31 4-earthsoft-understanding students


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- Earthsoft Foundation of Guidance
Let us make earth little softer..

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  • Adapted from the “Life Space Interview” model, Fritz Redl.
  • -Adapted from Fred Jones, Positive ClassroomDiscipline and Positive Classroom Instruction
  • 31 4-earthsoft-understanding students

    1. 1. Earthsoft Foundation of GuidanceEdge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent Making earth little softer
    2. 2. About usEarthsoft Foundation of Guidance (EFG) has uploaded followingpresentations at http://myefg.in/downloads.aspxBe mentor using your education, knowledge & experience tocontribute for a social cause & do conduct free training seekinghelp of existing platforms. Kindly share with your friends•Motivation for higher study, Planning for study, Educationguidance, Career guidance, Career available after SSC & HSC•Personality development – 3 files•How to prepare resume, Tips to attend interview successfully•Religion related –To understand basic religion, Do & Don’t tips•Health related - Be vegetarian, Be healthy, Manage health•Corporate - Project management, Assertiveness, Ownership,Effective communication, Leadership, Be entrepreneur•Finance - To avoid speculation in stock market•Social - Women empowerment, Choosing life partner, conflictresolution, stop ragging, stop alcohol, snakebite treatment Making earth little softer
    3. 3. Index Making earth little softer
    4. 4. Engaging today’s students… Means tapping into what is important to them Making earth little softer
    5. 5. Digital Natives• Today’s students are Digital Natives• Visual learners• Multi-taskers• Short attention spans• Use technology to express themselves• Information analysts• Content producers• Real-time learners- Instant messages, text messages, etc Making earth little softer
    6. 6. 21st Century Skills• Communication• Innovation• Creativity• Problem-Solving• Interactive• Collaboration• Critical Thinking 6 Making earth little softer
    7. 7. Applied skills• Applied skills enable new entrants to use the basic knowledge acquired in school to perform Making earth little softer
    8. 8. What Employers Want• Relevant Education• Experience in similar fields• Professionalism/Work Ethic• Oral and Written Communications• Teamwork/Collaboration• Critical Thinking/Problem Solving• Knowledge of Foreign• Health and Wellness• Creativity/Innovation Making earth little softer
    9. 9. Preparedness• Don’t prepare us for your world, prepare us for our world..develop skills aligning to the trends Making earth little softer
    10. 10. Understanding Our StudentsDealing With Student Behavior in Today’sClassrooms Making earth little softer
    11. 11. Easy time? Good Points Bad pointsSincere, focused No concentrationFollowing guidelines Not following guidelines & instructions, not afraid of punishmentRespecting elders Does not demonstrate the respect, hates if guidedDo not disturb others Enjoys disturbing othersGet guided by parent Does not listen to parentHave vision for future Just want to take as it is Making earth little softer
    12. 12. Behaviors depends on• The physical and emotional climate of the childs home and neighborhood• Stability and consistency in the child’s family• The parenting styles of the child’s parents• The power and influence of peers in a child’s life Making earth little softer
    13. 13. Role Models• The positive & negative role models available• The child’s exposure to violent & sexy media and other influencing factors• The child’s emotional and physical health• The child’s own attitude toward his/her anger• Parental guidance, selling dreams to child• Good and bad influences of peers Making earth little softer
    14. 14. Why Kids MisbehaveBasic has several “Functions”:Attention from peers or adultsAttain power/controlRevenge or RetaliationFeels Good/Play and funFear of Failure or motivation for daringGetting false promisesImitation Making earth little softer
    15. 15. Behavioral Problems• Aggressive-hyperactive, agitated, unruly student• Resistant (the student who won’t work)• Distractible (the student who can’t concentrate)• Dependent (the student wants help all the time)• Demands (unreasonable demands & keep perusing conditionally) Making earth little softer
    16. 16. Location for such StudentsLocation for Students who cause behavioralproblems:• Separate disruptive students; may be aggressive and resistant students• Nearby disruptive students; may be distractible, dependent, and resistant Making earth little softer
    17. 17. PUNISHMENT VS. DISCIPLINE Making earth little softer
    18. 18. PunishmentWhy Do We Punish?• Because it works• Eaziest way to manage• Effective for approximately 95% of our students• It’s quick• Punishment produces a rapid suppression of behavior though temporary• It requires lower level thinking skills. Making earth little softer
    19. 19. Discipline vs. Punishment• D: Strives to replace an unwanted behavior with a desirable behavior• P: Takes away a behavior by force, but replaces it with nothing• D: Is firm and consistent, but peaceful• P: Inflicts harm to a good name Making earth little softer
    20. 20. Discipline vs. Punishment• D: Positive behavioral change is expected• P: The worst is expected, and the worst is often received• D: Takes time and energy but consequences are logical and encourage restitution• P: Is immediate and high-impact but is hardly ever logical Making earth little softer
    21. 21. Discipline vs. Punishment• D: May the youth angry at first, but calls for self- evaluation and change rather than self- degradation• P: Agitates and often causes anger and resentment on the part of the child, it might be a recursive chain• D: Is caring but takes time and planning• P: Is often “off the cuff” and emotionally charged Making earth little softer
    22. 22. Discipline vs. Punishment• D: Allows child to rebuild self-esteem• P: Damages fragile self-esteem, builds fear in a child, negative impact mentally• D: Disciplinarian is in control of his/her own emotions and is consistent• P: Allows anger to be released physically by punisher, allowing for dangerous loss of control on adult’s part Making earth little softer
    23. 23. Discipline vs. Punishment• D: Is not threatening, dangerous or abusive, ability to convince, need high thinking abilities• P: Can be physically and emotionally dangerous• D: Allows for reflection and restitution• P: Does not allow the child to make up for his/her behavior Making earth little softer
    24. 24. Well-Disciplined Classroom• Discipline• Procedures• Routines• Effective teachers introduce rules, procedures, guidelines and routines• Implementation is on the very first day of school and continue to teach and reinforce throughout• They do it convincingly manner• They command respect while doing so Making earth little softer
    25. 25. Polsky’s Diamond• The Social Interaction is prompted by the need for 3 things1. Power – influence over one’s own life2. Affiliation – belonging3. Achievement – status Making earth little softer
    26. 26. So their behaviors look likeSocial functions of Behavior:• Attention Seeking (adult/peer)• Power/control• Fear of failure/frustration• ImitationOther functions of Behavior:• Getting something (sensory input)• Revenge or retaliation• Avoidance – person, activity, demand or request• Feels Good/Play Making earth little softer
    27. 27. Social Skills…How do “Tough Kids” meet these needs?Behavioral ExcessesAggression ArguingHitting FightingShouting TeasingBlaming ProvokingHow do “Tough Kids” meet these needs?Behavioral DeficitsUsing self-control CooperatingProblem Solving HelpingSharing Making good decisions Making earth little softer
    28. 28. Dealing with Anger…How do YOU deal with an angry student? Making earth little softer
    29. 29. Angry StudentsGoals :• To help channelize and guide the student to constructive outcomes.• To assist the child in learning acceptable ways of expressing this emotion.• Caution!!• Caution should be taken to avoid repressing or destroying the feeling of anger. Making earth little softer
    30. 30. AngerAnger may be…• A defense to avoid painful feelings• Associated with • Failure • Low self-esteem • Feelings of isolation • Insult • Feelings of anxietyFor these reasons the child has no or minimalcontrol Making earth little softer
    31. 31. Anger vs. SadnessChild• Anger and sadness closely related• Expresses sadness as angerAdult• Expresses sadness as sadness Making earth little softer
    32. 32. Angry Child Interventions• Catch the child being good. Tell what behaviors please you.• Respond to positive efforts and reinforce good behavior. • “Thanks for sitting in your seat quietly.” • “You worked hard on that project, and I admire you effort.” • “You are a good student, sincere & intelligent, that’s why keep getting good grades” Making earth little softer
    33. 33. Angry Child Interventions• Deliberately ignore inappropriate behavior that can be tolerated.• Tell child what you are doing.• If attention seeking, it will get worse before better.• Be consistent Making earth little softer
    34. 34. Angry Child Interventions• Provide physical outlets and other alternatives.• Pre-plan opportunities for child to release stored energy• Consider meaningful work Making earth little softer
    35. 35. Angry Child Interventions• Manipulate the surroundings.• Look for triggers both inside/outside your class.• Re-examine your rules.• Consider the child’s physical space. Making earth little softer
    36. 36. Angry Child Interventions• Use closeness and touching.• Move physically closer to the child• Consider gently placing your hand on the child’s shoulder• Works best with younger children Making earth little softer
    37. 37. Angry Child Interventions• Express interest in the child’s activities.• Develop the relationship• Teachers are often the best therapists Making earth little softer
    38. 38. Angry Child Interventions• Ease tension through humor.• Attempt to “joke” the child out of an episode.• This will help “save face”.• Be careful to distinguish between humor and teasing.• If sarcastic tone, child may become more angry. Making earth little softer
    39. 39. Angry Child Interventions• Explain situations to the child.• Assist the child in understanding what situations can contribute to their anger• Assist the child in learning appropriate alternative responses.• Allow for practice/role play Making earth little softer
    40. 40. When an Explosion is pending Stimulus Consequence Thoughts Action Feelings Making earth little softer
    41. 41. The Curve of Explosion• Stimulus- initiates the process.• Period of Escalation- child calls on available coping skills.• Anger will resolve or escalate• Begins to think less and feel more• Try to get child to talk• Use Active Listening skills• Monitor your Para-Verbal Communication• Assume a Calmness Making earth little softer
    42. 42. The Curve of ExplosionDo’s• DO use positive expectations.• DO use “I” statements.• DO reflect the emotion you hear.• DO use non-verbal affirmation.• DO try to direct the youth into a problem solving mode. Making earth little softer
    43. 43. The Curve of ExplosionDon’ts• Don’t lead with the rules.• Don’t lead with the consequences.• Don’t begin statements with the word, “You”.• Don’t ask “Why” questions. Making earth little softer
    44. 44. The Curve of Explosion• Out of Control- behavior is driven by emotion.• Thought process is repressed.• Avoid threats of disciplinary sanctions.• All youth to “vent” safely.• Understand what would help them to vent• Physical restraint may be required. Making earth little softer
    45. 45. The Curve of Explosion• Period of De-escalation.• Thought processes begin to stabilize.• Emotional control is re-established.• Student may be tired.• Student may request to be left alone. Making earth little softer
    46. 46. Dealing an Explosion• Have a close door meeting• Win confidence to communicate• Demonstrate love & care attitude• Listen & gather as many inputs understanding the reasons• Try to find the root causes and conclude• Think what are the possible solutions• Prioritise the solutions• Take a child in confidence & share the solutions• Seek agreement by way of participation• Take actions• Convey the results and check satisfaction Making earth little softer
    47. 47. BehaviorModification… Making earth little softer
    48. 48. Pre-Corrections• “Thank you for not smoking.”• “Gentle reminder”• Serves as a gentle reminder of expectations.• Gives students an opportunity to mentally prepare before an activity.• Always respond to sincere efforts to comply.• Classroom Behavior Modification using: “Pre- Correction for Classroom” Making earth little softer
    49. 49. Behavior ModificationSeven steps:• Identify the context & likely problem behavior• Specify the expected behaviors• Systematically modify the context• Conduct behavioral rehearsals• Provide strong reinforcement for expected behaviors• Prompt expected behaviors• Monitor the plan Making earth little softer
    50. 50. Pre-Correction Scenario• Context – students entering classroom immediately after recess• Predictable behavior – students shouting, laughing, and pushing before complying with teacher direction• Expected Behavior – Entering the room quietly, go to desks, begin task, keep hands to self. Making earth little softer
    51. 51. Pre-Correction Scenario• Context modification – Teacher meets students at door, has them wait and then go to desk to begin entry tasks.• Behavior rehearsal – Teacher reminds students just before recess of expected behaviors. Asks “student” to tell what are expected behaviors. Making earth little softer
    52. 52. Pre-Correction Scenario• Strong reinforcement – Students are told that if they cooperate with teacher requests, they will have additional break and 5 extra minutes for recess.• Prompts – Teacher gives signals at the door to be quiet and points to activity on Chalkboard. Teacher says “ssshh” to noisy students and praises students who are beginning work. Making earth little softer
    53. 53. Pre-Correction Scenario• Monitoring plan – Teacher uses a watch to measure how long it takes for all students begin their tasks immediately (within 10 seconds) Making earth little softer
    54. 54. 5 Steps to Correction• List Previous Positive Behavior.• “Sanjana, yesterday you did such a good job staying in your seat and paying attention. I really appreciate how you behaved.”• State Current Behavior.• “However, today you’ve been out of your seat, disrupting class several times.” Making earth little softer
    55. 55. 5 Steps to Correction• State Expectations.• “What I expect from you is, you go & sit in your seat, pay attention, and only talk to your neighbors when I give you permission.”• Child Repeats.• “You want me to go to my seat, sit down, listen, and keep my mouth shut.” Making earth little softer
    56. 56. 5 Steps to Correction• Praise Any Efforts.• Acknowledge any compliance• Be positive• Be sincere• Be encouraging• You need a positive relationship with the student to use this effectively. Making earth little softer
    57. 57. If you want it…teach it.If you expect to maintain it, encourage it,acknowledge it, and reinforce it Making earth little softer
    58. 58. Post-Correction• Allows the child an opportunity to process and learn from the experience.• This is to be done • by the adult who witnessed the incident. • within 24 hours (As soon as both parties are calm) Making earth little softer
    59. 59. 5 Steps to Post-Correction• Youth’s Perception-• Adult should:• Listen• Refrain from judgments and corrections• Ask questions which help student with description• Attempt to find out what student was trying to achieve• Guide for positive steps• Help Making earth little softer
    60. 60. 5 Steps to Post-Correction• Adult’s Perception-• Discuss what parts of incident you see same and differently• Provide reality base• Connection Incident to Pattern of behavior• Assist student in seeing a behavior pattern he/she has developed Making earth little softer
    61. 61. 5 Steps to Post-Correction• Explore Alternative Behaviors - • Prompts may be used • Important to let student find options• Develop A Plan - • May use behavior contract • Assure student of adult commitment • Discuss consequences for next incident Making earth little softer
    62. 62. “Always say what you mean, and meanwhat you say…but don’t say it in a meanway.” - Nicholas Long Making earth little softer
    63. 63. Unmotivated Students… Making earth little softer
    64. 64. The Unmotivated Student• Problems often emerge during late elementary or middle school.• Often initiated by early academic problem.• Begins to see school as a place of “drudgery”.• Will most often become discipline problem.• At risk of becoming a “drop out”. Making earth little softer
    65. 65. Unmotivated Student• Factors That Influence Motivation:• Fear of Failure – “Better to look bad, than stupid”. Safer not to try.• Lack of Meaning – May not see relevance to assignments.• Emotional Distress – Anxiety/Depression from influences at home.• Learning Disability – Give up in frustration. Making earth little softer
    66. 66. Unmotivated Student• Lack of Challenge• Desire for Attention – look helpless to teacher• Peer Concern – not cool to like school• Low Expectation – no encouragement from home• Expression of Anger – due to pressure from parents Making earth little softer
    67. 67. Interventions• Assess the origin (records, teachers, etc)• Talk with the Student Privately – develop the relationship.• Provide a Warm, Accepting Climate• Stay Close to the Student• Introduce the Lesson with Enthusiasm• Give Clear Direction and Feedback• Present Tasks in Manageable Doses• Orchestrate the Student’s Success• Highlight the Student’s Talents Making earth little softer
    68. 68. Interventions• Vary Your Teaching Style• Relate Instruction to Student’s Interests• Make Instruction Relevant to Real World• Provide Hands-on Activities• Apply “Meaningful Work”• Allow Student some control over What and How• Praise Student’s Efforts and Accomplishments• If Student is Too Cool, consider incentives, rewards, group recognition (spark some competition)• Challenge the Student Making earth little softer
    69. 69. Hyperactivity…Constant Provide structured highmovement activity tasksEasily distracted Allow for control movementLack of controlVerbal Reward on-task behaviorsDoes not attend to Use color codes forcues recognitions of behaviors Making earth little softer
    70. 70. Inattention…Passive Focus attention on key elements of activityMinimal problem- Develop and mental mapsolving skills with studentDependent learner Facilitate routine successViews ability versus Help the student self-effort as a problem monitor performance Making earth little softer
    71. 71. Impulsivity…Speaks before thinking Provide short andout answers specific directionsCannot monitor behavior Reflective evaluationImpatient with repetition Develop patienceAvoids anxiety Model expected behaviors Allow behavior outlets Making earth little softer
    72. 72. Disruptive behavior…Refuses to do Distract teaching throughwork verbal or physical meansDefy authority Reinforce positive behaviorIntimidates other Use high interest personallystudents relevant material Provide short successes Making earth little softer
    73. 73. Discipline, Routines and Procedures… Making earth little softer
    74. 74. Making earth little softer
    75. 75. Discipline vs. Procedures…• Discipline: Concerns how students BEHAVE• Procedures: Concerns how things are DONE• Discipline: HAS penalties and rewards• Procedures: Have NO penalties or rewards• A procedure is simply a method or process for how things are to be done in a classroom. Making earth little softer
    76. 76. Share procedures• Students must know from the very beginning how they are expected to behave and work in a classroom environment.• DISCIPLINE dictates how students are to behave• PROCEDURES and ROUTINES dictate how students are to work Making earth little softer
    77. 77. Procedures…• Statements of student expectations necessary to participate successfully in classroom activities, to learn, and to function effectively in the school environment• Allow many different activities to take place efficiently during the school day, often several at the same time, with a minimum of wasted time and confusion• Increase on-task time and greatly reduce classroom disruptions• Tell a student how things operate in the classroom, thus reducing discipline problems Making earth little softer
    78. 78. Procedure• A PROCEDURE is how you want something done• It is the responsibility of the the teacher to communicate effectively• A ROUTINE is what the student does automatically without prompting or supervision• Becomes a habit, practice, or custom for the student Making earth little softer
    79. 79. Making earth little softer
    80. 80. Procedures answer questionsWhat to do when• the bell rings• the pencil breaks• you hear an emergency alert signal• you finish your work early• you have a question• you need to go to the restroom• How to enter the classroom• Where to put completed work Making earth little softer
    81. 81. Steps to Teach Procedures• EXPLAIN. State, explain, model, and demonstrate the procedure.• REHEARSE. Practice the procedure under your supervision.• REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine. Making earth little softer
    82. 82. Discipline with the Body• EXCUSE yourself from what you are doing• RELAX, take a slow relaxing breath and CALMLY approach the student with a meaningful look• FACE the student directly and CALMLY wait for a response• If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”.• RELAX and WAIT.• If the student does not get to work, RELAX and WAIT. Repeat Steps if necessary. Making earth little softer
    83. 83. Discipline with the Body• If backtalk occurs, relax, wait and KEEP QUIET.• If the student wants to talk back, keep the first principle of dealing with backtalk in mind• It takes one fool to talk back.• Takes two fools to make a conversation out of it. Making earth little softer
    84. 84. Discipline with the Body• When the student responds with the appropriate behavior say, “Thank you,” and leave with an affirmative SMILE.• If a student goes so far as to earn an office referral, you can deliver it just as well RELAXED. After all, ruining your composure and peace of mind does not enhance classroom management. Making earth little softer
    85. 85. Beginning & Ending Routines• Entering Class• Goal: Students will feel welcome and will immediately go to their seats and start on a productive task.• Greet the students at the door.• Have a task prepared for students to work on as they sit down.• Do your “housekeeping”.• Keep tasks short (3-5 min.)• When you’ve finished, address the task. Making earth little softer
    86. 86. Beginning & Ending Routine• Ending Routine• Goal: Your procedures for ending the day/class will:• Ensure that students will not leave the classroom before they have organized their own materials and completed any necessary clean- up tasks.• Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone for ending the class. Making earth little softer
    87. 87. Beginning & Ending Routines, cont.• Dismissal• Goal: Students will not leave the classroom until they are dismissed by you (not the bell).• Explain that the bell is a signal for you.• Excuse the class when things are reasonably quiet and all “wrap up” activities are completed.• General Rule:• Dismiss primary students by rows• Dismiss older students by class Making earth little softer
    88. 88. Student Work• Design efficient procedures for assigning, monitoring, and collecting student work.• 5 Major Areas of Managing Student Work:• Assigning Class Work and Homework• Managing Independent Work Periods• Collecting Completed Work• Keeping Records and Providing Feedback• Dealing with Late/Missing Assignments Making earth little softer
    89. 89. Ponder This…• You don’t build your football team on the day of the game.• You don’t drill a well when you get thirsty.• And you don’t discuss procedures once an emergency has begun. Making earth little softer
    90. 90. Steve Yelon, (1996) MSU Professor Emeritus2009 TASEM - What is Effective Classroom Teaching?Jim Knight, University of KansasTodd Whitaker (2004)Annette Breaux and Todd Whitaker (2006)Delivered by: Razwan FarazAdopted from: Book by Stephen R CoveyA powerpoint presentation byMarney sobel & Mary anne lapenna Thank YouKeith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior ConsultantWhat Is Effective Classroom Teaching?Kevin M. JohnstonMSU TA Programs Making earth little softer