How could you use information like this in your school?Think to
yourself and then well share ideas
They do have discipline challengesAs long as there are students
there will always be discipline challengesNever allow those
challenges to become problems
Establish very clear expectations Follow them consistently /
Consistently reinforcedDont focus on What am I going to do if
students misbehave? / Focus on the futureExpect good behaviorHave
procedures a consistent way that they expect something to be
done
In Contrast RulesOften focus on undesirable behaviorsMade for
the few
Very few rules and lots of procedures - both stated in positive
termsProcedures are rehearsed over and overWhen a student forgets
they are gently remindedWhen more than one student is forgetting
the procedure there is re-teaching and practiceActions communicate
that the teacher assumes they have simply forgotten and need a
little more practice and it is handled quickly and effectivelyFor
repeat forgetters they used short private conversations (0bserved
in teachers of all ages) Student told that the teacher would be
happy to provide as much practice as necessary to help the student
become proficientConsequences used as last resort and rare
Everyone knows what to do and how to do it.
Four prompts: Tell them what they were doing, ask them what is
the expectation, have them show you the behavior, ask if they need
more practice Goal: to keep it from happening againMotivated to
preventDont want students angry as a solutionIs concerned with how
student behaves in future
Share list:
Which of these approaches always work?
Does every teacher have the same options?
What is the difference between good classroom managers and poor
classroom managers?
DontYellArgueUse sarcasmTreat students with respect
Students we are tempted to yell at have been yelled at so much,
why would we think this would be effective with them?
As professional adults, we never win an argument with a student
We would like to win but the student has to winGreat teachers know
it is never appropriate in the classroom Found in the thesaurus for
sarcasm -mockeryscorndisdaincynicism
Read from page 28 Twenty-four students on the side of the
teacherThe best and the worst teachers have high expectations for
studentsGreat teachers have high expectations for themselves
The variable is not what teachers expect of students
The variable what really matters- is what teachers expect of
themselves
The main variable in the classroom is the teacher the only
behavior in the classroom that the teacher can control is their
ownTreat everyone with respect Even the best teachers may not like
all their students but they act as if they do.
If you act like you dont like them, then it doesnt matter how
much you like them
If you act like you like them, then whether you like them at all
becomes irrelevantTreat students with positive regardUnderstand the
power of praiseLooks for opportunities to find students doing
things right
Authentic means praising for something that is genuine,
recognizing them for something that is trueif recognition is
authentic it never grows wearyEffective praise is specific behavior
we acknowledge is often becomes the behavior that is continuedYou
can identify those areas that do have merit and acknowledge
themImmediate means recognizing positive efforts and contributions
in a timely manner providing authentic and specific feedback when
good things happen or soon afterward is important element to making
reinforcement effectiveClean means several thingsNot related to
something else good homework doesnt relate to rude remark made
laterCannot include the word but remember only the part after the
butneed to separate statements and not join with butPrivate vast
majority given in private, sometimes not cool in front of other
students - when in doubt always do in private
