PPT COT 1.ppt

Learning Objectives
1. Identify the unifying ideas of biases and
prejudices.
2. Determine the different examples of
behavioural biases.
3. Explain the types of prejudices.
4. Differentiate biases and prejudices.
5. Cite the relevance of avoiding biases and
prejudices in everyday life
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Watch it and find out the label attach to him.

Activity 2: Situational Analysis
1. Not allowing one of your
classmates to join your
group because he/she is
physically disabled and will
just a waste of time.
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2. Some people assume
someone is gay/lesbian
because of the way he/she
acts.
6

3. Not hiring someone
because of their age or
gender.
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Biases
- is a tendency to prefer one person or thing to
another, and to favour that person or thing.
Examples of Bias in Behaviour:
1. Women
2. Religion
3. Political Affiliation
Example: Hiring man over women
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Prejudices
Prejudice is a baseless and often negative
preconception or attitude toward members
of a group.
Types of Prejudice:
1. Racism
2. Sexism
3. Ageism
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Prejudice can be based on sex,
race, age, sexual orientation,
nationality, socioeconomic
status, and religion.
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Group Activity:
Group 1:
Think of processions which show biases/
prejudices in terms of religion. Then, act it
out.
Group 2:
Create a mini dialogue showing your
personal experiences on biases and
prejudices. Write it in a ½ crosswise then,
share it to the class.
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Group Activity:
Group 3:
Make a slogan campaigning against biases
or prejudices about indigenous people.
Then, explain why you come up with such.
Group 4:
Write a poem about being sensitive to
others without being bias or prejudice.
Read it to the class after.
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Picture Analysis
Instructions: Analyze the
given pictures. Determine the
biases and prejudices present
on the given scenario. Justify
your answers if needed.

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Activity 5: Let’s Write It Up!
Instructions: Write a letter to a
friend whom you think had
experienced prejudices or biases on
sexual orientation, religion and
race. On your letter, share an
advise or even consoling words to
lessen the negative impact of these
negative judgment in their lives.

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Quiz
Test I : Categorize whether the given scenarios is
bias/prejudice using the table below. Write your
answers on your quiz notebook.
1. Bullying and discriminating someone with disability.
2. Posting negative comments in social media about
economic status of a family.
3. Not serving someone in a restaurant or retail store
because of their color of skin or race.
4. He won the contest because one of the judges is
his father.

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Quiz
Test II. Identify whether the pictures are bias/
prejudice or not. Explain your answer.

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Assignment:
Interview someone who has
experienced biases and
prejudices.
- Ask about the situation and
its impact of it to his or her life.
-Share it to the class tomorrow.

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Prepare the bookcases…
Do not place the bookcases or display wall
where they obstruct any lines of visions
Rotate materials on the shelves, and leave
out only those items that you are willing to
allow students to handle
Do not place books or other loose materials
near an exit where they can easily disappear
or where they may hide emergency
information

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Prepare the Teaching Materials…
Let students know what materials you want them to
bring from home. Have a place and a procedure
ready for the storage of these materials.
Have a seating plan prepared.
Have basic materials ready
Find and organize containers for materials.
Store seldom used materials out of the way
Place electronic media where there are electrical
outlets and where the students will not trip over the
wires; have extension cords, adapter plugs, and
batteries
Obtain a supply of the forms that are used for daily
school routines
Organize, file, inventory

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Prepare Yourself and Your Area…
Do not create a barrier between
yourself and the students.
Place your desk away from the door so
that no one can take things from your
desk and quickly walk out.
Communicate to your students that
everything in and on you desk is to be
treated as personal property and off
limits to them

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Prepare Yourself and Your Area…
Keep your personal belongings in a safe
location
Have emergency materials handy
 Personal items
 Extra lunch money
Obtain the materials that you need
before you need them

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Teachers who are
ready maximize
student learning and
minimize student
misbehavior.

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Attention Signal
Decide upon a signal you can use to get
students’ attention.
Teach students to respond to the signal
by focusing on you and maintaining
complete silence.

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Example: The “Hand Raise”
Say: “Class, your attention please.”
At the same time, swing right arm in a
circular motion from the 9:00 position to the
12:00 position.
This prompts all students to stop, look at you
and raise hand.

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Advantages to Hand Raise
It can be given from any location in the
room.
It can be used outside the classroom.
It has both a visual and auditory
component.
It has the “ripple effect”.

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Discipline, Routines and
Procedures…

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Punishment
Why Do We Punish?
 Because it works
 Punishment is effective for approximately 95%
of our students
 It’s quick
 Punishment produces a rapid (but often
temporary) suppression of behavior
 It requires lower level thinking skills.

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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*

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D: Is firm and consistent, but peaceful
P: inflicts harm in the name of good*

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D: Positive behavioral change is
expected
P: The worst is expected, and the
worst is often received*

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D: May may the youth angry at fist,
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
(which may have caused the behavior
in the first place)*

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D: Takes time and energy but
consequences are logical and
encourage restitution
P: Is immediate and high-impact but is
hardly ever logical*

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D: Allows child to rebuild self-esteem
P: Damages fragile self-esteem*

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D: Disciplinarian is in control of his/her
own emotions
P: Allows anger to be released
physically by punisher, allowing for
dangerous loss of control on adult’s
part*

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D: Is not threatening, dangerous or
abusive
P: Can be physically and emotionally
dangerous*

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D: Allows for reflection and restitution
P: Does not allow the child to make up
for his/her behavior*

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D: is caring but takes time and
planning
P: is often “off the cuff” and
emotionally charged*

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Important Aspects of a Well-
Disciplined Classroom…
Discipline
Procedures
Routines
Effective teachers introduce rules,
procedures, and routines on the very
first day of school and continue to teach
and reinforce them throughout the
school year.

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The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.

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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.

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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

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Procedures…
Are 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

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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

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A smooth-running class is
the responsibility of the
teacher, and it is the
result of the teacher’s
ability to teach
procedures.

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Procedures answer questions
such as…
What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency
alert signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the
restroom
How to enter the classroom
Where to put completed work

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Activity…
Choose one of the items from handout
#____
Develop a set of procedures for the
item of your choice
Display
Gallery Walk

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Three Steps to Teach Procedures…
1. EXPLAIN. State, explain, model, and
demonstrate the procedure.
2. REHEARSE. Practice the procedure under
your supervision.
3. REINFORCE. Reteach, rehearse, practice,
and reinforce the classroom procedure until
it becomes a student habit or routine.

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Discipline with the Body…not
the Mouth…
1. EXCUSE yourself from what you are doing
2. RELAX. Take a slow relaxing breath and CALMLY
approach the student with a meaningful look.
3. FACE the student directly and CALMLY wait for a
response.
4. 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.
5. If the student does not get to work, RELAX and
WAIT. Repeat Step 4 if necessary.

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6. 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.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
7. 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.
-Adapted from Fred Jones, Positive Classroom
Discipline and Positive Classroom Instruction

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Beginning and 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.

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Routine, cont.
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.

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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

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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

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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.

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Classroom Management Plan…

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8 Components:
1) Level of Classroom Structure – based on
risk factors of your students.
2) Guidelines for Success – attitudes, traits,
or behaviors to help achieve success.
3) Rules – specific, observable, and
measurable behavioral objectives
4) Teaching Expectations – What, how, and
when expectations will be taught

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5) Monitoring – How you will monitor the
progress of the expectations.
6) Encouragement Procedures – How you
will encourage students to demonstrate
motivated and responsible behavior.
7) Correction Procedures – How you will
respond to irresponsible behavior.
8) Managing Student Work – What
procedures and systems you will use to
manage student work.

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For Every Activity…
Make sure students know your
behavioral expectation.
Consider the CHAMPs level of structure:

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CHAMPs…
Conversation: Under what circumstances, if
at all, can the students talk to each other
during the activity.
 Can students engage in conversations with each
other during this activity?
 If yes, about what?
 How many students can be involved in a single
conversation?
 How long can the conversation last?

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CHAMPs, cont.
Help – How do students get their
questions answered during the activity?
 How do they get your attention?
 If students have to wait for help, what
should they go while they wait?

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CHAMPs, cont.
Activity – What is the activity?
 What is your expected “end product”?
 This will likely change daily, according to
your lesson plans.

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CHAMPs, cont.
Movement – Under what circumstance,
if at all, can students move about
during the activity?
 If yes, for what?
 Pencil Restroom
 Drink Hand in/pick up materials
 Other…
 Do they need permission from you?

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CHAMPs, cont.
Participation – What does appropriate
student work behavior during the
activity look/sound like?
 What behaviors show that students are
participating fully and responsibly?
 What behaviors show that a student in not
participating?

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How do YOU
deal with an
angry student?

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Angry Students
Goal: To help channel and direct the
student to constructive outcomes.
 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.

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Anger
Anger may be…
 A defense to avoid painful feelings
 Associated with failure
 Associated with low self-esteem
 Associated with feelings of isolation
 Related to feelings of anxiety over where
the child has no control

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Anger vs. Sadness
Child – anger and sadness closely
related.
 Expresses sadness as anger.
Adult – expresses sadness as sadness.

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Angry Child Interventions
1) 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.”

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2) 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

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3) Provide physical outlets and other
alternatives.
 Pre-plan opportunities for child to release
stored energy
 Consider meaningful work

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4) Manipulate the surroundings.
 Look for triggers both inside/outside your
class.
 Re-examine your rules.
 Consider the child’s physical space.

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5) 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

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6) Express interest in the child’s
activities.
 Develop the relationship
 Teachers are often the best therapists

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7) 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.

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8) 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

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When An Explosion is
Pending…
The Crisis Cycle:
 StimulusThoughtsFeelings
 ActionConsequence

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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 Calm Demeanor

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The Curve of Explosion, cont.
Do’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.

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Don’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.

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Out of Control- behavior is driven by
emotion.
 Thought process is repressed.
 Avoid threats of disciplinary sanctions.
 All youth to “vent” safely.
 Physical restraint may be required.

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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.

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Pre-Corrections
“Thank you for not smoking.”
Serves as a gentle reminder of
expectations.
Gives students an opportunity to
mentally prepare before an activity.
Always respond to sincere efforts to
comply.

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Classroom Behavior Modification
using: “Pre-Correction for Classroom”
Seven steps:
 “1) Identify the context and the likely problem
behavior.
 2) Specify the expected behaviors.
 3) Systematically modify the context.
 4) Conduct behavioral rehearsals.
 5) Provide strong reinforcement for expected
behaviors.
 6) Prompt expected behaviors.
 7) Monitor the plan.

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Pre-Correction Scenario
1) Context – students entering classroom
immediately after recess.
 Predictable behavior – students shouting,
laughing, and pushing before complying
with teacher direction.
2) Expected Behavior – Entering the
room quietly, go to desks, begin task,
keep hands to self.

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Pre-Correction Scenario, cont.
3) Context modification – Teacher meets
students at door, has them wait and
then go to desk to begin entry tasks.
4) Behavior rehearsal – Teacher reminds
students just before recess of expected
behaviors. Asks “student” to tell what
are expected behaviors.

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5) Strong reinforcement – Students are
told that if they cooperate with teacher
requests, they will have additional
break and 5 extra minutes for recess.
6) 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.

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7) Monitoring plan – Teacher uses a
watch to measure how long it takes for
all students begin their tasks
immediately (within 10 seconds).

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5 Steps to Correction
1) List Previous Positive Behavior.
 “Elizabeth, yesterday you did such a good job
staying in your seat and paying attention. I really
appreciate how you behaved.”
2) State Current Behavior.
 “However, today Elizabeth, you’ve been out of
your seat, disrupting class several times.”

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5 Steps to Correction, cont.
3) State Expectations.
 “Elizabeth, what I expect from you is, for you to
go to your seat, sit in your seat, pay attention,
and only talk to your neighbors when I give you
permission.”
4) Child Repeats.
 “You want me to go to my seat, sit down, listen,
and keep my mouth shut.”

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5 Steps to Correction, cont.
5) Praise Any Efforts.
 Acknowledge any compliance
 Be positive
 Be sincere
 Be encouraging
 You need a positive relationship with the
student to use this effectively.

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If you want it…teach it. If you
expect to maintain it,
encourage it, acknowledge it,
and reinforce it.
 source unknown

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Post-Correction
Adapted from the “Life Space Interview”
model, Fritz Redl.
Allows the child an opportunity to process
and learn from the experience.
Should be done by the adult who witnessed
the incident.
Should be done within 24 hours. (As soon as
both parties are calm)

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5 Steps to Post-Correction
1) 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

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5 Steps to Post-Correction,
cont.
2)Adult’s Perception-
 Discuss what parts of incident you see same and
differently
 Provide reality base
3)Connection Incident to Pattern of behavior
 Assist student in seeing a behavior pattern he/she
has developed

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5 Steps to Post-Correction,
cont.
4) Explore Alternative Behaviors-
 Prompts may be used
 Important to let student find options
5) Develop A Plan-
 May use behavior contract
 Assure student of adult commitment
 Discuss consequences for next incident

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“Always say what you mean,
and mean what you say…but
don’t say it in a mean way.”
 Nicholas Long

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“No improvement will occur in
instruction until the classroom
climate improves.”
“Classrooms have personalities
just like people.”
-63 Ways of Improving Classroom Instruction
(Gary Phillips and Maurice Gibbons)

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Classroom Environment
Polsky’s Diamond – Dr. Howard Polsky
 The Five Ranks of Social Power:
 Leaders
 Lieutenants
Members
 Status Seekers
 Scapegoats

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Polsky’s Diamond, cont.
The Social Interaction with-in diamond
is prompted by the need for 3 things….
1)Power – influence over one’s own life
2)Affiliation – belonging
3)Achievement – status

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….so their behaviors look like:
 Social functions of Behavior:
 Attention Seeking (adult/peer)
 Power/control
 Fear of failure/frustration
 Imitation
 Other functions of Behavior:
 Getting something (sensory input)
 Revenge or retaliation
 Avoidance (person/activity, demands or requests)
 Feels Good/Play

114
Social Skills…
How do “Tough Kids” meet these needs?
 Behavioral Excesses-
 Aggression Arguing
 Hitting Fighting
 Shouting Teasing
 Blaming Provoking
 Behavioral Deficits-
 Using self-control Cooperating
 Problem Solving Helping
 Sharing Making good decisions

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Need for Social Skills
In order to assist the child in meeting
the 3 needs, effective social skills
instruction should be employed.
Social Skills: Basic skills needed to
successfully interact with adults and
peers.

116
6 Components of an
Effective Social Skills Program
1) Rationale
2) Modeling
3) Concept Teaching
4) Role Playing/Behavior Rehearsal and
Practice
5) Coaching
6) Contingent Reinforcement

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Social Skill Topics
Basic Social Skills:
 Body Basics- (FEVER)
 Face person
 Eye contact
 Voice volume/tone/rate
 Expression should match
 Relaxed posture
 Starting, Joining, and Maintaining a Conversation
 With Adults
 With Peers

118
Social Skills Topics, cont.
Basic Social Skills:
 Recognizing and Expressing Feelings
 Playing Cooperatively
 Solving Problems
 Using Self-Control
 Solving Arguments
 Dealing with Teasing
 Dealing with Being Left Out
 Accepting “NO”
 Following Directions

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Social Skill Topics, cont.
Intermediate to Advanced Skills:
 Accepting negative feedback
 Learning how to say “NO”.
 Assertiveness
 Resisting peer pressure
 Resisting teasing
 Managing anger
 etc.

120
Social Skills Assessment
Social Skills Survey
 Can be completed by student
 May be determined by age/maturity
 Can be completed by teacher
 Can be completed by parent
 Average and rank scores
 Deliver necessary Social Skills Instruction

121
Social Skills Programs
Second Steps
Skill Streaming
Tough Kid Series
SCORE Skills

125
Designing Lessons to Enhance
Student Learning…

127
The Correct Question…
DON’T ASK: “What am I going to cover
tomorrow?”
DO ASK: “What are my students going to
learn, achieve, and accomplish tomorrow?”
The role of the teacher is not to cover.
The role of the teacher is to UNCOVER.

128
Learning has nothing to do with what
the teacher COVERS.
Learning ahs to do with what the
student ACCOMPLISHES.

129
What is a lesson plan?
Teacher’s guide
Design for the learning of the student
Series of student centered learning
Focused on what the student needs to
know and be able to do
Covers one day or several days
Allows for the teachable moment

130
Experienced Teacher Standards
1. Demonstrates Professional Leadership
2. Demonstrates Knowledge of Content
3. Designs/Plans Instruction
4. Creates and Maintains Learning Climate
5. Implements/Manages Instruction
6. Assesses and communicates Learning
Results
7. Collaborates with
Colleagues/Parents/Others
8. Engages in Professional Development

131
Performance Criteria
Standard 3
Focuses instruction on one or more of KY’s
learning goals and academic expectations
Develops instruction that requires students to
apply knowledge, skills, and thinking
processes
Integrates skills, thinking processes, and
content across disciplines
Creates/utilizes learning experiences that
challenge, motivate, and actively involve the
learner
Creates and uses learning experiences that
are developmentally appropriate for learners

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Standard 3
Develops and incorporates strategies that
address physical, social, and cultural diversity
and that show sensitivity to others
Arranges the physical classroom to support
the types of teaching and learning to occur
Includes creative and appropriate use of
technology to improve student learning
Develops and implements appropriate
assessment processes

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Standard 3
Secures/uses a variety of appropriate school
and community resources to support learning
Develops/incorporates learning experiences
that encourage students to be adaptable,
flexible, resourceful, and creative
Uses knowledge required from past teaching
experiences to anticipate instructional
challenges

134
Thinking About Lesson
Planning
Who Am I Planning For?
What Am I Supposed To Do?

135
Two Types of Assignments…
Ineffective Assignments:
 The teacher tells the class what is to be covered
 Chapter 7; Moby Dick; long division; ecosystems
Effective Assignments:
 The teacher tells the students what they are to
have accomplished or mastered at the end of the
lesson
 Teach with the end in mind

136
Creating Effective Assignments…
Think what you want the students to
accomplish
Write each step as a single sentence.
Write in simple language
Duplicate the list of steps and give it to the
students

137
Effective Assignments…
Must have structure and be precise
Structure
 The assignment must have a consistent and
familiar format that the students can recognize as
their assignment
 The assignment must be posted daily in a
consistent location BEFORE students enter the
room
Preciseness
 The assignment must state clearly and simply
what the students are to ACCOMPLISH

138
To teach for learning, use words, especially
verbs, that show learning has taken place.
Bloom’s Taxonomy
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 evaluation

139
If the classroom is a fish
bowl…
Piranha
Catfish
Goldfish

140
Piranha…..
Are usually the “trouble-makers”
Can be passive aggressive or overtly
aggressive
Have negative attitude
Have attendance problems
Are “at risk”
Etc., etc., etc……

141
Catfish…..
Go with the flow
Are usually good-natured, but have
limited motivation
Are social beings
Tend to cooperate; follow MOST rules
Perform to the average or just enough
to stay out of trouble with mom/dad
Etc., etc., etc……

142
Goldfish…..
Are in the top 10-15% of their class
Are “teacher pleasers”
Are highly motivated to perform well
Show enthusiasm for learning
May be “over achievers” and /or high
achievers
Etc., etc., etc…….

143
Pre-Planning Strategies
1. Determine the learning styles of your
students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies

144
Essential Questions
What do I want all students to know and be
able to do at the end of this lesson?
What will I do to cause this learning to
happen?
What will students do to facilitate this
learning?
How will I assess to find out if this learning
happened?
What will I do for those who show through
assessment that the learning did not take
place?

145
Think-Pair-Share
“Best Practices” in Lesson Planning
Some Guiding Principles
Adapted From: 63 Ways of Teaching or Learning
Anything by Gary Phillips and Maurice Gibbons

146
Thinking It Through…
Lesson Content
Learning Level
Instructional Methods, Materials,
Activities
Student Activities
Evaluation Tools, Strategies, Activities

147
The Lesson Plan Rubric
Academic Focus
Instructional Strategies
Student Engagement
Writing Strategy
Reading Strategy
Technology Strategy
Assessment Strategy

149
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”.

150
Unmotivated Student, cont.
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.

151
Unmotivated Student, cont.
 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

152
Unmotivated Student
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

153
Unmotivated Student
Interventions, cont.
 Vary Your Teaching Style
 Relate Instruction to Student’s Interests
 Make Instruction Relevant to Real World
 Provide Hands-on Activities
 Apply “Meaningful Work”…CHAMPs
 Allow Student Some Control over What and How
He Learns
 Praise Student’s Efforts and Accomplishments
 If Student is Too Cool, consider incentives,
rewards, group recognition ( spark some
competition)
 Challenge the Student

154
HYPERACTIVITY…
Constant movement
Easily distracted
Lack of control
Verbal
Does not attend to cues
Provide structured high
activity tasks
Allow for control
movement
Reward on-task
behaviors
Use color codes for
recognitions of
behaviors

155
INATTENTION…
Passive
Minimal problem-
solving skills
Dependent learner
Views ability versus
effort as a problem
Focus attention on key
elements of activity
Develop and mental
map with student
Facilitate routine
success
Help the student self-
monitor performance

156
IMPULSIVITY…
Speaks before thinking
out answers
Cannot monitor
behavior
Impatient with
repetition
Avoids anxiety
Provide short and
specific directions
Reflective evaluation
Develop problem-
solving
Model expected
behaviors
Allow behavior outlets

157
DISRUPTIVE BEHAVIOR…
Refuses to do work
Defy authority
Intimidates other
students
Distract teaching
through verbal or
physical means
Reinforce positive
behavior
Use high interest
personally relevant
material
Provide short successes

159
Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The classroom is organized in a manner that
encourages order, participation, independence, and
continuous learning
There is a small number of meaningful rules
Students understand and enforce rules
The teacher is constantly teaching independent
behavior management skills
The teacher spends an appropriate amount of time at
the beginning of the school year establishing the
culture and climate for positive acceptable behavior
Student’s demonstrating appropriate behaviors
constantly receive positive reinforcement

160
The teacher handles inappropriate behavior in a firm,
fair, consistent, and caring manner
The teacher’s interactions with students are positive
and reinforce the importance of student success
The teacher has several motivators that reinforce and
shape student positive behaviors
Classroom instruction is well organized, meaningful,
and allows for student differences (individual and
group)
Classroom management strategies are appropriate to
the environment and needs of the students

161
There is an established communication between
home and school
Students receive constant positive reinforcement for
doing good work and encouragement to do better
Student work is displayed throughout the classroom
and behavior and learning reinforcers are visible
throughout the room

162
Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement
The teacher has the ability to KNOW
and effectively RELATE to his/her
students
 Establishes rapport and trust
 Separates unacceptable behavior from
student as a person
 Knows total student in and out of school
 Knows student’s interests/likes/dislikes

163
The teacher has practical and current
KNOWLEDGE of behavior management
strategies
 Classroom design
 Classroom management
 Establishing baseline data
 Developing a behavior plan

164
The teacher APPLIES behavior
management strategies in a FLEXIBLE
and TIMELY manner
 Ability to quickly analyze situation and
appropriately apply techniques
 Has good timing-when and where to react
and respond

165
The teacher is CONSISTNET, has good
FOLLOW-THROGUH, and FOLLOW-UP
WITH STUDENTS
 Is clear and predictable from day 1
 Communicates expectations often
 Can re-establish respect after encounters
 constantly reinforces expected behavior

166
Teachers who are successful at behavior
instruction and reinforcement…
Have a keen AWARENESS of the classroom
ATTEND to more than one matter at a time
Train students to follow established classroom
PROCEDURES/ROUTINES without disturbing others
PACE their instruction without unnecessary delays
Use a variety of techniques to keep students
INTERESTED and INVOLVED
Use various techniques to check student
INVOLOVEMNT, LEARNING, and ATTENTION
Use EFFECTIVE TECHNIQUES with individual students
that guide other student’s behavior

167
Word Wall Activity…
In your group, discuss the term(s) that you
have chosen.
Think about what we have discussed about
this item today.
Share:
 Your thoughts and
 A factual statement

168
Now What?
Where do I go from here?

170
Contacting Today’s Presenters….
Lisa Smith, Instruction/Behavior Consultant
Upper Cumberland Special Education
Cooperative
Phone: 606-337-3555
Email: galasmith@jellico.net
Keith Lakes, Behavior Consultant
Upper Cumberland Special Education
Cooperative
Phone: 606-364-4673
Email: prtcnet.org

171
UPPER CUMBERLAND SPECIAL
EDUCATION COOPERATIVE STAFF
Ginger Brashear, Director
Phone: 549-7000 ext 34
Email: gbrashear@whitley.k12.ky.us
Carla Jordan, Complex Needs/AT
Phone: 606-546-3111157
Email: cjordan@knox.k12.ky.us
Gary Smith, Due Process
Phone: 606-337-3555
Email: gsmith@jellico.com
Keith Lakes, Behavior
Phone: 606-364-4673
Email: prtcnet.org
Angela Bray, Instruction
Phone: 606-679-1123
Email: abray1@pulaski.net
Lisa Smith, Instruction/Behavior
Phone: 606-337-3555
Email: galasmith@jellico.net

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