This document discusses various problem solving methods that can be used to resolve behavior problems in the classroom. It begins by introducing the topic and some relevant quotes. It then outlines the contents which include tools like the Gantt card, fishbone diagram, matrix diagram and surveys. It also provides examples of implementing problem solving approaches like using class meetings and peer mediation. Guidelines are given for facilitating these group processes. The document concludes by listing references for further information.
Classroom Management for Teaching Artists - Creating a Learning EnvironmentHarlan Brownlee
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How do we learn about the world? How do we express who we are? The arts, by their very nature, present an opportunity to engage the imagination of students and can create a learning environment where students connect all of their talents and skills in a successful manner.
This workshop designed specifically for Teaching Artists introduces concepts and practices for creating an environment conducive to learning. Based on classroom management strategies and practical application, the workshop asks participants to integrate concepts presented into arts activities and then reflect on them.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
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6. Solving Disruptive Behavior
Why do some
students show
disruptive
behavior?
RELATIONSH
IP WITH
PEERS
EMOTIONAL
STATUS AS A
RESULT OF
FAMILY
ENVIRONMENT
TEACHER-
STUDENT
RELATIONSHIP
ACADEMIC
ACHIEVEME
NT
Bullying
Teasing
Isolating
Problems in the family
Lack of feeling loved in the
family
Teacher’s being
discriminative
Strict rules, punishments
Fear of being
unsuccesful
Fear of falling behind
7. MATRIX DIAGRAM
Relationship
with Peers
Emotional status
resulting from
family
Academic
Achievement
Relationship
with Teacher
Ebru Kavi 6 7 5 4
Ayça Şerbetci 6 7 4 5
Ecem Cengiz 7 6 4 5
Pınar Sarman 7 5 4 6
Duygu Bağcı 7 6 5 4
------Total------ 33 31 22 24
--Percentages- 30% 28,18% 20% 21,82%
Solving Disruptive Behavior
10. • Have you ever had a student who shows
disruptive behavior because of his/her
relationship with peers?
A) YES
B) NO
Question 1
11. Yükleniyor…
Have you ever had a student who shows disruptive
behavior because of his/her relationship with peers?
12. • What do you think can be the underlying factor
that pushes the student to show distruptive
behaviour?
A) BULLYING
B) TEASING
C) ISOLATING
QUESTION 2
13. WHAT DO YOU THINK CAN BE THE UNDERLYING
FACTOR THAT PUSHES THE STUDENT TO SHOW
DISTRUPTIVE BEHAVIOUR?
14. • What kind of disruptive behaviors do children
show most as a result of these situations?
A) Not participating
B) Harming others
C) Disobedience
QUESTION 3
15. WHAT KIND OF DISTRUPTIVE BEHAVIOURS DO
CHILDREN SHOW MOST AS A RESULT OF THESE
SITUATIONS?
16. • What do you do in these kind of situations?
A) I talk with the student
B) I talk with the whole class
C) I talk with the parents
D) I send the student to school counselor
QUESTION 4
18. • It is more effective when…
A) Teacher talks with the student
B) Parents talk with the student
C) School counselor talks with the student
QUESTION 5
21. A list of skills or abilities enhanced by
involving students in a problem solving
process
• Alternative solution thinking
• Consequential thinking
• Causal thinking
Zirpoli,T. Behavior Management:
Application for Teachers, 4th Ed., 2005,
p.248
23. Placing Problem Solving in Context
1. What do I want to accomplish in
responding to student behavior that
is disrupting the learning
environment?
24. 2. Where does problem solving fit into my
classroom management plan?
25. 3. How does problem solving relate to other
corrective behavior management interventions?
26. Glasser’s seven step model
• Step 1: Establish a warm, personal
relationship with the student.
• Step 2: Deal with the present behavior.
- ‘What happened?’
- ‘What did you do?’
27. • Step 3: Make a value judgement.
- ‘Is it helping you?’
- ‘Is it helping the others?’
- ‘Is it against the rules?’
28. • Step 4: Work out a plan.
- ‘What can you do differently?’
- ‘What do you need me to do?’
- ‘What do you need others to do?’
29. Yükleniyor…
• Step 5: Make a commitment.
- ‘Are you going to do this again?’
• Step 6: Follow up.
- ‘ I will check later and see how
the plan has worked.’
30. • Step 7: No put- downs, but do not accept
excuses.
- ‘If the plan did not work, let’s analyse
why and develop a new plan.’
32. Ten steps for teaching a problem-solving
method to students
• Provide the students with a handout and
write the steps on the overhead.
• Discuss each step and provide an
example.
33. • Role-play several situations in which a student
misbehaves.
• Lead a discussion following each role-play.
• Have the students practice by taking the
role of both student and teacher.
34. • Process these interactions.
• Provide the class with an example of a
violation classroom rule and have each student
write a problem-solving plan.
• Have students share and assist the
class in evaluating and, if necessary,
modifying several plans.
35. • Explain how the problem-solving process
relates to the classroom management plan and
the difference between verbal and written
plans.
• Quiz students on the steps in the sequence and
classroom management plan.
38. • help students develop the skills necessary for
productive conflict resolution.
• use conflict manager programs.
39. Features of effective programs to prevent and
respond to ‘bullying’ according to Kauffman
• A school climate characterized by a warm,
positive, supportive school environment in
which adults set clear and firm limits on
unacceptable behavior.
40. • Nonhostile, nonphysical sanctions applied
immediately and consistently to violation of
behavioral expectations.
41. • Continuous monitoring and surveillance of
student activities in and around the school.
• Adult mediation of student interactions and
assumption of authority to stop bullying when
it is observed.
42. • Discussion of the issue of bullying with bullies,
victims, parents and neutral students to clarify
school values, expectations, procedures and
consequences.
43. METHODS FOR GROUP PROBLEM
SOLVING
• Class Meetings
Class meetings allow both teacher
and students to resolve problems
openly and before they become
major issues that negatively affect
learning.
44. A class meeting to deal with externalization and
isolation:
•https://www.youtube.com/watch?v=wGOph-
6SuJI&app=desktop
45. Guidelines for Implementing a Class
Meeting
1. Class meetings will be held in a tight circle
with all participants seated in the circle.
2. All problems relating to the class as a
group can be discussed.
46. 1. An agenda will be created prior to every
class meeting.
2. Discussions are always directed toward
arriving at a solution that is not a
punishment.
47. 1. If an individual student’s behavior is listed
on the agenda, the item will not be discussed
without the student’s permission.
48. 1. Students’ responsibilities during class
meetings include:
• raising hands and being called on to speak
• listening to the speaker and not talking while
someone else is speaking
• staying on the topic until it has been completed
49. • being involved by sharing ideas that will help the
group
• using positive, supportive words to discuss the
problem and solutions
1. The teacher will initially serve as
facilitator for the class meetings.
50. Increasing Students’ Involvement in Class
Meetings
1.After leading approximately ten
class meeetings, present students
with a handout describing the
major functions a leader serves
when facilitating a group meeting.
2.Introduce an agenda item or
classroom problem.
51. 1. After running three or four actual class
meetings in which you consistently point out
the function of each intervention, meet with
and teach one student the role of discussion
leader.
52. 4. Students should function in a role for five or
six meetings so that they can master the skills
associated with the role and effectively model it
for other students.
