Professional Documents
Culture Documents
Keith Lakes, Behavior Consultant Lisa Smith, Instruction/Behavior Consultant Upper Cumberland Special Education Co-operative October 2002
Todays Agenda
Welcome and Opening Activities The Characteristics of an Effective Teacher Effective Behavior Management Strategies Organizing and Managing the Learning Environment Designing Lessons to Enhance Student Learning Closing Activities
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Presentation Techniques
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
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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. Two major goals 1. To foster student involvement and cooperation in all classroom activities 2. To establish a productive working environment.
-First Days of School, Wong
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A well-managed classroom is
A task oriented environment
A predictable environment Is ready and waiting for students
Brainstorming Activity
Think of as many responses to the following statement as you can
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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 works 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.
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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 cant make a difference Believes that punishment is more effective than discipline
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A Dangerous Educator
Thinks you shouldnt 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 childs day. Forgets he/she is modeling. Is a structure monster.
-Malcolm Smith
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In summary
An effective teacher
Has positive expectations for student success Is an extremely good classroom manager
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Every U.S. school day, 6,250 teachers are threatened with bodily injury (NEA)
More than 150,000 school age children bring a gun to school each school day (Childrens Defense Fund)
More than 50% of children in the U.S. fear violent crime against themselves or a family member (Newsweek)*
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More than half of all American children will witness their parents divorce (U.S. Bureau of the Census) In the last 10 years, the estimated number of child abuse victims has risen by nearly 50% (National Committee for the Prevention of Child Abuse)
The average child has watched 8,000 televised murders and 100,000 acts of violence before finishing elementary school (American Psychological Association)*
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Attention from peers or adults Attain power/control Revenge or Retaliation Feels Good/Play Fear of Failure Getting something (Sensory Input) Imitation
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Classroom Rules
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Consider having rules recited daily for first two weeks then periodically..
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Examples
Inappropriate Rules:
Preferred Rules:
Be responsible Pay attention Do your best Be kind to others Respect authority Be polite
Keep hands, feet, and objects to yourself. Raise your hand and wait for permission to speak. Sit in your seat unless you have permission to leave it. Walk, dont run, at all times in the classroom. 32
Consequences
The best consequences are reasonable and logical
A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed
The best logical consequences teach the students to choose between acceptable and unacceptable actions.
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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
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It should be noted that prior to enacting corrective consequences, positive reinforcement strategies should be utilized.
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Classroom Schedules
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Classroom Schedules
Avoid Down Time Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.) Begin each activity on-time.
The best behavior plans are excellent academic lesson plans. source unknown
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Classroom Schedules
Budget your academic time
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Physical Space
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Physical Space
Arrange desks to optimize the most common types of instructional tasks you will have students engaged in.
in in in in
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Coats Binders Backpacks Books Lunchboxes Lost and found items others
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Obtain the materials that you need before you need them
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Teachers who are ready maximize student learning and minimize student misbehavior.
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Attention Signals
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Attention Signal
Decide upon a signal you can use to get students attention. Teach students to respond to the signal by focusing on you and maintaining complete silence.
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Punishment
Why Do We Punish? Because it works
Punishment is effective for approximately 95%
of our students
Its quick
Punishment produces a rapid (but often
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Effective teachers introduce rules, procedures, and routines on the very first day of school and continue to teach and reinforce them throughout the school year.
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The number one problem in the classroom is not discipline; it is the lack of procedures and routines.
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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
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Procedures
Are 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
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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
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A smooth-running class is the responsibility of the teacher, and it is the result of the teachers ability to teach procedures.
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Activity
Choose one of the items from handout #____ Develop a set of procedures for the item of your choice Display Gallery Walk
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and reinforce the classroom procedure until it becomes a student habit or routine.
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name and follow with what you want the student to do, ending with please. RELAX and WAIT.
5. If the student does not get to work, RELAX and WAIT. Repeat Step 4 if necessary.
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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.
7. 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
-Adapted from Fred Jones, Positive Classroom Discipline and Positive Classroom Instruction 83
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 youve finished, address the task.
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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.
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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.
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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
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Ponder This
You dont build your football team on the day of the game. You dont drill a well when you get thirsty. And you dont discuss procedures once an emergency has begun.
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CHAMPS video
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CHAMPs
Conversation: Under what circumstances, if at all, can the students talk to each other during the activity.
Can students engage in conversations with each other during this activity? If yes, about what? How many students can be involved in a single conversation? How long can the conversation last?
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CHAMPs, cont.
Help How do students get their questions answered during the activity?
How do they get your attention? If students have to wait for help, what should they go while they wait?
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CHAMPs, cont.
Activity What is the activity?
What is your expected end product? This will likely change daily, according to your lesson plans.
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CHAMPs, cont.
Movement Under what circumstance, if at all, can students move about during the activity?
Other
CHAMPs, cont.
Participation What does appropriate student work behavior during the activity look/sound like?
What behaviors show that students are participating fully and responsibly? What behaviors show that a student in not participating?
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Angry Students
Goal: To help channel and direct the student to constructive outcomes.
Caution!!
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
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you effort.
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Tell child what you are doing. If attention seeking, it will get worse before better. Be consistent
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Pre-plan opportunities for child to release stored energy Consider meaningful work
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Look for triggers both inside/outside your class. Re-examine your rules. Consider the childs physical space.
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Move physically closer to the child Consider gently placing your hand on the childs shoulder Works best with younger children
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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.
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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
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StimulusThoughtsFeelings ActionConsequence
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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
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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.
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Dont lead with the rules. Dont lead with the consequences. Dont begin statements with the word, You. Dont ask Why questions.
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Thought process is repressed. Avoid threats of disciplinary sanctions. All youth to vent safely. Physical restraint may be required.
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Thought processes begin to stabilize. Emotional control is re-established. Student may be tired. Student may request to be left alone.
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Behavior Modification
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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.
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Pre-Correction Scenario
1) Context students entering classroom immediately after recess.
Predictable behavior students shouting, laughing, and pushing before complying with teacher direction.
2) Expected Behavior Entering the room quietly, go to desks, begin task, keep hands to self.
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6) 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. 123
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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.
2)
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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.
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Child Repeats.
You want me to go to my seat, sit down, listen, and keep my mouth shut.
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Be sincere
Be encouraging
You need a positive relationship with the student to use this effectively.
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If you want itteach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it.
source unknown
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Post-Correction
Adapted from the Life Space Interview model, Fritz Redl.
Allows the child an opportunity to process and learn from the experience. Should be done by the adult who witnessed the incident. Should be done within 24 hours. (As soon as both parties are calm) 129
5 Steps to Post-Correction
1)
description
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Discuss what parts of incident you see same and differently Provide reality base
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Explore Alternative BehaviorsPrompts may be used Important to let student find options
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Develop A PlanMay use behavior contract Assure student of adult commitment Discuss consequences for next incident
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Always say what you mean, and mean what you saybut dont say it in a mean way.
Nicholas Long
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Classroom Environment
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No improvement will occur in instruction until the classroom climate improves. Classrooms have personalities just like people.
-63 Ways of Improving Classroom Instruction (Gary Phillips and Maurice Gibbons)
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Classroom Environment
Polskys Diamond Dr. Howard Polsky
Lieutenants
Members
Status Seekers
Scapegoats
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Getting something (sensory input) Revenge or retaliation Avoidance (person/activity, demands or requests) Feels Good/Play
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Social Skills
How do Tough Kids meet these needs?
Face person Eye contact Voice volume/tone/rate Expression should match Relaxed posture
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
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Accepting negative feedback Learning how to say NO. Assertiveness Resisting peer pressure Resisting teasing Managing anger etc.
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Can be completed by teacher Can be completed by parent Average and rank scores Deliver necessary Social Skills Instruction
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Why Plan?
Plan Ahea d
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The role of the teacher is not to cover. The role of the teacher is to UNCOVER.
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Learning has nothing to do with what the teacher COVERS. Learning ahs to do with what the student ACCOMPLISHES.
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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
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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
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To teach for learning, use words, especially verbs, that show learning has taken place. Blooms Taxonomy
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
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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
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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.
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Pre-Planning Strategies
1. Determine the learning styles of your
2. 3. 4. 5. 6.
students Determine reading levels/skills of students Inventory access to technology Connect writing to what is being taught Focus on academic expectations and core content Establish a variety of instructional strategies
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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?
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Think-Pair-Share
Best Practices in Lesson Planning Some Guiding Principles
Adapted From: 63 Ways of Teaching or Learning Anything by Gary Phillips and Maurice Gibbons
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Thinking It Through
Lesson Content Learning Level Instructional Methods, Materials, Activities Student Activities Evaluation Tools, Strategies, Activities
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Unmotivated Students
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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.
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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
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Vary Your Teaching Style Relate Instruction to Students Interests Make Instruction Relevant to Real World Provide Hands-on Activities Apply Meaningful WorkCHAMPs Allow Student Some Control over What and How He Learns Praise Students Efforts and Accomplishments If Student is Too Cool, consider incentives, rewards, group recognition ( spark some competition) Challenge the Student
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HYPERACTIVITY
Constant movement
Easily distracted Lack of control Verbal Does not attend to cues
INATTENTION
Passive
Minimal problemsolving skills Dependent learner Views ability versus effort as a problem
Focus attention on key elements of activity
Develop and mental map with student Facilitate routine success Help the student selfmonitor performance
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IMPULSIVITY
Speaks before thinking out answers
Cannot monitor behavior Impatient with repetition Avoids anxiety
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DISRUPTIVE BEHAVIOR
Refuses to do work
Defy authority
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Key Ideas
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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 Students demonstrating appropriate behaviors constantly receive positive reinforcement
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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 teachers 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
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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
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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement The teacher has the ability to KNOW and effectively RELATE to his/her students
Establishes rapport and trust Separates unacceptable behavior from student as a person Knows total student in and out of school Knows students interests/likes/dislikes
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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement The teacher has practical and current KNOWLEDGE of behavior management strategies
Classroom design Classroom management Establishing baseline data Developing a behavior plan
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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement The teacher APPLIES behavior management strategies in a FLEXIBLE and TIMELY manner
Ability to quickly analyze situation and appropriately apply techniques Has good timing-when and where to react and respond
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Descriptors of a Teacher Who is Successful at Behavior Instruction and Reinforcement The teacher is CONSISTNET, has good FOLLOW-THROGUH, and FOLLOW-UP WITH STUDENTS
Is clear and predictable from day 1 Communicates expectations often Can re-establish respect after encounters constantly reinforces expected behavior
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Resources
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