Patience in the Classroom

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Patience in the Classroom

  1. 1. Patience in the Classroom: Combating Undesirable Behavior Presented by: Mariah Davis
  2. 2. OverviewWhen there is a disruptive student in theclassroom, teaching seems to become moredifficult and other students in the classroomoften find it more difficult to focus. Mostteachers will simply send the student to theprinciples office or blatantly ignore what is goingon. This presentation is centered aroundteaching techniques that deal with childrenwhom are displaying undesirable behavioreffectively and efficiently while maintainingauthority in a non-threatening manor as well astake a look from a student’s perspective.
  3. 3. Non-Verbal Discipline• Minor classroom interruptions are able to be handled in many forms. – Use Silence • This is often used by teachers if one student is becoming disruptive. If the teacher stops talking, eventually the students will catch on and silence themselves as well. – Do not Engage • This tactic is used when a student is throwing a tantrum. The teacher should not, for any reason, engage with that student. Tantrums are most likely a way of getting attention
  4. 4. Non-Verbal Discipline Continued– Lights Off • When the teacher turns off the lights, it signals to the students to quiet themselves.– Ringing a Bell • This tactic, which is similar to the lights off technique, is very effective in quieting students so that directions may be listened to.
  5. 5. Verbal Discipline• Many teachers use a combination of verbal and non-verbal discipline. Listed below are a few verbal disciplinary actions. – Say Positive Things • When students get into a quarrel and negative phrases are thrown about make each student say a few positive things about the other students. – Send To Hallway • When the student is being very disruptive, sending the student to the hallway can be very effective in extinguishing the situation. Talk with the student in the hallway to let them know that their behavior is unwarranted.
  6. 6. Non-Verbal Praise• When a student has achieved good behavior, it is good to reward them. They feel confident and are more likely to continue their good behavior – Giving Candy • When a student has had 5 “good” days in a row, that student will receive candy for their behavior. – Gold Stars • When a student has received so many gold stars, such as 10 for example, the student gets a reward from a prize box. The student may only obtain gold stars through good behavior.
  7. 7. Non-Verbal Praise Continued– Give a Responsibility • When a student has achieved good behavior, allow the student a responsibility such as feeding the class pet. This allows the student to keep busy and gives them a sense of pride and confidence in their new, “good” behavior.
  8. 8. Verbal Praise• Students enjoy to be rewarded for their good behavior when it is achieved. For this reason, both verbal and non-verbal praise should be given frequently. – Congratulate • Giving a student a simple “good job” or “thank you for following directions” is sometimes just as good as giving them candy. Receiving acceptance from the teacher is greatly valued to the student.
  9. 9. How to Establish Good Behavior in the Classroom• There are many ways to make a classroom a friendlier environment. – Develop a Routine • There is more structure in the classroom when there is a routine. When there is a structure, it is more difficult for the student to act out. – Reduce Down Time • Allow minimal down time for the students while configuring lesson plans. The more down time there is for the students, the more likely it is that confrontation will arise.
  10. 10. The Student’s RoleThink back to when you were in elementaryschool. It was hard to stay in those tiny littleseats with those crammed desks when all youwanted to do was play outside with yourfriends. For this reason, and many others,children tend to act out. It is the student’sresponsibility for their actions. But how doesthe teacher handle them so that the disciplineis fair to the student but sufficient discipline aswell?
  11. 11. The Student’s Role Continued• While the teacher’s role is very important, so is the student’s. The student is ultimately responsible for their own actions. – Disciplinary Plan • The students and the teacher make a disciplinary plan together. This allows the student to be interactive with the teacher and proactive in the possible consequences of their actions. – Choices • Give the students a choice in their discipline. – Example: The student misbehaves and disciplinary actions are necessary. Allow the student two choices such as, lose 15 minutes of recess time or another item for homework. This way, discipline is still taking place and the child is proactive in their choices.
  12. 12. How to Establish Good Behavior in the Classroom Continued – Positive Attitude • It is not only the students responsibility to carry a good mood with them but it is also the teacher’s responsibility to carry a good mood as well. If the teacher is in a bad mood, chances are the students will develop a bad mood as well. Bad moods tend to result in poor behavior. – Fairness • When disciplining the student, make sure that every action taken is fair to the student. Student’s pick up on unfair situations quickly.
  13. 13. ConclusionIn summation there are many ways to handlea child who is behaving in an undesirable way.The common trend through out all of this ispatience. A little patience in the classroomand for the students can go a very long way indeveloping positive attitudes and many more“good behavior days”.
  14. 14. Sources• http://712educators.about.com/od/discipline/ht/class_mana ge.htm• http://www.guardian.co.uk/education/2005/may/20/schools. uk2• http://www.esl4kids.net/tips/patient.html• http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf• http://www.ehow.com/info_7973458_early-classroom- behavior-management-tools.html• http://712educators.about.com/od/discipline/tp/disciplinetip s.htm• Literature Analysis• Literature Report• Literature Review

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