Classroom Climate – Be Proactive Beth Ackerman, Ed.D.Ed.D. Notes at –

PRAISE: Effectively Guiding Student Behavior 4 ACSI Publication

PRAISEPRAISE roactive einforcements ssess the situation ntent of misbehavior incerity mpower the child

The PROACTIVE Teacher 4 95% of successful behavior management is being proactive 4 Think of your favorite Teacher – What are some adjectives to describe this teacher?

Well-liked and Well-Respected 4 Liked –Creative –Fun –Loves their subject –Fair –Kind –Builds Rapport –Etc 4 Respected –Consistent –Fair –Models what they teach –Structured –Etc

Nanny Wanted 4

BE POSITIVE 4 Be able to laugh at yourself 4 Use humor as a tool, not a weapon 4 Encourage, don’t criticize 4 DON’T WORRY! PROBLEM SOLVE!

BE FUN 4 Be Creative 4 Make your classroom a place to want to be 4 Provide a variety of activities 4 Give the children success

BE STRUCTURED 4M4Manipulate the surroundings 4B4Be organized 4A4Always keep an eye on the children 4T4Teacher movement 4S4Stick with a schedule 4H4Have clear classroom rules 4D4Don’t assume prior knowledge

Classroom Rules 4 Specific and concise 4 Only 4-6 rules 4 Stated in a positive manner 4 POSTED in the classroom 4 Each rule is taught to the children

BE CONSISTENT 4U4Use promises and rewards 4S4Set and clearly explain limits 4E4Explain situations 4M4Model appropriate behavior

Modeling Appropriate Behavior 4 Luke 6:40 says “…after he has been fully trained, he will be like his teacher”. 4 Phil.4:9 - “The things you have learned and received and heard and seen in me, practice these things, and the God of Peace will be with you” 4 I’d Rather See a Sermon then Hear One

I’d Rather See a Sermon then Hear One 4 I'd rather see a sermon than hear one any day: I'd rather one would walk with me than merely tell the way. 4 The eye's a better pupil, and more willing than the ear, Fine council is confusing, but example's always clear. 4 The best of all the preachers are men who live their creed, For to see good put into action, is what everyone needs. 4 I can soon learn how to do it, if you let me see it done, I can catch your hands in action, but your tongue too fast my run. 4 And the lecture you deliver may be very wise and true, But I'd rather get my lesson by observing what you do. 4 For I may misunderstand you in the high advice you give, But there is no misunderstanding how you act and how you live. 4 When I see an act of kindness, I am eager to be kind; When a weaker brother stumbles, and a stronger stays behind. 4 Just to see if I can help him, then the wish grows strong in me, To be as big and thoughtful as I know that friend to be. 4 And all travelers can witness that the best of guides today, Is not the one that tells them, but the one that shows the way. By Edgar Guest

Effective Limit Setting 4 Be consistent. Guidelines must remain similar among all staff and situations 4 State clear, reasonable, enforceable expectations 4 Give brief reason for the limit 4 Provide a choice or alternative 4 Follow through with a consequence 4 Evaluate the limit and its effectiveness

Effective Limit Setting 4 Limits and consequences should be immediate 4 Recognize when help is needed to carry out a limit. 4 Separate the individual with a problem from the group 4 Remain calm and matter-of-fact 4 Don’t lecture, don’t shout, don’t threaten

FAIRNESS 4 BE FLEXIBLE 4 Show children that you value them

Review (PRAISE) Proactive 4 Well-liked 4 Well-Respected