This document provides guidance for educators on promoting positive learning environments, managing learner behavior, addressing difficult situations, and providing academic advisement. It discusses establishing credibility and respect, setting clear expectations, focusing on positive reinforcement, addressing both minor and chronic misconduct, dealing with barriers to learning like shyness or distraction, and having strategies for common issues like tardiness, side conversations, or overparticipation. The key principles are maintaining professionalism, consistency, effective communication, and addressing issues without ridicule through tailored interventions for different learner needs and behaviors.

2. Educator must convey a sincere attitude of caring.

4. It is vital that the educator project the best possible professional image at all times.

6. By setting well-defined goals, guidelines, and expectations early on, future conflicts may be avoided.

7. Educator may use the transfer technique which involves the learners in the process of establishing the guidelines for professionalism in the classroom. They will be more likely to commit.

8. Guidelines should be set forth in a document outlining what is expected of them, both in behavior and performance.

9. Educators should focus on positive means for enforcement.

11. Name Dropping: This may work when a student is talking to another student.

12. Close Proximity: Physically move toward the learner who is in violation.

13. Eye Contact: It must convey to the learner that failure to remedy the misbehavior will result in negative consequences.

14. Verbal Desists: Use of a verbal cue may stop behavior. Do not use hostility or sarcasm.Uniformity and Consistency- Consistency is defined as behaving the same way on repeated occasions when the circumstances are the same or similar. Uniformity deals with consistency among different learners. Educator must fairly and uniformly apply and implement policies and procedures. 3. High-Profile Intervention- This requires force and may require more time and effort. It may be necessary for chronic misconduct. Keep in mind the seriousness, the timing, the behavioral history, the attitude of learner and personality.

16. The secondary purpose is to permanently eliminate misconduct.

17. Some students may require high-profile intervention.Reprimands- This can be applied publically or privately. They should be brief and to the point. Clarification and caring must precede confrontation if a resolution is expected. Change the Consequences- It the determined consequences are not effect, it may be necessary to exact a higher cost for those students. Agreements or Contracts- A written contract will add meaning to the agreement made between the educator and learner. A signed agreement carries a greater commitment by learner. Conferences- A private conference between the educator and the learner gives both parties the opportunity to discuss the problems and potential solutions. The environment should be non-threatening. Focus on the violations, not the character of the learner. Ask sufficient questions to find out the view of the learner.

18. Activity Directions Create an Educator-Learner Agreement. Refer to page 79 in your course book for an example. Type the agreement, print it and place it in your learning binder. Place it in a page protector.

20. In addition, students whose academic or attendance progress is unsatisfactory must be counseled and provided with needed assistance.

21. Educators may be called upon to provide information and advice to learners on subjects such as employment, licensing, regulations, and state laws.

22. Educators must be prepared to provide references to those agencies that are qualified to counsel students.

23. Educators should schedule regular sessions with every student to discuss their academic progress.

27. There are several solutions for tardiness.Thank you!- Give positive reinforcement and make sure students are tuned into MMFI-AM “Make me feel important about myself.” Timely Beginnings- Start class on time. Starting late rewards the poor performers. What Did I Miss?- Start with a dynamic activity that they will not be able to participate in if they are late. Break the Break Schedule- Consider a 5-10 minute break every 45-50 minutes. This helps retain interest and focus. Time Will Tell- Have all students synchronize their watches or wireless device to the classroom clock. Everybody will agree that the time is the same for everyone. No Interruptions, Please- Depending on policy, latecomers may not even be allowed into class.

29. The challenge is that they are entering a field which requires outgoing, expressive behaviors.

30. There are strategies that may help the student.Keep Groups Small- They will be more likely to participate. Volunteer- Make sure that the first volunteers you select are asked to do something completely painless and fun. Match with a Mentor- Make an effort to match a shy learner with one who is outgoing.

32. There are several ways to deal with this behavior.Group Activity- It will create interest and stop the behavior. Involve the Learner- Get them physically involved such as handing out papers. Vocal Variation- Vary the pitch, tone and pace of your voice. The Biological Clock- Most learners need more physical activity in the afternoon and theory in the morning. Pairs for Projects- Assign learners to work in pairs which will intensify learner participation.

35. You may be caught off guard with their challenges.

36. There are several possible solutions for doubt and pessimism.Just the Facts Please- Be prepared to present facts, figures and other concrete information. Just hard factual data. Ask Why- Find out why they do not think it will work. It may be nothing more than the learners fear. For Example- Offer real world examples. Convene the Court- Let them know that you can understand why they feel the way they do. Explain that other students have felt the same way at this point in their training too. But they found when they practiced enough, these techniques produced their desired results.

38. Some strategies prove effective.What Do You Really Know? Incorporate pretesting to identify students who may know more vs. one’s that just think they do. Help is on the Way- Solicit their help for special projects. Question? Meet with this student on break and ask if they would be willing to take questions on the subject from the entire group. If they are confident, they will be more than willing. If not, they will deny the opportunity and minimize their “know it all” attitude.

39. Activity Directions Create a list of student situations that may be difficult for you to address. Explain why they are difficult for you. List potential intervention that might be appropriate for each situation. Refer back to the chapter for help.