Today s Expectations

Today s Expectations PowerPoint PPT Presentation


  • 115 Views
  • Uploaded on
  • Presentation posted in: General

. CAN WE READ YOUR NAME ON THE SIGN-IN SHEET?. Please take a seat and write down your answers to the following questions?. What is special about your name? Were you named after someone else? Does your name have any special meaning?Name something you what to remember from this summer?What do you

Download Presentation

Today s Expectations

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


1. Today’s Expectations TAKE CARE of your personal needs. SHARE IDEAS RESPECT the opinions of others BE POSITIVE Keep confidential information CONFIDENTIAL READREAD

2. CAN WE READ YOUR NAME ON THE SIGN-IN SHEET?

3. Please take a seat and write down your answers to the following questions? What is special about your name? Were you named after someone else? Does your name have any special meaning? Name something you what to remember from this summer? What do you think motivates people to be successful? How would you describe a person in crisis? What students are going to want to know about a new sub or teacher are: 1. If is the first day of school: Where do I sit? Who are you as a person? What do what me to do in this class or for today? And Are you going to treat me like a human being?What students are going to want to know about a new sub or teacher are: 1. If is the first day of school: Where do I sit? Who are you as a person? What do what me to do in this class or for today? And Are you going to treat me like a human being?

4. REQUIREMENTS FOR A SUBSTITUTE TEACHER LICENSE AND THE APPLICATION PROCESS AT INDIVIDUAL SCHOOLS What is in your packet for today is a lot of valuable information that may not seem as important today as when you end up in a legal or moral dilemma. $15 charge at the State Dept. of Education for a License $35-$45 for a Background check. Individual Applications must be submitted to individual school sites. LVCS school has a new calling system. Talk to Katie or Roseanne At WLVS Jolene Peres still is handling applications, however who will be in charge after she leaves has not been determined yet.What is in your packet for today is a lot of valuable information that may not seem as important today as when you end up in a legal or moral dilemma. $15 charge at the State Dept. of Education for a License $35-$45 for a Background check. Individual Applications must be submitted to individual school sites. LVCS school has a new calling system. Talk to Katie or Roseanne At WLVS Jolene Peres still is handling applications, however who will be in charge after she leaves has not been determined yet.

5. The Role and Responsibility of Educators Is there any one in here who is not a teacher, teacher aide, substitute or parent. Much of the training this morning is going to focus on behavior management. One of the biggest assumptions we often make when we hear the phrase behavior management is that we are talking about how we are going to manage someone else’s behavior. However, what I am going be focusing more so on is how we can manage our own behavior in response to some else. I have been so fortunate this year to have had opportunity to learn so many new ideas in the area of classroom management slash school management. I am so excited to share some of what I have learned with you. I don’t know if this is true for as many of you as it is for me. But for some reason the concepts that make up classroom management can be so abstract and difficult to learn. Until recently it seemed to me as though some people were born to be more adept at running a class or a even whole school than others. How we choose to manage a classroom or a school involves so much of our own personal style and philosophy about raising kid. Basically, what happens is this; if we have not made the effort to understand why we do the things we do and how we can be better at them, then we revert to doing things the way we were taught. Since many of us may have had far less that ideal parents or teachers in our lives, I would hope that we are all motivated on some level to learn some strategies that have been demonstrated to work more efficiently than how we were taught. I started do this portion of this training at first because there were times when we couldn’t find someone else. his has motivated me to invest a great deal of my time in trying to demystify what works and what doesn’t because innately I know that managing a classroom creates a foundation for teachers to teach, and students to learn in an environment that is positive and safe.Is there any one in here who is not a teacher, teacher aide, substitute or parent. Much of the training this morning is going to focus on behavior management. One of the biggest assumptions we often make when we hear the phrase behavior management is that we are talking about how we are going to manage someone else’s behavior. However, what I am going be focusing more so on is how we can manage our own behavior in response to some else. I have been so fortunate this year to have had opportunity to learn so many new ideas in the area of classroom management slash school management. I am so excited to share some of what I have learned with you. I don’t know if this is true for as many of you as it is for me. But for some reason the concepts that make up classroom management can be so abstract and difficult to learn. Until recently it seemed to me as though some people were born to be more adept at running a class or a even whole school than others. How we choose to manage a classroom or a school involves so much of our own personal style and philosophy about raising kid. Basically, what happens is this; if we have not made the effort to understand why we do the things we do and how we can be better at them, then we revert to doing things the way we were taught. Since many of us may have had far less that ideal parents or teachers in our lives, I would hope that we are all motivated on some level to learn some strategies that have been demonstrated to work more efficiently than how we were taught. I started do this portion of this training at first because there were times when we couldn’t find someone else. his has motivated me to invest a great deal of my time in trying to demystify what works and what doesn’t because innately I know that managing a classroom creates a foundation for teachers to teach, and students to learn in an environment that is positive and safe.

6. We must work together as a team to create a safe and positive learning environment for all our students. Thank you for putting forth your best efforts Without Teachers, Substitutes and all support staff our schools would not function. We expect a lot from our teachers, but they can’t do it all. They need help and they need a break once in a while. It takes everyone working collaboratively together to create an positive educational environment for students. You are the backbone of our school system and instrumental in guiding our students lives. So thank you for caring and thank for being here. This is not an easy job, but can be the most rewarding and important job you will ever have. Point out risk saying and point out climate saying.Without Teachers, Substitutes and all support staff our schools would not function. We expect a lot from our teachers, but they can’t do it all. They need help and they need a break once in a while. It takes everyone working collaboratively together to create an positive educational environment for students. You are the backbone of our school system and instrumental in guiding our students lives. So thank you for caring and thank for being here. This is not an easy job, but can be the most rewarding and important job you will ever have. Point out risk saying and point out climate saying.

7. I believe everyone of you can be an effective teacher and a good role model. With a positive attitude and correct information, The majority of the information I have for you has been researched and proven to work by effective teacher from around the country. Efficient means to Do the things right. Effective means to do the right thing. An Effective teacher affects lives. “One hundred years from now it will not matter, What kind of car I drove, What kind of house I lived in, How much I had in the bank, or what my clothes looked like. But the world will be a better place because I was important to the life of a child.The majority of the information I have for you has been researched and proven to work by effective teacher from around the country. Efficient means to Do the things right. Effective means to do the right thing. An Effective teacher affects lives. “One hundred years from now it will not matter, What kind of car I drove, What kind of house I lived in, How much I had in the bank, or what my clothes looked like. But the world will be a better place because I was important to the life of a child.

8. TIPS FOR SUCCESS Take information from this training and make it yours. The absolute best thing about being a sub is you get to know the schools from the inside out. Own It! How many of you are parents who are using the substitute job as a way to be involve in your child’s school. Not only can substitute teaching provide you a great opportunity learn how different teachers organize and run a classroom.Take information from this training and make it yours. The absolute best thing about being a sub is you get to know the schools from the inside out. Own It! How many of you are parents who are using the substitute job as a way to be involve in your child’s school. Not only can substitute teaching provide you a great opportunity learn how different teachers organize and run a classroom.

9. HOW A SUB CAN PREPARE! Dress appropriately Plan to ARRIVE EARLY ! Review the school handbooks & policies Become familiar with the school routine Become familiar with the lesson plans Organize your materials Introduce yourself to staff If you don’t know, ASK! Always have a PLAN and a BIG bag of tricks. Breath! Most importantly, we want your experience to be positive and we want you to come back. I want every one of you to be effective and feel successful at what you do. All of us what to do a good job. I want to help you. If for any reason I don’t make things clear, please let know. You have an evaluation form for comments.Breath! Most importantly, we want your experience to be positive and we want you to come back. I want every one of you to be effective and feel successful at what you do. All of us what to do a good job. I want to help you. If for any reason I don’t make things clear, please let know. You have an evaluation form for comments.

10. HOW TO PREPARE FOR A SUB! Leave Lesson Plans for Legitimate work Keep your lessons simple yet be specific Save new concepts for when you return Avoid lessons involving A-V equipment Provide enrichment material List your special duties List any special or extra activities List helpful students and neighboring teachers Name a teacher who teaches the same grade Leave a number where you can be contacted Go through each point slowly! Pg 10Go through each point slowly! Pg 10

11. RESOURCES How to Be an Effective Teacher The First Days Of School by Harry & Rosemary Wong (650) 965-7896 The Substitute Teacher Handbook by the Utah State University (800) 922-4693 http://subed.usu.edu

12. CLASSROOM MANAGEMENT WHAT WORKS! How we manage a classroom too often done like we manage our home. Probably because we so often don’t receive any formal clear and direct instruction on what we need to be doing to have a well managed classroom. So I am not going to stand here and tell you how I would manage a classroom, an expect you to go do things the way do. Instead I am going to give you some examples of some strategies that have worked for effective teacher around the nation, so each one of you can take those I ideas and make them fit your own unique style.How we manage a classroom too often done like we manage our home. Probably because we so often don’t receive any formal clear and direct instruction on what we need to be doing to have a well managed classroom. So I am not going to stand here and tell you how I would manage a classroom, an expect you to go do things the way do. Instead I am going to give you some examples of some strategies that have worked for effective teacher around the nation, so each one of you can take those I ideas and make them fit your own unique style.

13. The EFFECTIVE TEACHER 1. Is A Good Classroom Manager 2. Designs Lessons To Teach Mastery 3. Has Positive Expectations That Students Will Be Successful. What research says governs Student Learning? 1. Classroom Management, 2. Learning Processes, 3. Home and Parental Support, and 4. Teacher Student Interrelationship. . . . . 28. District Demographics In fact they did a study and randomly selected two groups of teachers gave them a random group of students.. They told one group that they had all best and most gifted students in school district and put with teacher they had been told were the best in the district. In others words they LIED! They told the other group of teachers that they had your normal average mix of students. By the end of the year all the teachers told they were the best with best students hade high test score than the others. We all have expectations of student but we must also recognize that students have expectations us. They come to school with and an unlit candle and they are waiting for us to light that candle. This is also where a substitute teacher, a bus driver, a custodian and of course ancillary staff can be most valuable. What research says governs Student Learning? 1. Classroom Management, 2. Learning Processes, 3. Home and Parental Support, and 4. Teacher Student Interrelationship. . . . . 28. District Demographics In fact they did a study and randomly selected two groups of teachers gave them a random group of students.. They told one group that they had all best and most gifted students in school district and put with teacher they had been told were the best in the district. In others words they LIED! They told the other group of teachers that they had your normal average mix of students. By the end of the year all the teachers told they were the best with best students hade high test score than the others. We all have expectations of student but we must also recognize that students have expectations us. They come to school with and an unlit candle and they are waiting for us to light that candle. This is also where a substitute teacher, a bus driver, a custodian and of course ancillary staff can be most valuable.

14. An Effective teacher MANAGES a classroom. An ineffective teacher DISCIPLINES a classroom. Research has shown that student achievement at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first weed of school. It is the procedures that set up the class for achievement to take place. For example if I am constantly saying the rules are . . . And “If you don’t do this, this is going to go to the principal’s office” Better way to say it is Class what is our for passing out book. Oh, we don’t have a procedure for that, Ok then this how we will do that from now or for today if you are a sub.Research has shown that student achievement at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first weed of school. It is the procedures that set up the class for achievement to take place. For example if I am constantly saying the rules are . . . And “If you don’t do this, this is going to go to the principal’s office” Better way to say it is Class what is our for passing out book. Oh, we don’t have a procedure for that, Ok then this how we will do that from now or for today if you are a sub.

15. Philosophies Behind Behavior Management Student in Charge Values Clarification By Sid Simon Teacher in Charge Assertive Discipline By Lee Canter A brief overview about some different levels of philosophies on what works to manage behavior. Some of you may have heard of Values Clarification by Sid Simon or Assertive Discipline by Lee Canter. Both are very good philosophies, but yet very different. I tend to look at it this way. Younger students are the more limited their choices should be athA brief overview about some different levels of philosophies on what works to manage behavior. Some of you may have heard of Values Clarification by Sid Simon or Assertive Discipline by Lee Canter. Both are very good philosophies, but yet very different. I tend to look at it this way. Younger students are the more limited their choices should be ath

16. What is your vision of effective discipline? If the classroom was working at it’s best and all was going well, what would it look like, sound like, and be like each day? Everyone take a sheet of paper. I want you to list 3 behaviors that absolutely bother you. Then I want to list how who react to those behaviors. Does any one want to share?Everyone take a sheet of paper. I want you to list 3 behaviors that absolutely bother you. Then I want to list how who react to those behaviors. Does any one want to share?

17. WHAT YOU DO IN THE BEGINNING WILL SET THE STAGE FOR THE REST FOR THE MOD, DAY OR YEAR. WHEN WE FAIL TO PLAN, WE PLAN TO FAIL. So I know what your thinking. How can I have a plan if I am sub and I don’t know where or what I am going to be assigned to. WHEN WE FAIL TO PLAN, WE PLAN TO FAIL. So I know what your thinking. How can I have a plan if I am sub and I don’t know where or what I am going to be assigned to.

18. Parts of a Discipline Plan Rules No more than five Consequences Related, Reasonable and Reliable Rewards Catch them being good When developing rules keep in mind that no one can remember more than five. This year I have bee working with school sites in developing what we can a positive behavior support system for all students. If the rules are too detail and long to remember we as educators end up spending more time reminding student about the rules than teaching subject matter. When developing rules keep in mind that no one can remember more than five. This year I have bee working with school sites in developing what we can a positive behavior support system for all students. If the rules are too detail and long to remember we as educators end up spending more time reminding student about the rules than teaching subject matter.

19. Discipline Procedures Concerns how students BEHAVE Has penalties and rewards. Focus in on BEHAVIOR Concerns how things are DONE Has NO penalties or rewards. Focus is on DOING A rule is a DARE to be broken, whereas a procedure is not. A procedure is a DO, an action, a verb, a step to be LEARNED. When students are doing students are learning. A rule is a DARE to be broken, whereas a procedure is not. A procedure is a DO, an action, a verb, a step to be LEARNED. When students are doing students are learning.

20. To Effectively Manage Your Classroom Clearly define classroom procedures and routines Effective teachers spend a good deal of time in the first weeks of the school year introducing, teaching, modeling,and practicing procedures until they become routines.

21. The number one problem in the classroom is not discipline; it is the lack of procedures and routines.

22. PROCEDURE: What you want students to do. ROUTINE: What the students do automatically. Research has shown that student achievement at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first weed of school. It is the procedures that set up the class for achievement to take place.Research has shown that student achievement at the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first weed of school. It is the procedures that set up the class for achievement to take place.

23. What Effective Teachers Do Assign Seats Assign an Assignment before students walk in and post it in the same consistent location every day. I am not here to tell you what to do or how to run you class. If what you do works then don’t fix it. But if is not working for you here are some ideas to help make it work for you. An example that is not working for you might be if you are stressed and find yourself not wanting to go to work because you have to yell so much. Don’t include students in roll call. If you are a sub ask teachers for a seating chart. Otherwise you can create one. One idea: have students write their name on an index card or use name tags. Make it part of your sponge activity. Calling students by name is fastest way to gain their respect.I am not here to tell you what to do or how to run you class. If what you do works then don’t fix it. But if is not working for you here are some ideas to help make it work for you. An example that is not working for you might be if you are stressed and find yourself not wanting to go to work because you have to yell so much. Don’t include students in roll call. If you are a sub ask teachers for a seating chart. Otherwise you can create one. One idea: have students write their name on an index card or use name tags. Make it part of your sponge activity. Calling students by name is fastest way to gain their respect.

24. To establish a procedure for gaining students’ attention, ask yourself: Where are my students? What signal will I use? How many steps will I need? We are going to divide into group for 10 minutes when I come to the front of the room I will raise my hand like this say salame it means we stop look forward. If the person next to doesn’t see me don’t say anything just tap them on the shoulder and do this. (Gesture to zip lips and look forward)We are going to divide into group for 10 minutes when I come to the front of the room I will raise my hand like this say salame it means we stop look forward. If the person next to doesn’t see me don’t say anything just tap them on the shoulder and do this. (Gesture to zip lips and look forward)

25. S Stop A And L Look A At M Me I Immediately

26. Practice writing sponge activities and procedures List at least ten simple activities to engage students at the beginning of class. 2. Define three procedures for redirecting and quieting the class after a group discussion. 3. Define three procedures to prepare the class to leave at the end of the mod or day.

27. Outline of a Successful Lesson Lesson Beginning: Give clear instructions Children need to know what they are supposed to do. Clear Objectives: What do I want each child to know and do. Active Participation: Teach the child how to communicate information regarding material being learned. Lesson Closure: Ask questions for comprehension of lesson. Have child summarize in their own words. Evaluate them. 1. Why is this lesson interesting, important, exciting, fun or fascinating. If you can’t think of any thing Lie. Nobody reads unless they have reason to. 2. What do you want the student to learn how to do. 3. How will you get them to practice the new skill. 4. How will you determine that they got it. 5. How will you deliver the information differently for those students who didn’t get it.1. Why is this lesson interesting, important, exciting, fun or fascinating. If you can’t think of any thing Lie. Nobody reads unless they have reason to. 2. What do you want the student to learn how to do. 3. How will you get them to practice the new skill. 4. How will you determine that they got it. 5. How will you deliver the information differently for those students who didn’t get it.

28. Learning has nothing to do with what the teacher COVERS. Learning has to do with what the student ACCOMPLISHES. A bad lesson sample; Complete chapter 15. This what the teacher has to cover not what the student needs to learn. A effective lesson: A bad lesson sample; Complete chapter 15. This what the teacher has to cover not what the student needs to learn. A effective lesson:

29. An effective assignment is when you tell the student up front what your want the students to accomplish or master at the end of the lesson

30. KEEP THE FOCUS ON LEARNING Use of Time Use of Space Organization and Movement of Materials Use of Lesson Plans Handle Transitions Efficiently Things to be aware of.Things to be aware of.

31. CRISIS ESCALATION ANXIOUS DEFENSIVE ACTING OUT TENSION REDUCTION SUPPORTIVE DIRECTIVE SUPPORTIVE, DIRECTIVE AND CPI AS LAST RESORT THERAPEUTIC RAPPORT

32. NON-VERBAL BEHAVIOR Proxemics (Personal Space) Kinesics (Body Language) Paraverbal Communication (voice tone, volume, Cadence (pauses) Everyone look at me. Put your hand on your cheek (chin)Everyone look at me. Put your hand on your cheek (chin)

33. THREE MORE HELPFUL CONCEPTS ABOUT BEHAVIOR Behavior is motivated by wanting to belong. People choose their behavior. When belonging is not realized for the person, he/she will engage in one of four goals of behavior. Attention: “Notice Me.” Power : “I’m in charge” Revenge: “I’ll get even.” Avoidance: “I can’t.” BEHAVIOR IS A FORM OF COMMUNICATION! This is from a cooperative learning model.BEHAVIOR IS A FORM OF COMMUNICATION! This is from a cooperative learning model.

34. HOW WE TEND TO REACT GOAL & BELIEF HOW DOES PARENT WHAT DOES PARENT WHAT DOES MISBEHAVING OR TEACHER FEEL? OR TEACHER DO? PERSON DO AS A RESULT?

35. STRATEGIES TO RESPOND NONCOERCIVELY IGNORE CERTAIN BEHAVIORS TO AVIOD REINFORCING THEM. RESPOND ONLY TO THE STUDENTS WHO ARE SHOWING APPROPRIATE BEHAVIOR.IGNORE CERTAIN BEHAVIORS TO AVIOD REINFORCING THEM. RESPOND ONLY TO THE STUDENTS WHO ARE SHOWING APPROPRIATE BEHAVIOR.

36. Ignore Inconsequential Behavior Respond only to students showing appropriate behavior. Move closer to the student who is behaving inappropriately. If the student’s behavior only irritating but harmful it is inconsequetialIf the student’s behavior only irritating but harmful it is inconsequetial

37. How to Respond Noncoercively to Consequential Behavior Say something Positive. Briefly describe the problem behavior Describe the desired alternative behavior. Give a reason why the new behavior is more desirable. Practice the desired behavior Provide positive feedback.

38. Other Noncoercive Strategies Reevaluate the Situation Reinforce Appropriate Behavior Proximity State the Facts Acknowledge and Restate / I Understand Remove, Identify and Redirect Consequences

39. Some Challenging Scenarios Refusal to do work Inappropriate language / derogatory remarks A fight Threats You are right I can not make you, but I can expect you to finish otherwise you will have to stay in during recess. Classroom expectation should restate and enforced. You know the rule regarding language, what is the consequence? I need both of you to take a quiet seat against the wall. 4a. Acknowledge Emotion and Redirect 4b. Get HelpYou are right I can not make you, but I can expect you to finish otherwise you will have to stay in during recess. Classroom expectation should restate and enforced. You know the rule regarding language, what is the consequence? I need both of you to take a quiet seat against the wall. 4a. Acknowledge Emotion and Redirect 4b. Get Help

40. ENCOURAGEMENT. . . WHAT’S IN IT FOR YOU? When used effectively, encouragement is your most powerful discipline tool. The amount of encouragement used at home and at school is directly related to students’ sense of competence, empowerment, and the overall positive tone within the classroom setting. There is a positive relationship between the amount of encouragement used and students’ ability to succeed.

41. TRAPS TO AVOID The Criticism Trap The Common Sense Trap The Questioning Trap Sarcasm Trap The Despair and Pleading Trap The Threat Trap The Physical and Verbal Force Trap On pages 35 to 41.On pages 35 to 41.

42. FIVE EFFECTIVE BEHAVIOR MANAGEMENT SKILLS Teach expectations Get and Keep students on task Maintain positive teacher-to-student interactions and risk-free student response opportunities Respond non-coercively Avoid being trapped ..

43. PRINCIPLES OF HUMAN BEHAVIOR Behavior is largely a product of its immediate environment. Behavior is strengthen or weakened by its consequences. Behavior ultimately responds better to positive rather than negative consequences Whether a behavior has been punished or reinforced is known only by the course of that behavior in the future. An understanding of human behavior as opposed to just reacting is fundamental for being successful in managing behavior.An understanding of human behavior as opposed to just reacting is fundamental for being successful in managing behavior.

44. CLASSROOM ORGANIZATION THE ENVIRONMENT’S AFFECT ON STUDENTS’ BEHAVIOR As teacher you have control over how the classroom is set up and as a sub you don’t’. Hopefully the teachers you are subbing for have done a good job. Often I think they do. What I want you to think about and be aware of though is how the environment can affect student behavior. But often it is our attitude and how we interact with students that can make all the difference above and beyond the environment. By the environment we mean how is space organized to make the best use of time. The environment should display what your values and expectations.As teacher you have control over how the classroom is set up and as a sub you don’t’. Hopefully the teachers you are subbing for have done a good job. Often I think they do. What I want you to think about and be aware of though is how the environment can affect student behavior. But often it is our attitude and how we interact with students that can make all the difference above and beyond the environment. By the environment we mean how is space organized to make the best use of time. The environment should display what your values and expectations.

45. TEACH EXPECTATIONS

46. CLARIFY YOUR EXPECTATIONS Classroom Expectations and Consequences Be prepared with your own expectations Be clear about what you want students to do and how to behave. Have students restate expectations. Be Prepared for “Transition” activities Learn to give a successful lesson

47. GETTING AND KEEPING STUDENTS ON TASK

48. POSITIVE TEACHER – STUDENT INTERACTIONS

49. CHANGING OUR PERCEPTION Stubborn Bossy Nosey Fussy Sissy Submissive Tactless Talkative Rude Over-involved Determined Leader Inquisitive Particular Gentle Trusting Truthful Friendly Forthright Energetic

50. Six Guidelines for Avoiding and Defusing Confrontations Focus on behavior – not the student. Take charge of negative emotions. Avoid escalating the situation. (Time out, time to think). Discuss misbehavior later. Allow student to save face. Model non-aggressive behavior. Invite cooperation.

51. THREE R’S FOR CONSEQUENCES

52. When is a referral appropriate? When there is behavior that poses a serious danger or threat to safety. When behavior is illegal. When there are major disruptions to the educational process. When there are repeated and serious violations of the code of conduct. If a student threatens remain calm and emotionally unattached. Listen careful to the student and attempt to redirect them.If a student threatens remain calm and emotionally unattached. Listen careful to the student and attempt to redirect them.

53. STEPS FOR A BEHAVIOR PLAN Step 1: Pinpoint and describe the student’s behavior. Step 2: Identify the “payoff” of misbehavior. (Attention, Power, Revenge, Avoidance of Failure.) Step 3: Choose intervention techniques. Step 4: Select encouragement techniques. Step 5: Involve parents as partners.

54. DIFFERENCES BETWEEN PUNISHMENT AND CONSEQUENCES PUNISHMENT Expresses power of a personal authority. Is usually painful and reminds student of the past mistakes. Is not related to the misbehavior. Is easy or expedient. Has a “you’ll pay for this” or “now I gotcha attitude.” Concentrates on verbal embarrassment. Creates a desire for revenge. CONSEQUENCES Is logically related to the misbehavior. Concerned with the present or immediate future. Is friendly, but firm. Maintains dignity of both adult and student. Is reasonable in terms of length of time. Is respectfully given. Gives responsibility to the individual for the misbehavior.

55. COMPLIANCE VS RESPONSIBLITY COMPLIANCE is situation specific: obedience is the goal. RESPONSIBILITY produces generalized skills; positive decision making is the goal.

56. TO DISCIPLINE IS TO TEACH; TO TEACH IS TO DISCIPLINE EVERYONE CAN LEARN! EVERYONE CAN LEARN TO ACT RESPONSIBLY! Our Perception is Everything. When you see the word discipline I want you see it as meaning to teach instead of punish.Our Perception is Everything. When you see the word discipline I want you see it as meaning to teach instead of punish.

  • Login