Chapter 8

Objectives

  • Explain why teacher persistence is required when students do not respond to teacher attempts to stop inappropriate behavior

  • Identify a range of alternative responses consistent with your values and beliefs

  • List steps that can be used in keeping responsibility for behavior on the student

  • Model how to respond to misbehavior with clarity and firmness

  • Describe the process of limit setting

  • Define preferred activity time and state how it can be used as a response to misbehavior

  • Explain when time-out might be an appropriate response to behavior problems

  • List the steps of behavioral problem solving and the development of behavioral improvement agreements

  • List the steps that can be used in helping students learn to modify their own behavior

  • Model a parent–teacher conference

  • Define the uses and the potential problems associated with detention


Range of Responses


Focusing responsibility for the Problem

Kinds of interventions (172-173)

  • focus responsibility

  • respond with clarity and firmness

  • set limits

  • limit preferred activity time

  • provide a cost-benefit analysis

  • give a time out

  • rearrange the environment

  • have a teacher-student conference

  • use behavioral problem solving

  • write up a behavioral improvement agreement

  • treach the students to modify own behavipor

Introduction slides

act quickly

do not allow studnets to evade responsibility

if the behavior is persistent, don’t give an overt emotinal reaction, you know its going to happen, so this is how to prepare for them and manage them

  • your students are not individuals whoare always deliberatley meaning to challenge you,

    • research says these behaviors indicate an unmet need, and is it your job to respond warmly (p.176-177)  with ease and evidence-based responses which our textbooks provides in this chapter…students match your energy and defend themselves 

steps to addressing behaviors

  • be careful of how tyou respond

    • can address it in a passive way, do not be too direct unless it is dangerous, do not stop class to deal with it, if it is during class, engage the student if appropriate to do so (173-174)

  • gently discuss consequences or give options, not in a condescendning tone, make sure rules are clear in the beginning of class


Develop 

Warm-up

  • kinesthetic?

  • what confused you about the chapter?


after explaining all the methods above, explain this: THings to avoid

  • dramaticism (in notes: it is soooo important to control your tone, attitude, words, and body language). You take the lead in making students feel hear

  • Don’t send students to the hallway, or anywhere where they are overtly isolated

now your turn

can do a game like pick which one you should or shouldnt do

be

  • which of these responses is wrong: have one that has no clarity, the rest are super clear, dont make it too easy

effective conseuqences


THings you can do on your end

  • rearrange the classroom

  • keep the students engaged

  • behavior problem-solving

    • ask why its useful

approaches in partnership with your student

  • cost-benefit analysis

  • privately asking students if they are doing ok

  • behavior improvement agreements

    • helps students match their goals to behaviors that help them meet them while still having fun in class

    • also helps teachers to modify thier own behaviors

  • parent conferences


Last Resorts

  • detention

  • discretely getting principal involved

    • stating you need assisstance, we need a mediator



reminders/conclusions

  • Warm-demander is our job EVEN to ‘problem’ students

  • Indications of unmet needs = behaviors

  • N-gagement builds rapport, ESPECIALLY with ‘problem’ students

  • Always be clear and firm 


give students a handout with a summary of stuff