Classroom-Management-Str教学讲解课件

ClassroomManagementClassroomManagement1WhatisClassroomManagement?It’seffectivedisciplineIt’sbeingpreparedforclassIt’smotivatingyourstudentsIt’sprovidingasafe,comfortablelearningenvironmentIt’sbuildingyourstudents’selfesteemIt’sbeingcreativeandimaginativeindailylessonsAnd...WhatisClassroomManagement?I2...It’sdifferentforEVERYONE!!WHY?TeachingStylesPersonality/AttitudesStudentpopulationNotallmanagementstrategiesareeffectiveforeveryteacherTrydifferentstrategiestoseeiftheyworkforyou...It’sdifferentforEVERY3WhyisClassroomManagementImportant?SatisfactionandenjoymentinteachingaredependentuponleadingstudentstocooperateClassroommanagementissuesareofhighestconcernforbeginningteachersWhyisClassroomManagementIm4PrinciplesforsuccessfulclassroommanagementDealwithdisruptivebehaviorsbutalsomanagetominimizeoff-task,non-disruptivebehaviorsTeachstudentstomanagetheirownbehaviorStudentslearntobeon-taskandengagedinthelearningactivitiesyouhaveplannedforthemItismorenaturaltobeoff-taskthanonPrinciplesforsuccessfulclas5

TechniquesforBetterClassroomControlFocusattentiononentireclassDon’ttalkoverstudentchatterSilencecanbeeffectiveUsesoftervoicesostudentsreallyhavetolistentowhatyou’resayingDirectyourinstructionsothatstudentsknowwhatisgoingtohappenTechniquesforBetterClassro6TechniquesforBetterClassroomControlMonitorgroupsofstudentstocheckprogressMovearoundtheroomsostudentshavetopayattentionmorereadilyGivestudentsnon-verbalcuesEngageinlowprofileinterventionofdisruptionsMakesureclassroomiscomfortableandsafeTechniquesforBetterClassroo7TechniquesforBetterClassroomControlOverplanyourlessonstoensureyoufilltheperiodwithlearningactivitiesCometoclasspreparedShowconfidenceinyourteachingLearnstudentnamesasquicklyaspossibleTechniquesforBetterClassroo8Transitionvs.AllocatedTimeAllocatedtime:thetimeperiodsyouintendforyourstudentstobeengagedinlearningactivitiesTransitiontime:timeperiodsthatexistbetweentimesallocatedforlearningactivitiesExamplesGettingstudentsassembledandattentiveAssigningreadinganddirectingtobeginGettingstudents’attentionawayfromreadingandpreparingforclassdiscussionTransitionvs.AllocatedTimeA9Transitionvs.AllocatedTimeTheGoal:Increasethevarietyoflearningactivitiesbutdecreasetransitiontime.Studentengagementandon-taskbehaviorsaredependentonhowsmoothlyandefficientlyteachersmovefromonelearningactivitytoanotherTransitionvs.AllocatedTimeT10WittinessWittinessreferstoateacher’sawarenessofwhatisgoingonintheclassroomWittinessWittinessreferstoa11Ateacherhas“wittiness”if:Whendisciplineproblemsoccur,theteacherconsistentlytakesactiontosuppressthemisbehaviorofexactlythosestudentswhoinstigatedtheproblemWhentwodisciplineproblemsariseconcurrently,theteacherdealswiththemostseriousfirstTheteacherdecisivelyhandlesinstancesofoff-taskbehaviorbeforethebehaviorseithergetoutofhandoraremodeledbyothersAteacherhas“wittiness”if:W12Wittiness(continued)Whenhandlingmisbehavior–makesureallstudentslearnwhatisunacceptableaboutthatbehaviorGettingangryorstresseddoesnotreducefuturemisbehaviorDealwithmisbehaviorwithoutdisruptingthelearningactivityWittiness(continued)Whenhand13Jones’studyofoff-taskbehaviors99%ofoff-taskbehaviorstakeoneofseveralformsTalkingoutofturnClowningDaydreamingMovingaboutwithoutpermissionAntisocial,dangerousbehaviorsmakeupafractionofthetimestudentsspendoff-taskJones’studyofoff-taskbehav14ProximityandBodyLanguageEyecontact,facialexpressions,gestures,physicalproximitytostudents,andthewayyoucarryyourselfwillcommunicatethatyouareincalmcontroloftheclassandmeantobetakenseriously.BefreetoroamAvoidturning backtoclassProximityandBodyLanguageEye15CooperationthroughcommunicationVerbalizedescriptionsofbehaviorsandnevervaluejudgmentsaboutindividualsVerbalizefeelingsbutremainincontrolDONOTUSESARCASMDonotplacelabels(goodorbad)DonotgetstudentshookedonpraisePraisetheworkandbehavior–notthestudentsthemselvesSpeakonlytopeoplewhentheyarereadytolistenCooperationthroughcommunicat16ClassroomRulesForConductFormalizedstatementsthatprovidestudentswithgeneralguidelinesforthetypesofbehaviorsthatarerequiredandthetypesthatareprohibitedAfewrulesareeasiertorememberthanmanyrulesEachruleinasmallsetofrulesismoreimportantthaneachruleinalargesetofrulesClassroomRulesForConductFor17NecessaryclassroomrulesofconductMaximizeson-taskbehaviorsandminimizeoff-task(esp.disruptive)behaviorsSecuresthesafetyandcomfortofthelearningenvironmentPreventstheactivitiesoftheclassfromdisturbingotherclassesMaintainsacceptablestandardsofdecorumamongstudents,schoolpersonnel,andvisitorstotheschoolcampusNecessaryclassroomrulesofc18Establishinga“Businesslike”Atmosphere...Or,“Don’tSmileuntilChristmas”Establishinga“Businesslike”19ABusinesslikeAtmosphereTakeadvantageofthefirstdaysofclassEstablishanenvironmentinwhichachievingspecifiedlearninggoalstakespriorityoverotherconcernsItismucheasiertoestablishthisenvironmentfromthebeginningratherthanlaterABusinesslikeAtmosphereTake205stepsTakeadvantageofthenewschoolyearortermtosetthestageforcooperationBeparticularlypreparedandorganizedMinimizetransitiontimeUtilizeacommunicationstylethatestablishingnon-threatening,comfortableenvironmentClearlyestablishexpectationsforconduct5stepsTakeadvantageofthen21BeginninganewyearTakeadvantageofinitialuncertaintyRideyour“fences”PLANforafavorablebeginningClassroom/laborganizationOngoingroutinesUselearningactivitieswitheasy-to-follow,uncomplicateddirectionsUseadisclosurestatementBeginninganewyearTakeadvan22DisclosureStatementUsedtoclearlycommunicateexpectationstostudentsandparentsReferbacktotheguidelinesthroughoutthetermNotalegallybindingdocumentDisclosureStatementUsedtocl23ComponentsofDisclosureStatementBasicCourseOutlineGradingProceduresIncludeproceduresformakingupmissedwork,extracredit,homeworkexpected,etc.AttendancePolicies(shouldbeconsistentwithschoolpolicy)Otherclassrules,policies,proceduresSafetyconsiderationsasnecessaryAccommodationfordisabilitiesstatementSignatureofstudentandparent/guardianComponentsofDisclosureState24Room/labarrangementMakesureallstudentscanseeandhearclearly(andyoucanseethemclearly)Arrangementisdeterminedbylearningactivity(lecture,classdiscussion,smallgroupwork,etc.)AllowroomandeasyaccessforproximitycontrolThinkthroughclassproceduresandlearningactivitiesandarrangetheroominthebestpossiblewayRoom/labarrangementMakesure25DealingwithmisbehaviorDealingwithmisbehavior26FunctionsofBehaviorEverybehaviorhasafunctionFourprimaryreasonsfordisruptivebehaviorintheclassroomPowerRevengeAttentionWanttobeleftalone(i.e.,disinterestorfeelingsofinadequacy)FunctionsofBehaviorEverybeh27FunctionsofBehaviorManymisbehaviorsexhibitedbystudentsareresponsestoabehaviorexhibitedbytheteacherDonottolerateundesirablebehaviorsnomatterwhattheexcuseUnderstandingwhyapersonexhibitsabehaviorisnoreasontotolerateitUnderstandingthefunctionofabehaviorwillhelpinknowinghowtodealwiththatbehaviorFunctionsofBehaviorManymisb28Dealingwithoff-taskbehaviorsRemainfocusedandcalm;organizethoughtsEitherresponddecisivelyorignoreitalltogetherDistinguishbetweenoff-taskbehaviorsandoff-taskbehaviorpatternsControlthetimeandplacefordealingwithoff-taskbehaviorProvidestudentswithdignifiedwaystoterminateoff-taskbehaviorsDealingwithoff-taskbehavior29Dealingwithoff-taskbehaviorsAvoidplayingdetectiveUtilizealternativelessonplansUtilizethehelpofcolleaguesUtilizethehelpofguardiansDONOTUSECORPORALPUNISHMENTAformofcontrivedpunishmentinwhichphysicalpainordiscomfortisintentionallyinflicteduponanindividualforthepurposeoftryingtogetthatindividualtobesorryheorshedisplayedaparticularbehaviorDealingwithoff-taskbehavior30Modifyingoff-taskbehaviorpatternsUsetheprincipleof“Extinction”Wheneverthepositivereinforcersforaperson’svoluntarybehaviorpatternareremovedorceasetoexist,thepersonwillbegintodiscontinuethatbehaviorSpecifytheexactbehaviorpatterntoextinguishIdentifypositivereinforcersforthebehaviorPlantoeliminatepositivereinforcementEstablisharealistictimescheduleImplementtheplanEvaluatetheeffectivenessbyobservingbehaviorModifyingoff-taskbehaviorpa31Modifyingoff-taskbehaviorpatternsUsetheprincipleof“Shaping”ReinforcebehaviorsthataresimilartothebehaviortobelearnedSubsequentactionsthataremorelikethebehaviortobelearnedthanpreviousactionsarereinforcedSubsequentactionsthatarelesslikethebehaviortobelearnedthanpreviousactionsarenotpositivelyreinforcedModifyingoff-taskbehaviorpa32AttentionSeekingBehaviorAttention-seekingstudentspreferbeingpunished,admonished,orcriticizedtobeingignoredGiveattentiontothisstudentwhenheorsheison-taskandcooperating“Catchthembeinggood!”–andletthemknowyoucaughtthemAttentionSeekingBehaviorAtte33PowerSeekingBehaviorPower-seekingstudentsattempttoprovoketeachersintoastruggleofwillsInmostcases,theteachershoulddirectattentiontoothermembersoftheclassPowerSeekingBehaviorPower-se34Behavior:Rambling--wanderingaroundandoffthesubject.Usingfar-fetchedexamplesoranalogies.

POSSIBLERESPONSES:Refocusattentionbyrestatingrelevantpoint.DirectquestionstogroupthatisbackonthesubjectAskhowtopicrelatestocurrenttopicbeingdiscussed.Usevisualaids,begintowriteonboard,turnonoverheadprojector.Say:"Wouldyousummarizeyourmainpointplease?"or"Areyouasking...?"Behavior:Rambling--wanderi35Behavior:ShynessorSilence--lackofparticipation

POSSIBLERESPONSES:ChangeteachingstrategiesfromgroupdiscussiontoindividualwrittenexercisesoravideotapeGivestrongpositivereinforcementforanycontribution.Involvebydirectlyaskinghim/heraquestion.Makeeyecontact.Appointtobesmallgroupleader.Behavior:ShynessorSilence36Behavior:Talkativeness--knowingeverything,manipulation,chronicwhining.

POSSIBLERESPONSES:Acknowledgecommentsmade.Givelimitedtimetoexpressviewpointorfeelings,andthenmoveon.Makeeyecontactwithanotherparticipantandmovetowardthatperson.Givethepersonindividualattentionduringbreaks.Say:"That'saninterestingpoint.Nowlet'sseewhatotherotherpeoplethink."Behavior:Talkativeness--kn37Behavior:Sharpshooting--tryingtoshootyoudownortripyouup.

POSSIBLERESPONSES:Admitthatyoudonotknowtheanswerandredirectthequestionthegrouportheindividualwhoaskedit.Acknowledgethatthisisajointlearningexperience.Ignorethebehavior.Behavior:Sharpshooting--t38Behavior:Heckling/Arguing--disagreeingwitheverythingyousay;makingpersonalattacks.

POSSIBLERESPONSES: Redirectquestiontogrouporsupportiveindividuals.Recognizeparticipant'sfeelingsandmoveone.Acknowledgepositivepoints.Say:"Iappreciateyourcomments,butI'dliketohearfromothers,"or"Itlookslikewedisagree."Behavior:Heckling/Arguing-39Behavior:Grandstanding--gettingcaughtupinone'sownagendaorthoughtstothedetrimentofotherlearners.

POSSIBLERESPONSES:Say:"Youareentitledtoyouropinion,belieforfeelings,butnowit'stimewemovedontothenextsubject,"or"Canyourestatethatasaquestion?"or"We'dliketohearmoreaboutthatifthereistimeafterthepresentation."Behavior:Grandstanding--ge40Behavior:OvertHostility/Resistance--angry,belligerent,combativebehavior.

POSSIBLERESPONSES:Hostilitycanbeamaskforfear.Reframehostilityasfeartodepersonalizeit.Respondtofear,nothostility.Remaincalmandpolite.Keepyourtemperincheck.Don'tdisagree,butbuildonoraroundwhathasbeensaid.Moveclosertothehostileperson,maintaineyecontact.Alwaysallowhimorherawaytogracefullyretreatfromtheconfrontation.Behavior:OvertHostility/Res41Behavior:OvertHostility/Resistance--angry,belligerent,combativebehavior(continued)POSSIBLERESPONSES:Say:"Youseemreallyangry.Doesanyoneelsefeelthisway?"Solicitpeerpressure.Donotacceptthepremiseorunderlyingassumption,ifitisfalseorprejudicial,e.g.,"Ifby"queer"youmeanhomosexual..."Allowindividualtosolvetheproblembeingaddressed.Heorshemaynotbeabletooffersolutionsandwillsometimesunderminehisorherownposition.Ignorebehavior.Talktohimorherprivatelyduringabreak.Asalastresort,privatelyasktheindividualtoleaveclassforthegoodofthegroup.Behavior:OvertHostility/Res42Behavior:Griping--maybelegitimatecomplaining.

POSSIBLERESPONSES:Pointoutthatwecan'tchangepolicyhere.Validatehis/herpoint.Indicateyou'lldiscusstheproblemwiththeparticipantprivately.Indicatetimepressure.Behavior:Griping--maybele43Behavior:SideConversations--mayberelatedtosubjectorpersonal.Distractsgroupmembersandyou.

POSSIBLERESPONSES:Don'tembarrasstalkers.Asktheiropinionontopicbeingdiscussed.Asktalkersiftheywouldliketosharetheirideas.Casuallymovetowardthosetalking.Makeeyecontactwiththem.Standingnearthetalkers,askanear-byparticipantaquestionsothatthenewdiscussionisnearthetalkers. Asalastresort,stopandwait.Behavior:SideConversations44SchoolPoliciesHowtostayoutoftroubleSchoolPoliciesHowtostayout45Befamiliarwithschoolpoliciesfromthestart!Policiesrelatingdirectlytostudents:Attendance/TardyPolicyAcademic/GradingPoliciesTelephoneuse(schoolphones,cell,pagers)StudentDressandGroomingPoliciesSafeSchoolPoliciesWeapons,fighting,intimidation,verbalabuse,etc.Alcohol,Tobacco,andDrugPoliciesSexualHarassmentPolicyBefamiliarwithschoolpolici46Policiesyou’llneedtobeawareofasateacherInternet/EmailusepoliciesFamilyEducationalRightsandPrivacyAct(FERPA)PoliciesPoliciesregardingthereportingofabuse,neglect,suicidethreats,etc.EmergencyproceduresFire,earthquake,bombthreat,intruder,etc.FieldTrippoliciesAccidentreportingproceduresReportingacademicprogressPurchasingguidelinesSubstituteteachersRequestsfor,planning,etc.Useofvideos,movies,andinstructionalmaterialsPoliciesyou’llneedtobeawa47IfyouadviseastudentgroupBefamiliarwith:TravelpoliciesFundraisingpoliciesActivityabsencepoliciesStudentorganizationfinancepoliciesIfyouadviseastudentgroupB48ClassroomManagementClassroomManagement49WhatisClassroomManagement?It’seffectivedisciplineIt’sbeingpreparedforclassIt’smotivatingyourstudentsIt’sprovidingasafe,comfortablelearningenvironmentIt’sbuildingyourstudents’selfesteemIt’sbeingcreativeandimaginativeindailylessonsAnd...WhatisClassroomManagement?I50...It’sdifferentforEVERYONE!!WHY?TeachingStylesPersonality/AttitudesStudentpopulationNotallmanagementstrategiesareeffectiveforeveryteacherTrydifferentstrategiestoseeiftheyworkforyou...It’sdifferentforEVERY51WhyisClassroomManagementImportant?SatisfactionandenjoymentinteachingaredependentuponleadingstudentstocooperateClassroommanagementissuesareofhighestconcernforbeginningteachersWhyisClassroomManagementIm52PrinciplesforsuccessfulclassroommanagementDealwithdisruptivebehaviorsbutalsomanagetominimizeoff-task,non-disruptivebehaviorsTeachstudentstomanagetheirownbehaviorStudentslearntobeon-taskandengagedinthelearningactivitiesyouhaveplannedforthemItismorenaturaltobeoff-taskthanonPrinciplesforsuccessfulclas53

TechniquesforBetterClassroomControlFocusattentiononentireclassDon’ttalkoverstudentchatterSilencecanbeeffectiveUsesoftervoicesostudentsreallyhavetolistentowhatyou’resayingDirectyourinstructionsothatstudentsknowwhatisgoingtohappenTechniquesforBetterClassro54TechniquesforBetterClassroomControlMonitorgroupsofstudentstocheckprogressMovearoundtheroomsostudentshavetopayattentionmorereadilyGivestudentsnon-verbalcuesEngageinlowprofileinterventionofdisruptionsMakesureclassroomiscomfortableandsafeTechniquesforBetterClassroo55TechniquesforBetterClassroomControlOverplanyourlessonstoensureyoufilltheperiodwithlearningactivitiesCometoclasspreparedShowconfidenceinyourteachingLearnstudentnamesasquicklyaspossibleTechniquesforBetterClassroo56Transitionvs.AllocatedTimeAllocatedtime:thetimeperiodsyouintendforyourstudentstobeengagedinlearningactivitiesTransitiontime:timeperiodsthatexistbetweentimesallocatedforlearningactivitiesExamplesGettingstudentsassembledandattentiveAssigningreadinganddirectingtobeginGettingstudents’attentionawayfromreadingandpreparingforclassdiscussionTransitionvs.AllocatedTimeA57Transitionvs.AllocatedTimeTheGoal:Increasethevarietyoflearningactivitiesbutdecreasetransitiontime.Studentengagementandon-taskbehaviorsaredependentonhowsmoothlyandefficientlyteachersmovefromonelearningactivitytoanotherTransitionvs.AllocatedTimeT58WittinessWittinessreferstoateacher’sawarenessofwhatisgoingonintheclassroomWittinessWittinessreferstoa59Ateacherhas“wittiness”if:Whendisciplineproblemsoccur,theteacherconsistentlytakesactiontosuppressthemisbehaviorofexactlythosestudentswhoinstigatedtheproblemWhentwodisciplineproblemsariseconcurrently,theteacherdealswiththemostseriousfirstTheteacherdecisivelyhandlesinstancesofoff-taskbehaviorbeforethebehaviorseithergetoutofhandoraremodeledbyothersAteacherhas“wittiness”if:W60Wittiness(continued)Whenhandlingmisbehavior–makesureallstudentslearnwhatisunacceptableaboutthatbehaviorGettingangryorstresseddoesnotreducefuturemisbehaviorDealwithmisbehaviorwithoutdisruptingthelearningactivityWittiness(continued)Whenhand61Jones’studyofoff-taskbehaviors99%ofoff-taskbehaviorstakeoneofseveralformsTalkingoutofturnClowningDaydreamingMovingaboutwithoutpermissionAntisocial,dangerousbehaviorsmakeupafractionofthetimestudentsspendoff-taskJones’studyofoff-taskbehav62ProximityandBodyLanguageEyecontact,facialexpressions,gestures,physicalproximitytostudents,andthewayyoucarryyourselfwillcommunicatethatyouareincalmcontroloftheclassandmeantobetakenseriously.BefreetoroamAvoidturning backtoclassProximityandBodyLanguageEye63CooperationthroughcommunicationVerbalizedescriptionsofbehaviorsandnevervaluejudgmentsaboutindividualsVerbalizefeelingsbutremainincontrolDONOTUSESARCASMDonotplacelabels(goodorbad)DonotgetstudentshookedonpraisePraisetheworkandbehavior–notthestudentsthemselvesSpeakonlytopeoplewhentheyarereadytolistenCooperationthroughcommunicat64ClassroomRulesForConductFormalizedstatementsthatprovidestudentswithgeneralguidelinesforthetypesofbehaviorsthatarerequiredandthetypesthatareprohibitedAfewrulesareeasiertorememberthanmanyrulesEachruleinasmallsetofrulesismoreimportantthaneachruleinalargesetofrulesClassroomRulesForConductFor65NecessaryclassroomrulesofconductMaximizeson-taskbehaviorsandminimizeoff-task(esp.disruptive)behaviorsSecuresthesafetyandcomfortofthelearningenvironmentPreventstheactivitiesoftheclassfromdisturbingotherclassesMaintainsacceptablestandardsofdecorumamongstudents,schoolpersonnel,andvisitorstotheschoolcampusNecessaryclassroomrulesofc66Establishinga“Businesslike”Atmosphere...Or,“Don’tSmileuntilChristmas”Establishinga“Businesslike”67ABusinesslikeAtmosphereTakeadvantageofthefirstdaysofclassEstablishanenvironmentinwhichachievingspecifiedlearninggoalstakespriorityoverotherconcernsItismucheasiertoestablishthisenvironmentfromthebeginningratherthanlaterABusinesslikeAtmosphereTake685stepsTakeadvantageofthenewschoolyearortermtosetthestageforcooperationBeparticularlypreparedandorganizedMinimizetransitiontimeUtilizeacommunicationstylethatestablishingnon-threatening,comfortableenvironmentClearlyestablishexpectationsforconduct5stepsTakeadvantageofthen69BeginninganewyearTakeadvantageofinitialuncertaintyRideyour“fences”PLANforafavorablebeginningClassroom/laborganizationOngoingroutinesUselearningactivitieswitheasy-to-follow,uncomplicateddirectionsUseadisclosurestatementBeginninganewyearTakeadvan70DisclosureStatementUsedtoclearlycommunicateexpectationstostudentsandparentsReferbacktotheguidelinesthroughoutthetermNotalegallybindingdocumentDisclosureStatementUsedtocl71ComponentsofDisclosureStatementBasicCourseOutlineGradingProceduresIncludeproceduresformakingupmissedwork,extracredit,homeworkexpected,etc.AttendancePolicies(shouldbeconsistentwithschoolpolicy)Otherclassrules,policies,proceduresSafetyconsiderationsasnecessaryAccommodationfordisabilitiesstatementSignatureofstudentandparent/guardianComponentsofDisclosureState72Room/labarrangementMakesureallstudentscanseeandhearclearly(andyoucanseethemclearly)Arrangementisdeterminedbylearningactivity(lecture,classdiscussion,smallgroupwork,etc.)AllowroomandeasyaccessforproximitycontrolThinkthroughclassproceduresandlearningactivitiesandarrangetheroominthebestpossiblewayRoom/labarrangementMakesure73DealingwithmisbehaviorDealingwithmisbehavior74FunctionsofBehaviorEverybehaviorhasafunctionFourprimaryreasonsfordisruptivebehaviorintheclassroomPowerRevengeAttentionWanttobeleftalone(i.e.,disinterestorfeelingsofinadequacy)FunctionsofBehaviorEverybeh75FunctionsofBehaviorManymisbehaviorsexhibitedbystudentsareresponsestoabehaviorexhibitedbytheteacherDonottolerateundesirablebehaviorsnomatterwhattheexcuseUnderstandingwhyapersonexhibitsabehaviorisnoreasontotolerateitUnderstandingthefunctionofabehaviorwillhelpinknowinghowtodealwiththatbehaviorFunctionsofBehaviorManymisb76Dealingwithoff-taskbehaviorsRemainfocusedandcalm;organizethoughtsEitherresponddecisivelyorignoreitalltogetherDistinguishbetweenoff-taskbehaviorsandoff-taskbehaviorpatternsControlthetimeandplacefordealingwithoff-taskbehaviorProvidestudentswithdignifiedwaystoterminateoff-taskbehaviorsDealingwithoff-taskbehavior77Dealingwithoff-taskbehaviorsAvoidplayingdetectiveUtilizealternativelessonplansUtilizethehelpofcolleaguesUtilizethehelpofguardiansDONOTUSECORPORALPUNISHMENTAformofcontrivedpunishmentinwhichphysicalpainordiscomfortisintentionallyinflicteduponanindividualforthepurposeoftryingtogetthatindividualtobesorryheorshedisplayedaparticularbehaviorDealingwithoff-taskbehavior78Modifyingoff-taskbehaviorpatternsUsetheprincipleof“Extinction”Wheneverthepositivereinforcersforaperson’svoluntarybehaviorpatternareremovedorceasetoexist,thepersonwillbegintodiscontinuethatbehaviorSpecifytheexactbehaviorpatterntoextinguishIdentifypositivereinforcersforthebehaviorPlantoeliminatepositivereinforcementEstablisharealistictimescheduleImplementtheplanEvaluatetheeffectivenessbyobservingbehaviorModifyingoff-taskbehaviorpa79Modifyingoff-taskbehaviorpatternsUsetheprincipleof“Shaping”ReinforcebehaviorsthataresimilartothebehaviortobelearnedSubsequentactionsthataremorelikethebehaviortobelearnedthanpreviousactionsarereinforcedSubsequentactionsthatarelesslikethebehaviortobelearnedthanpreviousactionsarenotpositivelyreinforcedModifyingoff-taskbehaviorpa80AttentionSeekingBehaviorAttention-seekingstudentspreferbeingpunished,admonished,orcriticizedtobeingignoredGiveattentiontothisstudentwhenheorsheison-taskandcooperating“Catchthembeinggood!”–andletthemknowyoucaughtthemAttentionSeekingBehaviorAtte81PowerSeekingBehaviorPower-seekingstudentsattempttoprovoketeachersintoastruggleofwillsInmostcases,theteachershoulddirectattentiontoothermembersoftheclassPowerSeekingBehaviorPower-se82Behavior:Rambling--wanderingaroundandoffthesubject.Usingfar-fetchedexamplesoranalogies.

POSSIBLERESPONSES:Refocusattentionbyrestatingrelevantpoint.DirectquestionstogroupthatisbackonthesubjectAskhowtopicrelatestocurrenttopicbeingdiscussed.Usevisualaids,begintowriteonboard,turnonoverheadprojector.Say:"Wouldyousummarizeyourmainpointplease?"or"Areyouasking...?"Behavior:Rambling--wanderi83Behavior:ShynessorSilence--lackofparticipation

POSSIBLERESPONSES:ChangeteachingstrategiesfromgroupdiscussiontoindividualwrittenexercisesoravideotapeGivestrongpositivereinforcementforanycontribution.Involvebydirectlyaskinghim/heraquestion.Makeeyecontact.Appointtobesmallgroupleader.Behavior:ShynessorSilence84Behavior:Talkativeness--knowingeverything,manipulation,chronicwhining.

POSSIBLERESPONSES:Acknowledgecommentsmade.Givelimitedtimetoexpressviewpointorfeelings,andthenmoveon.Makeeyecontactwithanotherparticipantandmovetowardthatperson