1 / 39

Managing Student Behavior and Promoting Social Acceptance

Learn essential practices and theories in classroom management to promote a positive learning environment. Discover the keys to preventing misbehavior, understanding discipline versus punishment, and implementing positive discipline techniques.

martz
Download Presentation

Managing Student Behavior and Promoting Social Acceptance

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related