.
• At risk of becoming a “drop out”.


Unmotivated Student
• 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.


Unmotivated Student
• 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


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


Interventions
• Vary Your Teaching Style
• Relate Instruction to Student’s Interests
• Make Instruction Relevant to Real World
• Provide Hands-on Activities
• Apply “Meaningful Work”
• Allow Student some control over What and How
• Praise Student’s Efforts and Accomplishments
• If Student is Too Cool, consider incentives,
rewards, group recognition (spark some
competition)
• Challenge the Student


Hyperactivity…
Constant Provide structured high
movement activity tasks
Easily distracted Allow for control movement
Lack of control
Verbal Reward on-task behaviors
Does not attend to Use color codes for
cues recognitions of behaviors


Inattention…
Passive Focus attention on key
elements of activity
Minimal problem- Develop and mental map
solving skills with student
Dependent learner Facilitate routine success
Views ability versus Help the student self-
effort as a problem monitor performance


Impulsivity…
Speaks before thinking Provide short and
out answers specific directions
Cannot monitor behavior Reflective evaluation
Impatient with repetition Develop patience
Avoids anxiety Model expected
behaviors
Allow behavior outlets


Disruptive behavior…
Refuses to do Distract teaching through
work verbal or physical means
Defy authority Reinforce positive behavior
Intimidates other Use high interest personally
students relevant material
Provide short successes


Discipline, Routines and
Procedures…


Discipline vs. Procedures…
• Discipline: Concerns how students BEHAVE
• Procedures: Concerns how things are DONE

• Discipline: HAS penalties and rewards
• Procedures: Have NO penalties or rewards

• A procedure is simply a method or process for
how things are to be done in a classroom.


Share procedures
• Students must know from the very beginning
how they are expected to behave and work in a
classroom environment.

• DISCIPLINE dictates how students are to
behave

• PROCEDURES and ROUTINES dictate how
students are to work


Procedures…
• Statements of student expectations necessary
to participate successfully in classroom
activities, to learn, and to function effectively in
the school environment
• Allow many different activities to take place
efficiently during the school day, often several at
the same time, with a minimum of wasted time
and confusion
• Increase on-task time and greatly reduce
classroom disruptions
• Tell a student how things operate in the
classroom, thus reducing discipline problems

Procedure
• A PROCEDURE is how you want something
done

• It is the responsibility of the the teacher to
communicate effectively

• A ROUTINE is what the student does
automatically without prompting or supervision

• Becomes a habit, practice, or custom for the
student


Procedures answer questions
What to do when
• the bell rings
• the pencil breaks
• you hear an emergency alert signal
• you finish your work early
• you have a question
• you need to go to the restroom
• How to enter the classroom
• Where to put completed work


Steps to Teach Procedures
• EXPLAIN. State, explain, model, and
demonstrate the procedure.

• REHEARSE. Practice the procedure under your
supervision.

• REINFORCE. Reteach, rehearse, practice, and
reinforce the classroom procedure until it
becomes a student habit or routine.


Discipline with the Body
• EXCUSE yourself from what you are doing
• RELAX, take a slow relaxing breath and
CALMLY approach the student with a
meaningful look
• FACE the student directly and CALMLY wait for
a response
• If there is no response, WHISPER the student’s
first name and follow with what you want the
student to do, ending with “please”.
• RELAX and WAIT.
• If the student does not get to work, RELAX and
WAIT. Repeat Steps if necessary.

• 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.
• Takes two fools to make a conversation out of it.


• When the student responds with the appropriate
behavior say, “Thank you,” and leave with an
affirmative SMILE.
• If a student goes so far as to earn an office
referral, you can deliver it just as well
RELAXED. After all, ruining your composure
and peace of mind does not enhance classroom
management.


Beginning & 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.


Beginning & Ending Routine
• 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.


Beginning & 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


Student Work
• Design efficient procedures for assigning,
monitoring, and collecting student work.
• 5 Major Areas of Managing Student Work:
• Assigning Class Work and Homework
• Managing Independent Work Periods
• Collecting Completed Work
• Keeping Records and Providing Feedback
• Dealing with Late/Missing Assignments


Ponder This…
• You don’t build your football team on the day of
the game.

• You don’t drill a well when you get thirsty.

• And you don’t discuss procedures once an
emergency has begun.


Steve Yelon, (1996) MSU Professor Emeritus
2009 TASEM - What is Effective Classroom Teaching?
Jim Knight, University of Kansas

Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey

A powerpoint presentation by
Marney sobel & Mary anne lapenna Thank You
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?
Kevin M. Johnston
MSU TA Programs


31 4-earthsoft-understanding students

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