classroom management and discipline debbie meadows edel 429 csub

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Classroom Management and Discipline Debbie Meadows EDEL 429 CSUB

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Classroom Management and Discipline Debbie Meadows EDEL 429 CSUB Slide 2 Thoughts Goal of discipline is internal control Positive leads to self-discipline Negative leads to unwanted results Effective teacher manages Ineffective teacher punishes Slide 3 Behavior Management (Diane Gossen, 1993) Punisher Enforces control, criticism, threats, hurt, sarcasm, isolation Guilter Sighing, moralizing, silencing, disappointment Buddy Compliments, encouragement, overextending causes dependence on teacher Slide 4 Behavior Management (Diane Gossen, 1993) Monitor Rewards to offset negative, teacher imposes consequences, behave only when monitored Manager Children learn self-control, teacher guides toward expectations Slide 5 Types of Misbehaviors Moral Lying, cheating Personal Physical or emotional hurt toward another Legal Breaking rules or laws Safety Risk of physical injury Educational Affects the learning environment Slide 6 Causes of Misbehavior Frustration Conflict Rules Slide 7 Behavioral Model Determine the behavior to change Introduce reinforcer Monitor behavior Behavior modification--Skinner Slide 8 Psychodynamic Model Soothe child, encourage exploration of feelings Privately discuss incident determine causes and issues Guide student to acceptance of responsibility Student and teacher develop solution Guide through reflection--Ginott Slide 9 Environmental Model Analyze the environment (time, space) Quality of human interaction within environment Adapt the environment Home, School, Neighborhood Slide 10 Constructive Model Remind of procedures and expectations Discuss concerns and problems Guided toward responsibility for their actions Piagetconstruction of knowledge base is individual Slide 11 IOSIE Method Identify the problem Determine the Objectives you want Propose a Solution Implement the solution Evaluate the results Slide 12 SMART Objectives SSpecific MMeasurable AAttainable RResults oriented TTime frame Slide 13 Implementation and Evaluation Who will implement the objective? Can one gain cooperation and support of everyone involved? How long before results? What happens if the objective doesnt work? EVALUATE the Results Slide 14 Emotional Problems External Discipline problem Lack empathy Temper tantrums Truant Poor academics Conflicts with authority Bullying Impulsive Aggressive Internal Isolation Overly dependent Moody Helpless Apathetic Bullying victim Self-abusive Crier Slide 15 Emotional Support Make learning relevant Foster positive peer relationships Teach behavior-management skills Supportive environment Help students cope with stress Instill Hope Bring in the psychologist Slide 16 Successful Teachers Approachable Available, listener, personal interest Patient Empathize with struggle to learn and grow up Truthful consistent Warm Supportive, trust Loving Student feels loved, loves the teacher Slide 17 Research Says Best Teachers Sense of humor Interesting lessons Know subject Clear explanations Helpful Worst Teachers Dull, boring lessons Little to no explanation Class pets (student kind) Poor attitude Expect more than possible Slide 18 Techniques Scanning the Room Practice looking around Critical for small group work Positive reinforcement for those on task Students appreciate recognition Students know youre watching Circulating around the Room Same as abovejust walking instead of standing Slide 19 Consistent Praise Make it Personal Make it Genuine Make it Specific and Descriptive Johnny, thank you for lining up for recess. Way to go, Johnny! Specific to more than one student Sarah is in line; I see Johnny is in line too. Slide 20 Proximity Control Students are motivatednon verbally to get back on task Students who are on task receive praise Teachers whisper voice Keeps teacher moving about the room Slide 21 The Teacher LOOK Long, direct, calm stare Practice this in the mirror When behavior stops, teacher stops staring Combined with Proximity control for maximum affect Slide 22 Student Names Learn student names as soon as possible Easier to redirect Johnny than boy in the red shirt During instruction mention students name during lesson or directions As we do the next problem, Johnny, be sure to line up your decimals. Slide 23 Moving-In Advanced Technique Continuous disruptions from student Teacher gets close to student, makes eye contact and quietly lets student know the consequences of their actions Johnny, you have already lost your recess because of talking. You will work quietly on this assignment. If you dont, we will call mom at work. Slide 24 Refocusing Argument NEVER ARGUE with a STUDENT Chris, sit down and do your math. I dont want to do my math. Youre not fair. I understand Chris, but you will sit down and finish your work. Youre picking on me! I understand Chris, but you will sit down and finish your work. repeat as needed Okay, but youre still picking on me. Slide 25 Management by Walking Around Once through the roomno stopping-quick Praise on-task behavior, walk around again Unpredictable path Check for mistakes, off-task, concerns Praise on-task behavior, walk around again Checksame questions? Pull a mini-group for reteaching or reteach the whole class Record anecdotal notes/progress Slide 26 Instructional Practices Focus on Learning Focused Instructionstudent engagement Effective Questioning Techniques Feedback and reinforcement Review/reteach as needed