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Disrupting the Distruptor part 2

Disrupting the Distruptor part 2. Dr. Gib Binnington adapted by Andrea Nielsen M.ED. The Bump. In order to keep the students energized the teacher will walk in and around the desks. All the while brushing by or bumping all members especially those that need a little extra.

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Disrupting the Distruptor part 2

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  1. Disrupting the Distruptor part 2 Dr. GibBinnington adapted by Andrea Nielsen M.ED.

  2. The Bump • In order to keep the students energized the teacher will walk in and around the desks. • All the while brushing by or bumping all members especially those that need a little extra. • What is this saying? • Give an example of what you can be doing?

  3. The Spoof • At times a student will leave the learning community and engage the teacher, however the teacher will SPOOF to get the student to return to their seat. • A Spoof is a nonsensical conversation that will send the students back to their desk. • What’s an example?

  4. Phrases with Power • Using the phrase of “I don’t know.” • Why? • Using the word “Oh” • Use this with unwanted behavior instead of ignoring it.

  5. The Power of Three • A habit is formed after three times. • i.e. Three times to the office • Change the distance not the student • What is an example of it?

  6. Having Fun • “I might as well have been talking to a brick wall.” • Why not? • Speaking to inanimate objects will help solve a potentially draining difficulty. • What is an example?

  7. Parents • Keep the parents informed but remember that the struggle can reoccur at home. • Explain that the problem has been or is being resolved at school and any more action will aggravate the issue. • Bolster the parents by letting them know that they have a good kid. • What’s an example? • Support the parents by letting them know they are good parents. • What’s an example?

  8. Parent Conferences/Conversations • Rush to greet them at the door • Praise them • Their attire • Their child reiring • Report only good abilities • All negative can be given in a positive way. • What’s an example? • Why be positive? • What would happen if you are not?

  9. Hope vs Label • Hope supports the belief and expectancy of the student. • Hope creates an impact when the teacher believes that all students can do it. • Hope impacts the teacher student relationship. • A Label in place of hope in these sentences makes them negative. • What’s an example?

  10. “Discipline is no laughing matter; maybe it should be” • More energy can be developed if laughter and fun is incorporated into the classroom. • More laughter promotes more learning.

  11. Hermit • An explosion ready to happen. • Type A • Does work perfectly, never in trouble, model student • Type B • Never be perfect, withdrawn, passive, no resistance at all • Both are in need of human contact. • Let them know that there is a place for them.

  12. Praised Appraised • Praise fails to motivate • Restate positive feedback • i.e. “I knew you’d get it!” • “You must feel good about that.” • If praise is used for motivation, you will have two types: • Students who seek praise • Students who seek blame • Both take from the teachers energy • We want them to learn and to apply themselves.

  13. Goals of Misbehavior • Attention Getting Mechanism • Power • Revenge • Assumed disability

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