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Managing Student Behavior and Promoting Social Acceptance

Managing Student Behavior and Promoting Social Acceptance. Introduction to Classroom Management. Melinda Butler Lewis Clark State College. I ’ m Supposed to Do ALL THIS ?. AND TEACH?. "So, other than that, how was your first day as a teacher?". Classroom Management.

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Managing Student Behavior and Promoting Social Acceptance

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  1. Managing Student Behavior and Promoting Social Acceptance Introduction to Classroom Management Melinda Butler Lewis Clark State College

  2. I’m Supposed to Do ALL THIS ? AND TEACH?

  3. "So, other than that, how was your first day as a teacher?"

  4. Classroom Management Is… maintaining classroom standards and building patterns of cooperation in order to minimize disruptions and maximize learning or in short….

  5. … it is the practices and procedures that allow teachers to teach -- and students to learn!

  6. Classroom Management involves: • Anticipating when misbehaviors are likely to occur then intervening early to prevent them! • Prevention is the key! • Keep the primary activity flowing smoothly • Interventions become subtle, brief, private

  7. Many Theories Many Styles • Some approach the classroom as a battlefield

  8. Some believe in strict measures

  9. Some kids are more of a challenge than others and a variety of theories are used.

  10. What is Discipline? • As a parent? • As an athlete? • As a teacher?

  11. Discipline vs Punishment • Discipline • Teaches Self control • How to act • Consequences that make sense puts a child in charge of their choices • The responsibility for behavior becomes that of the student • Authoritative methods -- which voice?

  12. Discipline vs. Punishment • Punishment • Sends a message that the child is “Bad” not what to do instead • Usually doesn’t have much to do with the issue. • Tends to use the “child” (permissive) or “parent” (negotiated) voice

  13. Punishment • Is not as effective because it intensifies the discouragement and intensifies continual misbehavior

  14. Positive Discipline in the Classroom • Jane Nelsen • Based on Druikurs • Believed that misbehavior was the result of attempts to find belonging and significance in unacceptable ways. • These mistaken attempts result in misbehaviors.

  15. Positive Discipline Components Include: • Creating an atmosphere of caring, dignity and mutual respect. • Using positive discipline classroom management Tools • Holding regularly scheduled class meetings • Holding Parent/teacher/student conf.

  16. Understanding the Four Mistaken Goals of Behavior • Using Encouragement • Connecting with other teachers in a positive way to help with problem solving.

  17. Basic Student Needs Maslow’s Hierarchy

  18. Basic Needs Jane Nelsen (and others) • To experience belonging and significance • To use their personal power • Life skills (social competencies) for good character

  19. Behavior • Can follow a pattern or cycle • Everyone wants to belong • When we don’t feel as if we belong we get discouraged • Discouragement leads to confusion about how to fit in and belong • What we need = Encouragment!

  20. When Needs Are Not Met • Student’s respond with --- MISBEHAVIOR

  21. Misbehavior • Has a purpose! • There ARE Payoffs! • Four main purposes…. • Mistaken Goals

  22. Mistaken Goals Dreikurs and Adler • Undue Attention • Misguided Power • Revenge • Assumed Inadequacy

  23. Undue Attention Keeps others busy or get Special Service! It often creates feelings within the teacher of being: • Annoyed • Responding by reminding • Irritated • Coax or Push .. “do this or else” • Worried • End up doing things for the student • Guilty

  24. Undue Attention • Interrupting • Talking out of turn • Constant noises • Won’t do work

  25. Power • You can’t make me • Says “yes” but doesn’t do it. • Defiant behavior • Won’t do work

  26. Power • Wants to be the BOSS • Creates feelings of: • Anger • Want to “fight back” • Feeling Challenged • “you can’t get away with it” • Feeling Threatened • “I’ll MAKE YOU” • Feeling Defeated • Finding a way to PROVE that you are RIGHT

  27. Revenge • Hurt others • Calls the teacher names • Won’t do work

  28. Revenge • Wants to “Get Even” • Creates feelings of: • Hurt • Retaliation • Disappointment • Disbelieving • How could you do this to me? • Disgust • Takes the behavior personally

  29. Assumed Inadequacy • Won’t try • Give up • Withdraws • Won’t do work

  30. Assumed Inadequacy Gives up easily - or Wants to be left alone. • Despair • Teachers “give up” • Hopelessness • Enable • Helplessness • Do for - or Overhelp • Inadequate to deal with.. • Show a lack of faith in the student

  31. Clues in Understanding the Goal • Your feelings • Your reactive “actions” • The child’s reaction to Your actions

  32. Best way to Prevent Misbehavior • Show them that you care • Teach Social Competencies • Know what YOUR Buttons ARE • Encourage Useful Power • Empower students with “choices” • Treat Students as ASSESTS • Gemeinschaftsgefuhl Come next class with a explaination of what this means for a PRIZE!!!

  33. So…. Now What? How Do You Create a Caring Classroom?

  34. Gemeinschaftsgefuhl • List of what you do as a teacher that shows that YOU CARE

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