(c) 2007 McGraw-Hill Higher Education. All rights reserved. Motivation and Discipline Chapter 13

(c) 2007 McGraw-Hill Higher Education. All rights reserved.

Motivation and Motivation and DisciplineDiscipline

Chapter 13Chapter 13


Motivation and DisciplineMotivation and Discipline

Opposite sides of the same coinOpposite sides of the same coin Meaningful instruction is vital to good Meaningful instruction is vital to good

disciplinediscipline Teachers set stage for motivation and Teachers set stage for motivation and

disciplinediscipline Students contribute to maintaining or Students contribute to maintaining or

decreasing orderdecreasing order Teachers and schools must help students Teachers and schools must help students

succeedsucceed


To prevent or Reduce discipline To prevent or Reduce discipline and motivation problemsand motivation problems

Teachers mustTeachers must::– Improve control in classes and on teamsImprove control in classes and on teams– Help students make responsible choicesHelp students make responsible choices– Help students lead more stable livesHelp students lead more stable lives– Counter the ineffectiveness of schoolsCounter the ineffectiveness of schools– Maximize participation in physical Maximize participation in physical

activityactivity


MotivationMotivation

An inner urge or desire that activates An inner urge or desire that activates the person to do something to satisfy the person to do something to satisfy that need or desirethat need or desire

Students who are motivated engage Students who are motivated engage in approach behaviorsin approach behaviors

Unmotivated students engage in Unmotivated students engage in avoidance behaviorsavoidance behaviors


MotivationMotivation

Teachers can’t motivate students; Teachers can’t motivate students; they can manipulate environmental they can manipulate environmental variables that may increase variables that may increase motivationmotivation

Is influenced by personal factorsIs influenced by personal factors


Variables known to be Variables known to be related to motivationrelated to motivation

Degree of concern or tension within Degree of concern or tension within the learnerthe learner

The feeling tone (pleasant or The feeling tone (pleasant or unpleasant)unpleasant)

InterestInterest SuccessSuccess Knowledge of resultsKnowledge of results Intrinsic-extrinsic motivationIntrinsic-extrinsic motivation


Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

Physiological needsPhysiological needs Safety and security needsSafety and security needs Love or social needsLove or social needs Esteem needsEsteem needs Need for self-actualizationNeed for self-actualization


Bandura’s Social Learning Bandura’s Social Learning TheoryTheory

Behavior is determined by Behavior is determined by expectations of personal efficacy and expectations of personal efficacy and estimates of behavior outcomesestimates of behavior outcomes


Efficacy ExpectationEfficacy Expectation

Conviction that one can successfully Conviction that one can successfully execute the behavior required to execute the behavior required to produce the outcomesproduce the outcomes

Efficacy expectations differ inEfficacy expectations differ in– magnitude of task seen as possiblemagnitude of task seen as possible– generalizability of past successes to generalizability of past successes to

similar situationssimilar situations– strength in the presence of strength in the presence of

disconfirming experiencesdisconfirming experiences


Outcome ExpectancyOutcome Expectancy

Estimate that a given behavior will Estimate that a given behavior will lead to certain outcomes, positive lead to certain outcomes, positive and/or negativeand/or negative

the person weighs the perceived the person weighs the perceived outcomes and decides whether or outcomes and decides whether or not to engage in the behaviornot to engage in the behavior


Methods for inducing or Methods for inducing or altering efficacy altering efficacy

expectationsexpectations Personal performance Personal performance

accomplishmentsaccomplishments Vicarious experience-imitating Vicarious experience-imitating

modelsmodels Verbal persuasion-by a credible Verbal persuasion-by a credible

persuaderpersuader Emotional arousal-reduces perceived Emotional arousal-reduces perceived

chances of successchances of success


……According to Csikszentmihaly, a According to Csikszentmihaly, a balance between challenge and balance between challenge and success produces flowsuccess produces flow


AttributionAttribution

Study of student perceptions of the Study of student perceptions of the causes of success and failurecauses of success and failure


Locus of controlLocus of control

Belief that events are under one’s Belief that events are under one’s own controlown control

Mastery oriented individuals take Mastery oriented individuals take credit for successcredit for success

Individuals with low self-esteem Individuals with low self-esteem attribute success or failure to attribute success or failure to external factors beyond their controlexternal factors beyond their control


Learned HelplessnessLearned Helplessness

The inappropriate conclusion that The inappropriate conclusion that controllable events are controllable events are uncontrollableuncontrollable


Attribution TheoryAttribution Theory

Explains that success alone is not enough Explains that success alone is not enough for motivationfor motivation

Success based on effort yields motivationSuccess based on effort yields motivation Greater helplessness may result from Greater helplessness may result from

internal attributions and stable factorsinternal attributions and stable factors Persistent subjects take more credit for Persistent subjects take more credit for

successes and more blame for failures successes and more blame for failures and emphasize effort in achieving and emphasize effort in achieving outcomesoutcomes


Attribution TheoryAttribution Theory

In situations where control is not possible In situations where control is not possible the best response may be to give upthe best response may be to give up

Attributing failure to lack of ability Attributing failure to lack of ability facilitates performance on a later tasksfacilitates performance on a later tasks

Students can be taught to attribute failure Students can be taught to attribute failure to lack of effort and thus do better on to lack of effort and thus do better on future tasks than children provided only future tasks than children provided only with success experienceswith success experiences


To break the cycle of failure:To break the cycle of failure:

Set goals that are specific; hard, but Set goals that are specific; hard, but attainable; and proximalattainable; and proximal

Help students select learning strategies Help students select learning strategies to help them accomplish their goalsto help them accomplish their goals

Focus on progress made rather than on Focus on progress made rather than on the end resultthe end result

Help students attribute success to effort Help students attribute success to effort and ability rather than to luck or easy and ability rather than to luck or easy taskstasks


Teacher ExpectationsTeacher Expectations

High teacher expectations correlate positively High teacher expectations correlate positively with student achievementwith student achievement

Physical educators form expectations of Physical educators form expectations of students based on age or grade, motor ability, students based on age or grade, motor ability, attractiveness, effort, and the presence or attractiveness, effort, and the presence or absence of a handicapabsence of a handicap

Physical educators do not expect achievementPhysical educators do not expect achievement Effective teachers believe that Effective teachers believe that allall students can students can

succeed and communicate that belief to their succeed and communicate that belief to their studentsstudents


Kounin identifies ways to Kounin identifies ways to prevent discipline problemsprevent discipline problems

Effective teachersEffective teachers– Exhibit withitnessExhibit withitness– Handle overlapping eventsHandle overlapping events– Teach with flowTeach with flow– Use accountabilityUse accountability– Keep student attention with group Keep student attention with group

alertingalerting


Tomlinson identified five Tomlinson identified five student needsstudent needs

AcceptanceAcceptance Desire to make a differenceDesire to make a difference Sense of purposeSense of purpose AutonomyAutonomy ChallengeChallenge


Preventive discipline Preventive discipline involves:involves:

Belief in the worth of each studentBelief in the worth of each student Warm, supportive, well-organized Warm, supportive, well-organized

environmentenvironment Teacher modelingTeacher modeling Well-planned, appropriate learning Well-planned, appropriate learning

and assessment experiencesand assessment experiences Helping students learn self-direction Helping students learn self-direction

and responsibilityand responsibility


Belief in the worth of each Belief in the worth of each studentstudent

The key to classroom control comes The key to classroom control comes from understanding student worth and from understanding student worth and communicating this worth to studentscommunicating this worth to students

Learners achieve at levels in keeping Learners achieve at levels in keeping with the picture they have of themselveswith the picture they have of themselves

Achievement-oriented students picture Achievement-oriented students picture themselves as capable of succeeding, themselves as capable of succeeding, while learned helpless students see while learned helpless students see themselves as failuresthemselves as failures


Concern for students Concern for students involves:involves:

Caring: helping students feel they are Caring: helping students feel they are likedliked

Understanding: creating an Understanding: creating an atmosphere of empathy and toleranceatmosphere of empathy and tolerance

Identification: considering students as Identification: considering students as separate, worthy individualsseparate, worthy individuals

Recognition: appreciating students’ Recognition: appreciating students’ unique contributionsunique contributions


Warm, supportive, well-Warm, supportive, well-organized environmentorganized environment

Creating an invitation to physical Creating an invitation to physical educationeducation

Teach students, not sportsTeach students, not sports Listen to students in a way that Listen to students in a way that

indicates that your careindicates that your care Recognize special people and timesRecognize special people and times



Use positive comments geared toward Use positive comments geared toward improvement improvement

Get to know students’ familiesGet to know students’ families Share your personal background with Share your personal background with

studentsstudents Create an inviting physical environmentCreate an inviting physical environment Encourage interest in physical educationEncourage interest in physical education Develop class spiritDevelop class spirit



Provide opportunities for students to Provide opportunities for students to safely make avoidance responses and safely make avoidance responses and reduce aggressive behaviorreduce aggressive behavior

Invite administrators, parents and Invite administrators, parents and others to teacher special activities or others to teacher special activities or skillsskills

Create positive, pleasant relationships Create positive, pleasant relationships with all studentswith all students

Be professionally responsibleBe professionally responsible


Teacher modeling of mature Teacher modeling of mature behavior and appropriate ways behavior and appropriate ways

to resolve problemsto resolve problems Effective discipline tends to emanate Effective discipline tends to emanate from teachers who arefrom teachers who are– Positive role modelsPositive role models– Efficient plannersEfficient planners– Effective communicatorsEffective communicators– Thorough assessors of their own and Thorough assessors of their own and

their students’ behaviortheir students’ behavior– Consistent in their expectations of Consistent in their expectations of

childrenchildren


Well-planned, appropriate Well-planned, appropriate learning and assessment learning and assessment

experiencesexperiences Establish an interesting, relevant, Establish an interesting, relevant,

challenging curriculum that is challenging curriculum that is responsive to needs of studentsresponsive to needs of students

Students need programs that are Students need programs that are well-organized and related to their well-organized and related to their needs and abilitiesneeds and abilities


To determine learner readiness To determine learner readiness for certain skills, ask the for certain skills, ask the

questions:questions: ““Are students physically and Are students physically and

emotionally ready to learn the emotionally ready to learn the material?”material?”

““Do students have the prerequisite Do students have the prerequisite facts, intellectual skills, and facts, intellectual skills, and strategies necessary for learning?”strategies necessary for learning?”


Helping students learn self-Helping students learn self-direction and responsibility for direction and responsibility for

their own behaviortheir own behavior Students need guidance and security Students need guidance and security provided by well-defined rules of provided by well-defined rules of behavior and the knowledge that behavior and the knowledge that adults care enough about them to adults care enough about them to enforce those rulesenforce those rules

Discipline begins with adult rule and Discipline begins with adult rule and pupil obedience and moves toward pupil obedience and moves toward student self-managementstudent self-management


Two types of rules:Two types of rules:

General: Cover a wide range of General: Cover a wide range of behaviorsbehaviors– Respect yourself and othersRespect yourself and others– Play fairly at all timesPlay fairly at all times– Help others when they need helpHelp others when they need help

Specific: Point precisely to one Specific: Point precisely to one behaviorbehavior– No swearing or use of profanityNo swearing or use of profanity– Be seated after entering the gymBe seated after entering the gym– Listen while the teacher is talkingListen while the teacher is talking


Teachers who have good Teachers who have good disciplinediscipline

Keep students actively engagedKeep students actively engaged Manage resources effectivelyManage resources effectively Have well-established routinesHave well-established routines Create an environment that supports Create an environment that supports

student learningstudent learning


DisciplineDiscipline

Schools aid academic by establishing Schools aid academic by establishing and enforcing fair, consistent and enforcing fair, consistent discipline policiesdiscipline policies

Each student has a basic right to an Each student has a basic right to an educational experience free from the educational experience free from the unnecessary distractions caused by a unnecessary distractions caused by a few unruly studentsfew unruly students


Defining disciplineDefining discipline

Historically, classroom discipline was strict Historically, classroom discipline was strict obedience maintained by fearobedience maintained by fear

Discipline helps youngsters adjust to their Discipline helps youngsters adjust to their environment and develop acceptable inner environment and develop acceptable inner controlscontrols

Discipline is orderly social behavior in an Discipline is orderly social behavior in an atmosphere that allows meaningful atmosphere that allows meaningful learninglearning

Discipline involves both students and Discipline involves both students and teachersteachers


Typical classroom usually Typical classroom usually consists of 3 groups of consists of 3 groups of

studentsstudents 80% rarely break rules or violate 80% rarely break rules or violate

principlesprinciples 15% break rules on a somewhat regular 15% break rules on a somewhat regular

basis and need teachers to set clear basis and need teachers to set clear expectations and consequences for expectations and consequences for them or they will disrupt learning for them or they will disrupt learning for other studentsother students

5% are chronic rule breakers and 5% are chronic rule breakers and generally out of control most of the timegenerally out of control most of the time


Choosing/Creating a Choosing/Creating a Personal Discipline ModelPersonal Discipline Model

Should match the teacher’s philosophies Should match the teacher’s philosophies of education and physical educationof education and physical education

May choose elements from several modelsMay choose elements from several models Determine if behavior is to be increased or Determine if behavior is to be increased or

decreaseddecreased Select appropriate reinforcers or Select appropriate reinforcers or

punishmentspunishments Best technique is to prevent misbehaviorBest technique is to prevent misbehavior


Motivation and Preventive Motivation and Preventive DisciplineDiscipline

Wise teacher realizes that discipline Wise teacher realizes that discipline problems are most often preventable problems are most often preventable when students are motivated to when students are motivated to achieve learning goalsachieve learning goals

The responsibility for discipline and The responsibility for discipline and motivation lies with teachermotivation lies with teacher


Acceptable Disciplinary Acceptable Disciplinary PracticesPractices

Henkel’s classification of teacher Henkel’s classification of teacher control strategiescontrol strategies– Teachers suspected or anticipated Teachers suspected or anticipated

misconduct and took precautions to misconduct and took precautions to avoid problemsavoid problems

– When misconduct occurred, teachers When misconduct occurred, teachers tutored students to modify their conducttutored students to modify their conduct

– When serious misconduct occurred, When serious misconduct occurred, teachers imposed unpleasant teachers imposed unpleasant consequencesconsequences


Acceptable Disciplinary Acceptable Disciplinary PracticesPractices

May be necessary to vary actual May be necessary to vary actual practices or consequences according practices or consequences according to individual needsto individual needs

Teachers need to decide what Teachers need to decide what discipline practices work for themdiscipline practices work for them


Guidelines for teachers striving Guidelines for teachers striving to incorporate acceptable to incorporate acceptable

practicespractices Solve own problems whenever Solve own problems whenever

possiblepossible Be available and visibleBe available and visible Admit mistakesAdmit mistakes Take advantage of the teaching Take advantage of the teaching

momentmoment Look for causes of misconductLook for causes of misconduct


Kounin identified two types Kounin identified two types of discipline errorsof discipline errors

Targeting the wrong studentTargeting the wrong student– Seeing the retaliation rather than the Seeing the retaliation rather than the

first “strike”first “strike” Disciplining the wrong behaviorDisciplining the wrong behavior

– Disciplining a less serious behaviorDisciplining a less serious behavior– Letting a more disruptive behavior Letting a more disruptive behavior

continuecontinue


Waiting AggressivelyWaiting Aggressively

FrownFrown Head shakeHead shake Clearing the throatClearing the throat Disapproving look at an offenderDisapproving look at an offender Mild reproofMild reproof Movement toward the trouble spotMovement toward the trouble spot


RewardsRewards

Extrinsic motivationExtrinsic motivation– external; result-orientedexternal; result-oriented

Intrinsic motivationIntrinsic motivation– internal; learner-controlledinternal; learner-controlled


Intrinsic and Extrinsic Intrinsic and Extrinsic MotivationMotivation

When intrinsic motivation is present, When intrinsic motivation is present, extrinsic rewards can decrease extrinsic rewards can decrease satisfactionsatisfaction

Controlling rewards -- students do Controlling rewards -- students do what the teacher wants; decreases what the teacher wants; decreases intrinsic motivationintrinsic motivation

Informative rewards -- feedback about Informative rewards -- feedback about competence increases intrinsic competence increases intrinsic motivationmotivation


Two general functions of Two general functions of rewardsrewards

Motivational -- increase the chances Motivational -- increase the chances of engaging in certain activitiesof engaging in certain activities

Informative -- tells what goals are Informative -- tells what goals are appropriate; provides feedback on appropriate; provides feedback on successsuccess


Principles of reinforcementPrinciples of reinforcement

Positive reinforcementPositive reinforcement– Causes the target behavior to increaseCauses the target behavior to increase

Negative reinforcementNegative reinforcement– Causes the target behavior to decreaseCauses the target behavior to decrease

When teaching a new behavior, When teaching a new behavior, reinforce it oftenreinforce it often

As the behavior becomes more As the behavior becomes more established “thin” the schedule of established “thin” the schedule of reinforcementreinforcement


Contingency ContractingContingency Contracting

Reinforcement contingent upon the Reinforcement contingent upon the performance of the desired behaviorperformance of the desired behavior

Can be used along with extinction to Can be used along with extinction to – reduce undesirable behaviorreduce undesirable behavior– develop new behaviordevelop new behavior– strengthen and maintain existing strengthen and maintain existing

behaviorbehavior Is heart of effective classroom Is heart of effective classroom

managementmanagement


Contingency contracts Contingency contracts should be:should be:

ClearClear FairFair HonestHonest PositivePositive SystematicSystematic


Procedures for establishing Procedures for establishing a contracta contract

Clearly specify a few rules that tell what is Clearly specify a few rules that tell what is expected. Limit rules to five.expected. Limit rules to five.

Initiate a contract with studentsInitiate a contract with students Ignore disruptive, nondestructive behaviorIgnore disruptive, nondestructive behavior Reward student immediatelyReward student immediately Use a variety of reinforcersUse a variety of reinforcers Be consistent in following the planBe consistent in following the plan Progress from teacher-directed contracts Progress from teacher-directed contracts

to student-initiated contractsto student-initiated contracts


Contingent ActivitiesContingent Activities

Reward goal success with contingent Reward goal success with contingent activitiesactivities

Contingent activities should always Contingent activities should always be positivebe positive


Social Reinforcement and Social Reinforcement and PraisePraise

Often ineffective and can be Often ineffective and can be detrimental to learningdetrimental to learning

correlates positively with academic correlates positively with academic achievement for low socioeconomic achievement for low socioeconomic students, especially in the early students, especially in the early gradesgrades

Should be contingent on correct Should be contingent on correct performance, specific to the performance, specific to the performance, and sincereperformance, and sincere



Boys get more praise and criticismBoys get more praise and criticism– Boys are praised for achievement and criticized Boys are praised for achievement and criticized

for poor behaviorfor poor behavior– Girls are praised for good behavior and Girls are praised for good behavior and

criticized for poor achievementcriticized for poor achievement Girls internalize teacher criticism as a Girls internalize teacher criticism as a

deficiency in their abilitiesdeficiency in their abilities Boys attribute failures to external Boys attribute failures to external

circumstances and success to their own circumstances and success to their own abilitiesabilities



Introverts, low-ability, minority Introverts, low-ability, minority students, and those with an external students, and those with an external locus of control respond to praiselocus of control respond to praise

The effects of praise and criticism vary The effects of praise and criticism vary with the experience, personality, and with the experience, personality, and previous successes and failures of previous successes and failures of studentsstudents

Praise correctly rather than oftenPraise correctly rather than often Catch students being goodCatch students being good


Tokens or PointsTokens or Points

Are exchanged at a later time for a Are exchanged at a later time for a specific rewardspecific reward

Objective is to change and reward Objective is to change and reward behaviorbehavior


PunishmentPunishment

Is negative contingency contractingIs negative contingency contracting Fair forms of punishmentFair forms of punishment

– RestitutionRestitution of things taken of things taken– ReparationReparation for things willfully damaged for things willfully damaged

or destroyedor destroyed Tells student what Tells student what not not to do, but to do, but

gives no direction as to what gives no direction as to what toto do do


Undesirable side effects of Undesirable side effects of punishmentpunishment

Negative self-conceptNegative self-concept Dislike of school, subject, or teacherDislike of school, subject, or teacher Reduction of the behavior only in the Reduction of the behavior only in the

present of the punishing agentpresent of the punishing agent Aggressive behaviorAggressive behavior Negative reinforcement should never Negative reinforcement should never

be used to punish one student in be used to punish one student in front of a groupfront of a group


Use of Rules and Use of Rules and ConsequencesConsequences

Assertive discipline -- teacher-Assertive discipline -- teacher-controlledcontrolled

Establish clear rulesEstablish clear rules Communicate them to studentsCommunicate them to students Teach students how to follow themTeach students how to follow them Tell students consequences for Tell students consequences for

misbehaviormisbehavior Provide firm direction and structureProvide firm direction and structure


Social Contract--Logical Social Contract--Logical ConsequencesConsequences

Sound principles provide guidelines Sound principles provide guidelines for classroom behaviorfor classroom behavior

Effective rules, based on the Effective rules, based on the principles, define clearly what is and principles, define clearly what is and is not acceptableis not acceptable

Consequences should be clear, Consequences should be clear, specific, natural or logical, specific, natural or logical, reasonable, and related to the rulereasonable, and related to the rule


Social Contract--Logical Social Contract--Logical ConsequencesConsequences

Copy of the contract should be Copy of the contract should be shared with parents, other teachers, shared with parents, other teachers, and administratorsand administrators

Test the students on the contract to Test the students on the contract to make sure they understand the rules make sure they understand the rules and consequencesand consequences

Be consistent in implementing the Be consistent in implementing the consequencesconsequences


Individual conferenceIndividual conference

Outside of class timeOutside of class time One of most effective discipline One of most effective discipline

techniquestechniques Help teacher understand the causes Help teacher understand the causes

of misbehavior and problems the of misbehavior and problems the student faces and provide an student faces and provide an opportunity for the teacher to explain opportunity for the teacher to explain school or class regulations to the school or class regulations to the studentstudent


Group DiscussionGroup Discussion

Used when an entire class is Used when an entire class is disruptivedisruptive

TechniquesTechniques– meet with ringleadersmeet with ringleaders– abandon lesson planabandon lesson plan– consider mutually creating social consider mutually creating social

contractcontract– have students make list of rewarding have students make list of rewarding

activities and privilegesactivities and privileges


Loss of PrivilegesLoss of Privileges

Natural, logical form of correction Natural, logical form of correction with no retributionwith no retribution

After the student has had time to After the student has had time to examine the misbehavior, he or she examine the misbehavior, he or she should be restored to full privilegesshould be restored to full privileges


Time OutTime Out

Cutting off reinforcement for a period Cutting off reinforcement for a period of timeof time

Most widely used technique to Most widely used technique to change behaviorchange behavior


To make time-outs To make time-outs productive:productive:

Students must enjoy the activity, the Students must enjoy the activity, the company of other students, or the company of other students, or the teacherteacher

Use one warningUse one warning Student should inform instructor Student should inform instructor

when ready to returnwhen ready to return On third offense, student loses On third offense, student loses

choice of when to returnchoice of when to return


Guidelines for using time-Guidelines for using time-outout

Use positive techniques before usingUse positive techniques before using Never put a student in time-out for Never put a student in time-out for

remainder of classremainder of class Rarely put student in for a specified Rarely put student in for a specified

period of time on first offenseperiod of time on first offense Avoid having students face the wall Avoid having students face the wall

or stand behind a dooror stand behind a door


Use of video recordersUse of video recorders

Recordings document public Recordings document public behaviorbehavior

Valuable as feedback on behavior to Valuable as feedback on behavior to students and parentsstudents and parents


Cooperation between Home Cooperation between Home and Schooland School

Can achieve remarkable results, Can achieve remarkable results, provided both parties are willingprovided both parties are willing


Administrative AssistanceAdministrative Assistance

Should be secured after teacher has Should be secured after teacher has been unsuccessful in correcting a been unsuccessful in correcting a disturbing situation or after repeated disturbing situation or after repeated misbehaviormisbehavior


Procedures for Procedures for administrative assistanceadministrative assistance

Write down rule violations you believe to be Write down rule violations you believe to be worthy of referral to administrator. Discuss worthy of referral to administrator. Discuss with administratorwith administrator

Know the studentKnow the student Send note with student that states difficulty Send note with student that states difficulty

and type of treatment expectedand type of treatment expected See administrator as soon as possibleSee administrator as soon as possible Do not send more than one student at a timeDo not send more than one student at a time If student returned, calmly readmit and ignore If student returned, calmly readmit and ignore

and face-saving behavior student displaysand face-saving behavior student displays


MediationMediation

Uses an outside party to help settle a Uses an outside party to help settle a classroom disputeclassroom dispute

Mediator not judge or juryMediator not judge or jury Purpose to assist both sides in airing Purpose to assist both sides in airing

their grievancestheir grievances Can reaffirm respect for student Can reaffirm respect for student

rightsrights


Handling Explosive or Handling Explosive or Violent SituationsViolent Situations

An explosive situation is one that An explosive situation is one that requires immediate action to prevent requires immediate action to prevent personal injury or property damagepersonal injury or property damage

Best to prevent explosive situation Best to prevent explosive situation from occurringfrom occurring

When explosive situation occurs, When explosive situation occurs, have a plan of action prepared in have a plan of action prepared in advanceadvance


Creative TechniquesCreative Techniques

Allow a student to play teacherAllow a student to play teacher Use humor to diffuse disruptive Use humor to diffuse disruptive

situationssituations When students criticize, say, “There’s a When students criticize, say, “There’s a

lot of truth to that. There are times lot of truth to that. There are times when I . . . Thanks for pointing that when I . . . Thanks for pointing that out.”out.”

Make the behavior acceptableMake the behavior acceptable Throw a tantrumThrow a tantrum


Unacceptable PracticesUnacceptable Practices

CoercionCoercion RidiculeRidicule Forced apologiesForced apologies Detention without a specified purposeDetention without a specified purpose Imposition of schoolwork or homework as Imposition of schoolwork or homework as

punishmentpunishment Punishment instigated on the spotPunishment instigated on the spot Group punishment for misbehavior by one or a Group punishment for misbehavior by one or a

fewfew Corporal punishment; exercise as punishmentCorporal punishment; exercise as punishment


Choosing Appropriate Choosing Appropriate Techniques for the SituationTechniques for the Situation Proper action depends onProper action depends on

– teacher’s philosophy and teaching styleteacher’s philosophy and teaching style– studentsstudents– the incidentthe incident


TeacherTeacher

Understand a variety of suitable Understand a variety of suitable techniques and how to carry out techniques and how to carry out different methodsdifferent methods

Experiment to see what works bestExperiment to see what works best Administrative policy may limit Administrative policy may limit

choices a teacher is allowed to selectchoices a teacher is allowed to select


StudentsStudents

No method of control is effective with No method of control is effective with all studentsall students

Teachers should be alert to individual Teachers should be alert to individual needs of studentsneeds of students


The incidentThe incident

Determine the cause of the behavior and Determine the cause of the behavior and what actually happened without relying what actually happened without relying too heavily on statements made by too heavily on statements made by studentsstudents

Stop ineffective behavior and then help Stop ineffective behavior and then help solve individual problems, thus preventing solve individual problems, thus preventing a recurrencea recurrence

Be alert to early signs of trouble and deal Be alert to early signs of trouble and deal with them firmly, calmly and with with them firmly, calmly and with consistency before they become seriousconsistency before they become serious


Hints for New TeachersHints for New Teachers

Learn school policies and procedures Learn school policies and procedures thoroughlythoroughly

Be an example the students can emulateBe an example the students can emulate Be a teacher, not a pal, to studentsBe a teacher, not a pal, to students Plan and organizePlan and organize Be flexible but consistent in carrying out plansBe flexible but consistent in carrying out plans Respect and appreciate students as individualsRespect and appreciate students as individuals Let students know from the start what the Let students know from the start what the

payoff will be for working hard in classpayoff will be for working hard in class


Motivation and Motivation and DisciplineDiscipline

Chapter 13Chapter 13

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(c) 2007 McGraw-Hill Higher Education. All rights reserved. Motivation and Discipline Chapter 13