1.  Abigail Hecker  Noemi Rodriguez  Jennifer Schaaf  Shyno Thomas

2. Internationally known for his work with education and parenting. Developed behavior management model due to the overwhelming lack of training of teachers in behavior management. President of Lee Cantor and Associates in Santa Monica, CA.

3.  Developed in 1976  Attitude towards behavior management in schools was very different than it is today  Developed because teachers were not trained to manage student behaviors appropriately  National and State teaching standards required establishing a safe classroom environment  Contends that teachers have the basic right to require decent behavior in the classroom…this calls for “assertive” teachers.

4.  Assertive teachers:  Clearly state their expectations  Teach responsible behavior  Outline limits for students  A student may “act up” in order to make the adults around them (the teacher) take notice  Practice positive reinforcement  Insist on decent, responsible behavior from their students  Make promises, not threats to enforce rules and guideline regarding misbehavior

5.  Develop a systematic plan for dealing with misbehavior For Example:  First offense- Verbal warning  Second offense- Loss of a privilege  Third offense- Phone call home  Fourth offense- Detention  And so on….

6.  In contrast to proactive approach, dealing with misbehavior in an initial reaction “off the cuff” way For Example  Letting emotions take over reaction to misbehavior due to lack of systematic plan (can be an over reaction or inconsistent deteriorating your relationship with the student)

7.  Letting students know you care can build their trust in you and curb misbehavior. Creating a respectful culture can show students that you care.  If the students do not have a trust in their teacher, they may be less motivated to comply with the rules and guidelines that the teacher sets for the classroom.

8.  Expectations at all times  Limited number  Observable  Apply at all times  Deals with behavior only  Allow students to choose some of them

9.  Encourage appropriate behavior  Increase self esteem  Create a positive environment  Establish positive relationships  Praise, phone calls, notes, rewards, special privileges

10.  Certificates, stickers, thank you notes…

11.  Should not be severe to be effective  Should not be harmful  Are not meant to be a form of punishment  May be something that the student does not enjoy  Are meant to show the student that you care, and help them choose to act appropriately in the future.

12.  Reminder  Immediate corrective action (changing seats, sitting closer to the teacher, last to leave)  Contact parent  Send student to the principal (last option) *Severe Misbehavior (fighting, vandalism)  No reminder or corrective actions  Straight to the principal  Immediate corrective action removing student from the classroom.

13.  Offer personal support  Look beyond the behavior and see the student  Build trusting relationships  They will not reach out to you, but they might change their attitude and behavior if you reach out to them. Be empathetic, show your human side.

14.  Start with a “morning meeting” asking the students how they are, what they did the night before. Address issues within the classroom during this time as well  Inventory the interests of the students  Call a student over after a good day and compliment them on their success  Let a parent know about their child’s success in class

15.  Richard Curwin and Allen Mendler  Authors of “Discipline with Dignity”  Their book provides a preventative approach to dealing with misbehavior  They say that schools spend too much time trying to figure out why a student misbehaves when they should be spending more time trying to change the pattern of misbehavior  They recommend the “Three-Dimensional Discipline Approach”  They think that teachers are largely responsible for the behaviors that students display in their classrooms.

16.  Identify the following teacher’s response as being that of an assertive teacher, a hostile teacher, or a non-assertive teacher (sometimes you see a combination of two types) *Please answer by raise of hand after the example is ready*  Provide an assertive response to following situations *Please answer by raise of hand after the example is ready*