Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Strategies to Improve Behavior and Instruction in the ClassroomBrookes Publishing
In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation.
Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements.
Dr. Kern and Dr. George shared how to:
• Identify classroom features that contribute to optimal learning and appropriate behavior
• Assess the environment in your own classroom to determine variables contributing to behavior and learning problems
• Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation
This webinar is designed for classroom teachers, staff, and administrators at all grade levels.
Strategies to Improve Behavior and Instruction in the ClassroomBrookes Publishing
In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation.
Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements.
Dr. Kern and Dr. George shared how to:
• Identify classroom features that contribute to optimal learning and appropriate behavior
• Assess the environment in your own classroom to determine variables contributing to behavior and learning problems
• Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation
This webinar is designed for classroom teachers, staff, and administrators at all grade levels.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Managing student behaviour, especially excited or divisive students, can be a daunting task, but it is definitely rewarding. After all, student behaviour plays a big role in the overall learning experience. When students are disruptive, It is important for the teacher to act quickly and correctly. Without effective behaviour management strategies, the classroom setting wouldn't be the same at all.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Managing student behaviour, especially excited or divisive students, can be a daunting task, but it is definitely rewarding. After all, student behaviour plays a big role in the overall learning experience. When students are disruptive, It is important for the teacher to act quickly and correctly. Without effective behaviour management strategies, the classroom setting wouldn't be the same at all.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Automaty w mieście: ułatwienie czy pułapka?- na podstawienie badania biletomatu na stacji warszawskiego metra. Badanie z użytkownikami funkcjonalności interfejsu urządzenia wraz z rejestracją ścieżki patrzenia w trakcie dokonywania zakupu biletu. Badanie zostało przeprowadzone na potencjalnych kupujących oraz osobach często korzystających z automatu. Badanie obejmowało również ankietę dotyczącą satysfakcji użytkownika.
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
Star of Turkish Education system: Village Institutions: What kind of Turkey would e have if they still exist?
Classroom management style at village Institutions (Köy Enstitüleri). Reasons of decreasing extra-curriclar activities and outcomes of the closing of Village Institutions on teachers Education system.
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
The presentation was given in MConference at the 1st China Communication Forum by Camilla Yu. It showed the data visualization application on social network analysis, especially Twitter. The analysis is based on a relationship network of co-occurrence of keywords.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Teaching and learning theories from EDLE 5010jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Hayal Köksal has been coordinating the International ICT Seagulls Projects since 2004. In 2023 Junior Citizens' Academy SQC participated in the project from Nepal.
This project was prepared by the Middle School students of Sri lanka under the leadership of an ELT Teacher_Judith Perera within the 16. International ICT Seagulls Project and won the Championship Award for Middle Schollo students. Congratulations.
This project was prepared by the XI graders of City Montessori School, Lucknow, India within the 16. International ICT Seagulls Project and won the Championship Award for High School Category. Congratulations.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
Teacher-Parent Relationship: Why is parent-teacher relationship insufficient in Turkey?
SLOGAN: I made a living oil lamp furnishing them with much oil to maket 16hem enlighten them ba17tter (J.W.Snellman)
How can we establish positive teacher-student relationship in our classes?
SLOGAN: If we establish positive teacher-student realtionship, we can build a better future
How do teachers determine the special needs of the Students?:
Why don’t Students join to the communicative activities?
SLOGAN: The secret is in our Students.
13. Uluslararası Bilişimci Martılar Projesi kapsamında Ankara Anafartalar Koleji 5. sınıf öğrencilerinin gerçekleştirdiği bu proje Dr. Hayal Köksal tarafından tasarlanmıştır.
More from Association for Innovative Collaboration (YİMEDER) (20)
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
7. CONTENT
1. Gantt Card
2. Review of Chapter 9
3. Definition of the
problem
4. Why did we choose
this chapter?
5. Literature review
6. Brainstorming
7. Interview with Nilgün
Peker
9. Matrix Diagram
10. Interview with
Students
11. Data Analysis
12. Interpretation
13. Suggestions
14. References
15. Thanks
10. A problem solving approach
encourage us to know our students
and to take their perspective into account.
http://www.dallasisd.org/domain/10749
http://artuks.com/2012/11/teacher-and-student-clip-art/
11. A list of skills enhanced through problem solving
1. Alternative solution thinking
2. Consequential thinking
3. Causal thinking
4. Interpersonal sensitivity
5. Means-ends thinking
6. Perspective taking
12. Placing Problem Solving in Context
1. What do I want to accomplish in responding to
student behavior that is disrupting the learning
environment?
2. Where does problem solving fit into my classroom
management plan?
3. How does problem solving relate to other corrective
behavior management interventions?
13. A MODEL FOR SOLVING PROBLEMS WITH
INDIVIDUAL STUDENTS
Step 1
• Establish a warm, personal relationship with the student.
Step 2
• Deal with the present behavior.
• Helping students take responsibility for their role in the
problem
- What happened?
- What did you do?
14. Step 3
Make a value judgement.
• Helping students consider their own behavior and
understanding their own and others’ rights and
responsibilities
-Is it against a rule/ does it violate a compelling state
interest?
15. Step 4
Develop a workable plan for making the change
-What do you think you can do so that you can study
without bordering other students?
-What do you need me/other students to do?
16. Step 5
Make a commitment to the plan.
• Enhancing students accountability/responsibility.
-What are you going to do when you become frustrated
with your work?
-Do you believe this is a good plan and will you give it a
try?
17. Step 6
Discuss how the plan is working.
• An opportunity to reinforce the student’s effort and to
discuss any problems that may arise.
-How did your plan work?
18. Step 7
What to do if a plan does not work.
• Do not be critical
• Focus on asking the student to
consider why the plan did not
work and helping him/her develop
another plan.
20. METHODS FOR SOLVING PROBLEMS
BETWEEN STUDENTS
• Teacher-Facilitated Peer Conflict Resolution
• Think-feel-act model, instructed by Cory Dunn
- Allowing students to take turns stating their account of
what happened, how they felt, and what they believe
needs to be done.
21. METHODS FOR GROUP PROBLEM SOLVING
• Class meeting
• It allows both teacher and student to resolve problems
openly and before they become major issues that
negatively affect learning.
• It not only support the use of individual problem
solving conferences but can also provide students with
opportunities for improving their social and problem
solving skills.
22. Definition of the Problem
• Some students have negative
attitude toward teacher or
classmates. They behave
against determined rules in
classroom. It affects classroom
management negatively.
23. Why did we choose this chapter?
One of the most important parts of the classroom
management is to find solution for behavior
problems. Also, it has connection with the purpose
of “IMECE CIRCLE”.
25. Redl & Wattenberg
• Group dynamics & key students
• Four types of interactions
• 1.Promoting self-control
• 2.Providing situational or task assistance
• 3.Reality check
• 4.The pleasure and pain principle
26. (Dreikurs &Loren, 1968)
• The reasons for misbehavior (to get
attention, gain power, exact revenge, or
gain sympathy)
• Instead of punishment consequences related to
behavior
• Communication and respect responsibility
27. (Gordon, 2013)
Flow of respect
Figure 8-1.
Teacher
Solution
Acceptable to Both
StudentTwo way communication
28. Thomas Gordon’s Six-Step Problem Solving
Process
6.Assessing the success of the solution
5.Determining how to implement the decision
4.Making the decision
3.Evaluating the Solutions
2.Generating Possible Solutions
1.Defining the problem
29. Basic Behavioral Techniques with
ADHD students
Removing Inappropriate Behavior
Teachers generally think that ‘I have got to
punish this behavior to stop it.’
30. When a teacher uses physical punishment several
things happen:
• The child stops the behavior in a short time but returns
to it later.
• The child initially learns to exhibit behavior ‘only’ in the
presence of the punishing agent.
• The agent often models the very behavior he or she
wishes to remove.
31. • As a result, we should prefer to use positive forms of
interventions instead of using physical punishment.
32. Effective Punishment Techniques
• 1) Ignoring :When a behavior is less serious, the first
procedure to use is ignoring. When a teacher decides
to ignore a behavior, it must be consistently ignored for
as long as it continues. Many children will test teachers
to see if they will pay attention to inappropriate
behavior.
34. Plan to ignore some behaviors
Step 1:Be prepared
Step 2:Be consistent
Step 3:Reward yourself
35. • 2)Time out for misbehavior:
• Time out is very much like the ‘go sit in the corner’
• When the child is in time out, child is ignored until
timer rings.
• Time out intervention is the most boring than other
interventions.
36. Developing a time-out plan
Select target behaviors
Select a place for time-out
Determine the length of time outs
Measure the time
Withdraw attention while the child is in time-out.
Establish the connection after time-out.
37. • 3)Withdrawing a privilege:
• This intervention teaches the child ‘what to do instead
of what not to do’.
• It is effective in reducing or eliminating inappropriate
behaviors.
• This is like a ‘traffic ticket’ if you exceed the speed, you
lose a specific amount of money.
38. Plan to use withdrawing a privilege
Conference with the student
Establish the amount of the fine
Establish means to communicate the fine
Ensure reinforcement reserve
Evaluate effectiveness
39. Imece & Solving Behavior Problems
• PUKÖ (Planla, Uygula, Kontrol et, Örnek alıp genişlet) is
an order to solve problems.
• This method can be used to stop behavior problems of
students.
40. Imece & Solving Behavior Problems
• Time management skills, importance of communication
and importance of respect, tolerance, and love.
• The principles of the project “Lider Martılar”, by Hayal
Köksal, can be accepted as principles to handle
students’ behavior problems.
41. BRAINSTORMING
Planning Classroom Management
Disruptive Behavior Punishment
Intervention Problem solving
Empathy Ignoring
Conference Sensitivity
Support Solution
Taking Perspective Threat
Peer Responsibility Group Relationship
47. SURVEY
55 Students 20 Teachers 20 Teacher Candidates
Mustafa Pars Ortaokulu & Baypi Eğitim Kurumlaru
48. Question 1 for Students
1.Are there any classmates that distract you from
listening to the lesson?
NEVER SOMETIMES ALWAYS
Percentage 4% 63% 33%
0%
10%
20%
30%
40%
50%
60%
70%
49. Question 2 for Students
• Do you behave in a way that disrupt the lesson?
NEVER SOMETIMES ALWAYS
Percentage 54% 42% 4%
0%
10%
20%
30%
40%
50%
60%
50. • Do your interest in the lesson or your level of
achievement affect your behavior in the class?
NEVER SOMETIMES ALWAYS
Percentage 20% 31% 49%
0%
10%
20%
30%
40%
50%
60%
Question 3 for Students
51. • Do your teachers attitude toward misbehaving students
help for solving the problem?
NEVER SOMETIMES ALWAYS
Percentage 20% 47% 33%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Question 4 for Students
52. • Does your teacher’s attitude towards you affect your
behaviors in the class?
NEVER SOMETIMES ALWAYS
Percentage 11% 24% 65%
0%
10%
20%
30%
40%
50%
60%
70%
Question 5 for Students
53. 6.How do your teachers react to the
misbehaviors of students? Does it work?
–Yelling
–Throwing out of classroom
–Giving bad grades
• Works out temporarily
54. 7.How would you react to the
misbehaviors of students if you were the
teacher?
1. Warning
2. Yelling
3. Threatening with bad grades
4. Principle’s office
5. Refer to disciplinary
55. Question 1 for teachers & teacher candidates
• I interrupt the lesson and try to solve the behavioral
problems of misbehaving students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 16% 63% 21%
0%
10%
20%
30%
40%
50%
60%
70%
56. Question 2 for teachers & teacher candidates
• I inform the parents of the misbehaving students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 42% 58%
0%
10%
20%
30%
40%
50%
60%
70%
57. Question 3 for teachers & teacher candidates
• Seating arrangement is one of the important factors
that determine the behaviors of students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 65% 35%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 32% 68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
58. Question 4 for teachers & teacher candidates
• Attitude of the teacher affects the behaviors of
students.
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 35% 65%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 21% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
59. Question 5 for teachers & teacher candidates
• Behavior problems of students can be made better.
NEVER
SOMETI
MES
ALWAY
S
Percentage 29% 53% 18%
0%
10%
20%
30%
40%
50%
60%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 21% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
60. Question 6 for teachers & teacher candidates
• Ignoring misbehaving students is a good way to handle
the problem.
NEVER
SOMETI
MES
ALWAY
S
Percentage 35% 65% 0%
0%
10%
20%
30%
40%
50%
60%
70%
NEVER
SOMETI
MES
ALWAY
S
Percentage 37% 58% 5%
0%
10%
20%
30%
40%
50%
60%
70%
61. Question 7 for teachers & teacher candidates
• Students’ behavior problems can get better with
cooperation between teacher and parents
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 70% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
NEVER
SOMETI
MES
ALWAY
S
Percentage 0% 38% 63%
0%
10%
20%
30%
40%
50%
60%
70%
62. Question 8 for teachers & teacher candidates
• What are the underlying reasons for students to
misbehave?
– Families of students
– Students’ need for attraction
63. Question 9 for teachers & teacher candidates
• What can be done to solve behavior problems of
students?
– Finding the reason ( especially teacher candidates)
– Connection with parents
– School counselor
64. Question 9 for teachers & teacher candidates
• Does your attitude toward students depend on their
characteristics? How do you treat students with special
needs? (students with ADHD,autism etc.)
– Consider individual differences
65. INTERPRETATIONS
• Most of the students think that they do not misbehave
even though they think there are disrupting students in
the class
• Students behaviors depend on the teacher especially in
public schools
• Teachers thinks that the attitude of the teacher affect
students’ behaviors but can not solve the problems.
66. • Teacher candidates believe that most of the time
behavior problems of students can be changed in a
better way whereas teachers mostly think
never/sometimes.
• Teachers can not solve behavior
problems permanently
67. SUGGESTIONS
• “Problem solving will be the most effective when it is
an integral part of a classroom management plan”.
• You should be ‘a good model’ for your students
because this allows students to view-and really
understand- their actions from a different perspective.
• It is important to your effectiveness as a teacher to be
able to get your students’ attention any time you need
it.
68. • Some students have major skill deficits or personality
disorders that prevent them from responding to
problem solving such as ADHD.Teachers can incorparate
basic intervention methods.
• It is important that teachers examine
students’environment that may cause undesirable
behavior.
69. • Parents can also be informed about behavioral problem
and they should know what can be done to prevent this
behavioral problem.
• A specific team can be formed which examines
students’interest,environment and needs and this team
can prepare students’ behavior change plan.
70. References
• Imece Circles by Hayal Köksal
• Gordon, T. & Burch, N. (2003) Teacher effectiveness
training: The program proven to help teachers bring
out the best in students of all ages. New York: Three
Rivers Press
• Vernon F, j. (2013) Comprehensive classroom
management: Creating communities of support ans
solving problems. Boston: Pearson.
71. • N.W. Cognitive behavioral therapy. Retrieved from
www.nhs.uk
• Johnson, R. R. (2012) Teacher’s guide to adhd. New
york: Guilford Press
• Flick, G. L. (2010) Managing adhd in the k-8 classroom.
California: Corwin.
• Pelham, W. E., Fabiano, G.A. (2008) Exceptionality.
Journal of Clinical Child & Adolescent Psychology, 37(1),
184–214
• Hardin, C. J. (2012) Effective classroom management:
Model and strategies for today’s classroom. Boston:
Pearson.