Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Using Twitter to Improve College Student Engagement: Rey Junco SxSWi '11Rey Junco
While faculty and staff at higher education institutions have experimented with the use of social media, there has not been a concerted effort to integrate these technologies in educationally-relevant ways. Emerging research in the field of social media, student engagement, and success shows that there are specific ways that these technologies can be used to improve educational outcomes. This presentation will focus on reviewing and translating research on the effects of Twitter on college students into effective and engaging educational practices. Background research on the psychological construct of engagement will be provided and will be linked to engagement in online social spaces. In addition to presenting cutting-edge research on how to create engaging and engaged communities, the presenter will review specific ways that Twitter can be used in the classroom and the co-curriculum. The presenter will discuss how academicians can hack existing technologies, specifically Twitter, for educational good and will present the results of his latest research on the effects of Twitter on student engagement and grades.
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"Like a bridge over troubled water . . ."
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. Principles
An intervention hierarchy that consists of nonverbal
intervention, followed by verbal intervention, and
application of logical consequences seems most
effective in coping with common behavior problems.
Some forms of verbal intervention defuse
confrontation and reduce misbehavior.
Other forms of verbal intervention escalate
misbehavior and confrontation.
3. Problems
Case 8.1 (p. 174)
Sometimes teachers overreact to a minor misbehavior
It disrupts the other students
Other students become off-task
5. Classroom Verbal Intervention
Guidelines when using verbal intervention:
1. Whenever possible, non verbal interventions first.
2. Verbal interventions as much as possible private.
3. Brief verbal interventions.
4. Speak to the behavior, not the person.
5. Set limits on behavior, not on feelings.
6. Avoid sarcasm and other behaviors that belittle or demean the
students.
7. Use appropriate student/behavior decision-hierarchy that
encourages student-control.
8. Follow an ineffective verbal intervention with the next technique in
the hierarchy.
9. If more than one ineffective verbal interventions, use logical
consequences.
6. Classroom Verbal Intervention
An awareness of commonly used ineffective verbal
intervention is important.
Ineffective verbal intervention does not speak directly
to the disruptive behavior and does not direct the
student toward the appropriate behavior.
Some ineffective verbal interventions encourage
inappropriate behavior.
7. Classroom Verbal Intervention
Begin with the teacher-centered intervention to stop
the misbehavior quickly.
Lasley (1989):
teacher-centered intervention for
younger, developmentally immature children.
student-centered intervention for
older, developmentally mature learners.
The verbal intervention hierarchy
hints, questions, and requests.
8.
9. Adjacent (Peer) Reinforcement
Based on the learning principle that behavior that is
reinforced is more likely to be repeated.
Albert Bandura (1997) Other students are likely to
imitate an appropriate behavior when their peers have
been reinforced for that behavior.
It gives the student a chance to control his own
behavior.
10. Calling on the Student/Name-Dropping
The teacher redirects the student to appropriate
behavior by calling on the student to answer a
question.
Inserting the student’s name in an example or in the
middle of a lecture (name-dropping).
It is used to redirect students who are off-task but are
not disrupting others, as well as students who are
overtly disrupting others.
11. Humor
It can defuse the tension and redirect students to
appropriate behavior.
Depersonalize situations and can help to establish
positive relationships with students.
Humour at the teacher or at the situation rather than
at the student – no sarcasm.
Teachers need to be very careful not to turn humor
into sarcasm.
12. Questioning Awareness of Effect
Students are not aware of the effect their behavior has
on other people.
Levin Students who exhibit chronic disruptive
behavior learn to control their behavior when they are
forced to acknowledge both its positive and negative
effects.
“John, are you aware that your calling out answers…”
13. Sending an “I Message”
A three-part message that is intended to help the
disruptive student recognize the negative impact of his
behavior on the teacher.
They are :
1. A simple description of the disruptive behavior.
2. A description of its tangible effect on the
teacher/students.
3. A description of the teacher’s feelings about the effects of
the misbehavior.
Teachers who enjoy a positive relationship with students
are usually successful in using “I messages”.
14. Direct Appeal
Direct appeal means courteously requesting that a
student stop the disruptive behavior.
Direct appeal is not made in any sort of pleading or
begging way.
15. Positive Phrasing
Stating what the positive outcomes are can redirect
students from disruptive to proper behavior.
Formula : “as soon as you do X (behave
appropriately), we can do Y (a positive outcome)
Long term advantage : students begin to believe
that appropriate behavior leads to positive
outcomes, resulting students more likely to
develop internalized control over their behavior.
16. “Are Not For’s”
Implemented primarily when elementary or preschool
children misuse property or materials.
Usually effective in redirecting behavior positively at
the elementary or preschool, most secondary students
perceive this intervention as insulting.
17. Reminders of the Rules
Teacher established clear guidelines or rules early in
the year and has received student commitment to
them, merely reminding students of the rules may
curb misbehavior.
Teacher relying on using external rules to influence
behavior.
If reminding the rules doesn’t work, consequences
must follow.
18. Glasser’s Triplets
(1) What are you doing? (2) Is it against the rules? (3)
What should you be doing?
Used privately not publicly.
Expectation : student will answer honestly and return
to appropriate behavior.
If student answer question dishonestly : suggested that
teacher use three statements instead of questions.
19. Explicit Redirection
Teacher command and leaves no room for student
rebuttal.
Advantages : simplicity, clarity, closed format.
Disadvantage : teacher openly confronts student.
20. Canter’s “Broken Record”
Clearly communicating to the student that the teacher
will not engage in verbal bantering and intends to
make sure that the student resumes appropriate
behavior.
21. Comply or face the logical consequences :
“You have a choice”
• Three types of consequences :
(1) Natural consequences : result directly from student
misbehavior without any intervention by the teacher.
(2) Logical consequences : require teacher intervention
and are related as closely as possible to the behavior.
(3) Contrived consequences : imposed on the student by
the teacher and are either unrelated to student
behavior or involve a penalty beyond that which if
fitting for the misbehavior.
22. When nonverbal and verbal have not led to
appropriate behavior….
• Suggested that teacher applies logical consequences.
• Give the student a choice of either complying with the
request or facing the consequence.
• Advantages : Intervention in this way helps the
student to realize that he is responsible for the positive
as well as the negative consequences of his behavior
and that the choice is his.
23. When “You have a choice doesn’t work”
Teachers can use an assertive response style.
Assertiveness : communicates to the student a promise
of action if appropriate behavior is not forthcoming.
Use Canter’s “broken record” and a final “you have a
choice” in a calm assertive manner, if it still doesn’t
work, then disengages from the student.
