Scenario Student B frequently will disturb other students during story time on the carpet by pulling inappropriate facial

expressions to peers. Essential Example Response to Scenario Link to A & P Comfort & Order Skill Make sure that the picture/words rules cards are visible to all students while sitting on the Establish and communicate classroom carpet. Remind student B along with the class rules and procedures can be seen as an the expected behaviour during the classroom effective way to provide a sense of order to task. Using direct verbal language like While an activity and class ambiance (Marzano & reading this story I will be looking for student Pickering, 1997). For the classroom who are sitting up and looking at me. While atmosphere to remain comfortable for you are explaining the expected behaviour effective learning the teacher must have a physically refer to picture/word rule cards. scaffold of rules to follow (Krause et al., Placing these picture/word rule cards in a 2006). These rules and expectations must close proximity to the teacher for non-verbal be offered to the students frequently, reference during the story. therefore, giving them the guideline to follow because they may vary in different Ask student B to sit next to a chosen student classroom activities (Marzano & Pickering, who regularly follows the class expectations. 1997). Setting student B up with the This will allow the learning manager to make appropriate way of interacting on the carpet parallel acknowledgement if student B start to during story time will establish a comfort engage in disruptive behaviour. Positioning and order to the lesson (Marzano & student B next to them will give them a clear Pickering, 1997). view, understand and reminder of what is expected. When the learning manager can see that student B is trying to follow the class rules they Reminding student B when she is engaging can offer a smile and nodding of the head in the classroom carpet rules correctly by while still reading the story. giving her a smile communicates to her that she is meeting the expectations during carpet time (Marzano & Pickering, 1997). According to Jones (1987,. cited in Krause et al., 2006, p. 459) it is essential to provide Shortly (2 mins) after the Student receives a ways to limit and non-verbally communicate smile and positive nod the teacher can then students behaviour. Using non-verbal cues offer supportive feedback. For example I am and positive reinforcements will assistance really impressed by the way student B is sitting students stay on task while generating a beautifully with her eyes focused on the story, sense of comfort (Marzano & Pickering, showing me she cares for her learning. This is 1997). reinforcing a positive attention when engaging in correct behaviour. Aim to gain student Bs attention through eye contact and point to the picture/word rule that she is not adhering to while aiming to maintain the stories flow as much as possible. Therefore, trying not to draw attention to her negative behaviour. Offering student B a chance to change her If the situation continues and students are behaviour and make the right choice or face starting to become disrupted due to her a consequence usually moves conflict behaviour remind her of the classroom carpet towards resolution (Larrivee, 2005). By rules. Offer her a choice change her behaviour referring to the picture/word rule cards and or she can stand at the back edge of the asking student B to move due to carpet until the story has finished. Use inappropriate action is communication to encouraging body language 30 seconds after her and the class the expected rules and she has made the right choice. the procedure that occurs when they are If she continues to make inappropriate facial not followed (Marzano & Pickering, 1997). expressions to peers ask her to stand up and move to the back of the carpet and remain there quietly until the story has finished. A short time after you can see her trying hard to make the right choice use non-verbal hand gesture that she can sit down and hold your hand to your looking and listening picture. Following through Giving a choice Selective attending Descriptive encouraging Body language encouraging Cueing with parallel acknowledge-ment Establising expectations

Language of Correction

Language of Encouragement

Language of Expectation

Scenario Student D frequently will disturb other students during soundwave journal time by taking pencils off them. Essential Skill Establishing expectations Example Response to Scenario At the beginning of the lesson remind all students expected behaviour during the lesson. This can be done by asking the class What sorts of behaviour do you think I will be looking for during the lesson? If student D puts his hand up let him offer his thoughts. Then repeat the level of expectation and remind the class you will be looking for students who are adhering to them. Remind students that caring for others and your self is the right choice to make so we all stay safe. Soundwaves journal activity is a teacher lead exercise. Therefore, using the class will quickly realise when the teacher is silent. If student D is starting to become restless waiting and scanning may help to remind him that the teacher is becoming aware and wants him to reflect on the previous discussion. When student D is showing the teacher appropriate behaviour gesture with a thumbs up and smile. Then stay by his table to encourage him to stay on task and continue making the right choices. Link to A & P Comfort & Order Establish and communicate classroom rules and procedures can be seen as an effective way to communicate a sense of order to an activity and class atmosphere (Marzano & Pickering, 1997). For the classroom atmosphere to remain comfortable for effective learning the teacher must have a framework of rules to follow (Krause et al., 2006, pp. 458). These rules and expectations must be offered to the students frequently, therefore, giving them the guideline to follow because they may change in different classroom activities (Marzano & Pickering, 1997). Setting student D up with the exact expectations for the task will eliminate confusion for behaviour.

Language of Expectation

Language of Encouragement

Body language encouraging

Waiting and scanning

When he continues to make the right choice offer him positive reinforcements about why you are pleased with him. Alternately, offer him a compliment about him showing you how to follow the class rules and expectation I love the way student D listened at the beginning of the lesson and following the class rules this is how we care for our learning. If student D starts to disturb another peer and appear to show motivation to take their pencil. Walk over to the table he is sitting at and attention the class by using the 1,2,3 eyes on me. Explain to the class that it is getting a little bit noisy and remind the class of the rules and how we care for our learning. Remind students that caring for others, our learning and our self is also caring for our safety. If student D choses to continue distributive actions remind him of the expectations we talked about at the beginning of the lesson. Ask him what he could do differently to follow the rules and care for his learning and others safety. Offer him a choice to sit by himself at another table and finish his journal work during lunchtime or follow the class rules. If he continues to disturb other peers ask him to stand up and move to the spare table. When the class is working on the next question go over and ask him why he was moved. Discuss the correct behaviour and offer him the chance to sit here and finish his work. Remind him that he has been moved because he was not caring for him self and others.

Redirecting to the learning.

Descriptive encouraging

Reminding student D when he is engaging in the classroom rules correctly by giving him a thumb up communicates to him he is meeting the expectations of the activity. According to Jones (1987, cited in Krause et al., 2006 p. 459) the teacher needs provide ways to limit and address students behaviour that are easy and quick to use. Using non-verbal cues and positive reinforcements will help students stay on task while providing a sense of comfort (Marzano & Pickering, 1997).

Introducing the concept of bracketing by using the 1,2,3 eyes on me. Will give all students time to refocus the learning. It will give student D the opportunity to hear language of expectation and a chance to self correct his behaviour by reflecting on his own standards (Marzano & Pickering, 1997). Standing by his desk for the rest of the lesson will prompt the desired behaviour from student D (Krause et al., 2006, p. 460).

Language of Correction

Following through

Giving a choice