Assertive Discipline Methods Of Teaching Coleen Guest Fall 2001.

Slides:



Advertisements
Similar presentations
Some times it feels like we are herding cats.
Advertisements

Replacement Skills Individualized Intensive Interventions:
McWhorter Elementary “Make Your Day” Self-Discipline: We are SERIOUS about EDUCATION.
A Basic Approach to Understanding Misbehavior Successful Solutions Professional Development LLC Chapter 2 Reasons for Misbehavior.
How to teach students that are behind others
Effective Supervision Practices MMS Safe & Civil Schools Team February, 2008.
Cooperative Discipline
Review important principles
Revenge-Seeking Behaviors I’ll get even!. Characteristics of Revenge-Seeking Behaviors Angry students that rarely have good days. Retaliating for real.
Cooperative Discipline: Attention Seeking
Cooperative Discipline
Conferences: Facilitate Change Conflict Problem Solving Negotiation.
+ Classroom Management from Linda Albert. + Good Discipline Linda Albert believes that good discipline depends on student’s attaining a sense of belonging,
Cooperative Discipline enables teachers to apply specific strategies to reach individual students.
Strong Voice Do s  Use a formal pose  Stand and talk in manner that indicates that what you have to say is important  Let students know when they can.
Cooperative Discipline
Cooperative Discipline
Power-Seeking Behaviors
Classroom Management.
Classroom Management 1. Creating an environment conducive to learning What is the number one concern for new teachers? What can derail a well- planned.
1. 2 GFS are attitudes, traits or characteristics you hope to instill in your students. Rules pertain to specific and observable behaviors. GFS are something.
School-wide Positive Behavior Support Name of School Date.
Interpersonal Skills for Dealing with Conflict: Respect and Support in Action Tricia S. Jones, Ph.D. Dept. of Psychological Studies in Education Temple.
PRESENTED FOR: Southern State Community College North Coast Polytechnic Institute Strategies for Prevention …rather than Reaction Conflict Resolution;
© Crown Copyright 2005 Primary National Strategy Conflict and confrontation.
NASUWT Doncaster Classroom Management ‘Anyone who has never made a mistake has never tried anything new’ Albert Einstein.
Communication Strategies GoalClassroom Techniques and strategies Ability to Initiate and Maintain Eye contact Model the behavior you want to see by getting.
Deborah Neill. The student will be able to … Identify goals of effective guidance List personality traits of effective early childhood teachers. Describe.
Lecturette 2: Inclusion at the Classroom level Strategies for Including All Students.
Northern Metropolitan Region Achievement Improvement Zones.
Preventing School Failure, Spring2005
Avoidance of Failure Leave me alone!. Characteristics of Avoidance-of-Failure Behaviors Since the student rarely distracts or disrupts the class, it is.
Home Lunch Committee Lunch Committee Punishment Classical Conditioning Classical Conditioning Premack Operant Conditioning Operant Conditioning Dreikurs.
By: Maria Elena Briones And Lindsay Geiger.  Following the lesson, Power Point presentation, our colleagues will be able to identify assertive classroom.
Supporting Behavior in the Classroom
11 Techniques for Better Classroom Discipline
Goals for Class To examine our prior experiences as learners. To understand three principles, teaching behaviors, and strategies for developing well-managed.
Some times it feels like we are herding cats..  We differentiate between effective and ineffective learning environment and engagement strategies.
Welcome To Cooperative Discipline
1 Discipline Is Not A Dirty Word! Or Is by Dr. Douglas Gosse.
1 Encouraging Appropriate Behavior Nurturing Parenting Section 4.4 GOAL: To assist parents in implementing an appropriate system of discipline.
Parenting for Success Class #11 Putting It All Together.
CONSEQUENCES THAT TEACH AND RESTORE Developed by Steven Vitto, 2006.
Guidance Techniques. SETTING LIMITS Setting Limits What limits where set for you as a child? What did you think about those? What limits are set for.
Chapter 7 Guiding Children’s Behavior
Positive Behavior Management Using Effective Practices in Classroom Management.
Communication Skills for Teaching Classroom Management for Elementary Teachers Chapter 8 Evertson, Emmer and Worsham © Allyn and Bacon, 2006.
Welcome to Preschool! “Inspiring success one mind at a time”
Promoting Appropriate Student Behavior. Ensuring children know what is expected. Increasing child compliance to class rules. Enriching Time Out.
Essential Strategies: a teacher should carry out in order to have a well managed classroom and avoid problems within the classroom.
ENHANCING STUDENT BEHAVIOR Chapter 7. “Good teaching practices include instructional strategies matched to each student’s learning style, curriculum appropriate.
COMMUNICATING EFFECTIVELY. TWO ESSENTIAL ELEMENTS FOR POSITIVE RELATIONSHIPS 1. SHOWING RESPECT 2. RECIPROCAL RELATIONSHIPS.
Responding to Violations of Rules and Procedures ACED 4800 Student Teaching Seminar.
Promoting Social Emotional Competence Individualized Intensive Interventions: Prevention Strategies 1.
1. 2  Common areas are locations like cafeterias, hallways, restrooms, playgrounds etc. A. Know the procedures and expectations for each common area.
Restorative Practices for the Classroom NSW INSTITUTE OF TEACHERS Nine Behavioural Interventions New Scheme Teachers’ Conference September 2011.
Meeting Children’s Social and Emotional Needs Objectives for Topic 10-4 After studying this topic, you will be able to explain how to help children develop.
Northern Metropolitan Region Achievement Improvement Zones.
Welcome to Unit 4 Strategies for Addressing Individual Needs Welcome to Unit 4 Strategies for Addressing Individual Needs We will start at the top of the.
Chapter 6 Lecture Dynamic Physical Education for Elementary School Children Seventeenth Edition Management and Discipline.
(c) JIST Works 2012 Improving Classroom Management Skills Using the Ultimate Classroom Management Handbook.
The Dreikurs Model: Confronting Mistaken Goals
Chapter 12 Guiding Children’s Behavior Helping Children Act Their Best.
Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge.
Amanda M Surmann May 5 th 2014 EDU671: Fundamentals of Educational Research (MRD1413A) Instructor: Dennis Lawrence.
Welcome To Cooperative Discipline
Cooperative Discipline: A Proactive Approach
Encouraging Appropriate Behavior
Guidance and Discipline
Behavior Escalation What to do when you’ve tried the rest and the behavior continues?
Presentation transcript:

Assertive Discipline Methods Of Teaching Coleen Guest Fall 2001

Understanding The Goals of Misbehavior There are two common forms of behaviors: -Attention-Seeking Behavior and -Power Behavior

Active Characteristics of Attention-Seeking Behavior Student does all kinds of behaviors that distract the teacher and their classmates.

Active Characteristics of Power Behavior Temper tantrums and verbal tantrums: Student is disruptive and confrontive.

Passive Characteristics of Attention-Seeking Behavior Student exhibits one-pea-at-a-time behavior, operates on slow, slower, slowest speeds.

Passive Characteristics of Power Behavior Quiet Noncompliance: -Student does his or her own thing, yet often is pleasant and even agreeable.

Origins of Behavior for Attention-Seeking Behavior Parents and teachers tend to pay more attention to misbehavior than to appropriate behavior. Young people aren’t taught how to ask for attention appropriately. Young people may be deprived of sufficient personal attention.

Origins of Behavior for Power Behavior Student hides behind a label: Transforms bid for power into inherent personality trait. Changes in society that stress equality in relationships, rather that dominant-submissive roles. The exaltation of the individual and the emphasis on achieving personal power, as epitomized by the human potential movement.

Students’ Legitimate Needs for Attention-Seeking Behavior Positive recognition.

Students’ Legitimate Needs for Power Behavior Personal autonomy.

Silver Lining for Attention- Seeking Behavior Student wants a relationship with the teacher and classmates.

Silver Lining for Power Behavior Student Exhibits: -Leadership Potential -Assertiveness -Independent Thinking

Principals of Prevention for Attention-Seeking Behavior Catch the student being good by giving lots of attention for appropriate behavior. Teach student to ask directly for attention when needed.

Principals of Prevention for Power Behavior Allow voice and choice so student has options and feels heard. Grant legitimate power through hands- joined discipline and decision making. Delegate responsibility so student feels a sense of responsible power. Avoid and defuse confrontations.

Strategies and Techniques for Attention-Seeking Behavior Minimize the attention: -Refuse to respond. -Give “The Eye”. -Stand close by. -Use name dropping. -Send a general or secret signal. -Give a written notice. -Use an I-message.

Strategies for Attention-Seeking Behavior Continued Clarify desired behavior. -State “Grandma’s Law”. -Use “target-stop-do”.

Strategies for Attention-Seeking Behavior Continued Legitimize the behavior. -Create a lesson from the misbehavior. -Go the distance. -Have the class join in. -Use a diminishing quota.

Strategies for Attention-Seeking Behavior Continued Do the unexpected. -Turn out the lights. -Play a musical sound. -Lower your voice. -Change your voice. -Talk to the wall. -Use one-liners -Cease teaching temporarily.

Strategies for Attention-Seeking Behavior Continued Distract the students. Ask a direct question. Ask a favor. Give choices. Change the activity.

Strategies for Attention-Seeking Behavior Continued Notice appropriate behavior. -Use proximity praise. -Use compliance praise. -Make recordings. -Give a standing voice.

Strategies for Attention-Seeking Behavior Continued Move the student. -Change the student’s seat. -Use the thinking chair.

Strategies and Techniques for Power Behavior Make a graceful exit. -Acknowledge student’s power. -Remove the audience. -Table the manner. -Schedule a conference. -Use a fogging technique: Agree with the student or change the subject.

Strategies and Techniques for Power Behavior Make a graceful exit – continued. -State both viewpoints. -Refuse responsibility. -Dodge irrelevant issues. -Deliver a closing statement. -Call the student’s bluff. -Take teacher time-out.

Strategies and Techniques for Power Behavior Use time-out. -Use the language of choice. -Call the who squad. -Require a reentry plan.

Set Consequences for Power Behavior Loss or delay of privileges. -Loss or delay of an activity. -Loss or delay of using objects. -Loss or delay of access to school areas.

Set Consequences for Power Behavior Continued Loss of freedom of interaction. -Denied interactions with other students. -Required interactions with school personnel. -Required interactions with parents. -Required interactions with police.

Set Consequences for Power Behavior Continued Restitution: -Return, repair, or replacement of objects. -Repayment of time. -Compensation to classmates and teachers. -School service.

Set Consequences for Power Behavior Re-teach appropriate behavior. -Extended practice. -Written reports. * Conduct a teacher-student conference.*

References Beach Center on Families and Disability. (1995). What research says: Understanding challenging behavior and teaching new skills. Lawrence, KS:Author. Piant, R.C. (1999). Enhancing relationships between children and teachers. Washington, D.C: American Psychological Association.