Ch.6+activities


 * __ Activities __**


 * 1) 1. **__AT HOME__** - post your reflection in response to the Ch. 6 prompt (above) . During the week, respond to one of your classmates reflections.

__**In class**__ -

2.. Do an Internet search for “classroom rules”. Thousands of teacher’s classroom rules will be listed. Critique at least five different sites. Make sure they follow the eight basic rules of rules…

1. Be consistent with school rules 2. Must be understandable 3. Must be doable 4. Must be manageable 5. Must ALWAYS be applicable 6. Must be stated positively when possible 7. Stated behaviorally 8. Consistent with your own philosophy

3. Classroom procedures are just as important as classroom rules. Many times teachers confuse the difference between a rule and procedure. A rule is something that should never change and it should be understandable and doable. Procedures on the other hand can be modified based on student need and trial and error. If procedures are not well defined, students can get confused and management issues may arise. Provide a description of your classroom procedures (or procedures that you would like to implement in the future).

4. Brainstorm behavior problems that you have witnessed in a classroom (make a list). Then, come up with at least five classroom rules that you think address these behavioral issues. Consider: Do all of the behaviors fit under the standards/rules? Why do the behaviors still exist despite clear rules? Is it necessary to teach the rules?

__ Websites __ Dr. Mac’s Amazing Behavior Management Website - I love this site [] Discussion boards and articles on behavior management [] Proteacher []

**__ BEHAVIOR MANAGEMENT CHECKLIST __**

** U ** ninformed/untrained teachers often view discipline as being an iron-handed approach in which they control, demean, or berate students into compliance. However, negative disciplinary consequences are continually being removed from our "bag of tricks" by school boards, legal decisions and children's rights advocates. More importantly, research shows that while a punitive, coersive approach toward behavior management may gain superficial compliance, students feel alienated from those teachers (and school in general), lose motivation to achieve, and resist changing the undesireable behavior. Skilled behavior managers have learned to entice rather than coerce their students into behaving appropriately. Research indicates that behavior is more likely to change for the better when kids are guided and directed to show an appropriate behavior, and then positively recognized (e.g., praise, thanks, rewards) for having done so. This approach also promotes a more cooperative and productive atmosphere in the classroom and builds a positive emotional bond between teachers and students. ** The Plan ** I have a comprehensive behavior management plan which includes: _-positively stated rules that tell students what they ought to be doing. _-rules which are in addition to, not redundant of school rules _-a listing of consequences proceeding from mild penalties to removal from the room _-ways to recognize and thank students for having displayed appropriate behavior _ I have submitted my behavior management plan to my administrator and scheduled a meeting to review the plan. If the plan is approved, I will ask for his/her support when a student has reached the last step of my consequence list (removal from the classroom to the school office).

The Implementation of the Plan _My plan applies equally to all students. I do not allow myself to be intimidated by certain students. I do not let crying or pleas for leniency keep me from administering consequences (unless I have made a mistake in judgement). I see the humor in situations and chuckle at some of the things my students do. I don't penalize "nutty" behavior that will go away in a second _ I use humor or distraction to redirect mild misbehavior. I avoid "empty comments" (e.g., "Your book bag is in the aisle."; "You're talking.") unless I am purposefully trying to give hints to behave_ When students are misbehaving, I give them clear, firm directions to do something (e.g., "Open your book to page 67."; "Please go to your seat now.") or I ask "What should you be doing right now?" (If they don't know, I give hints or politely tell them.) If my direction is not followed, I administer the first consequence from my list. I continue through the list until I gain compliance. I encourage that compliance all along the way rather than using the next consequence to threaten students. I **CONSISTENTLY** enforce rules by moving through the hierarchy of consequences. I am in control of my emotions when disciplining. I **NEVER** (ever) yell at students (except situations in which someone is in danger). I use respectful terminology when disciplining my students. I use a calm, firm, respectful tone of voice when administering consequences. I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the 4th word)._ I NEVER plead with students to behave. They obey my direction or receive a penalty from the list of consequences. Compliance to my direction is met by a polite "Thank you". _ If I decide that it is best to purposefully ignore a student's behavior, I am praising other students for showing appropriate behavior. _ I constantly watch for opportunities to positively react to students who are behaving. I am a good role model for the courteous and respectful behavior I desire from my students.

Prevention Instead of Reaction _ I pleasantly greet my students at the classroom door to keep rowdy behavior from entering my room. Students must first calm themselves before entering. _A "Do now" activity is written on the board for students to see as they enter the room. They know that they are to begin that short, simple assignment immediately (before the bell sounds). _This activity focuses students and prepares them for the upcoming lesson. _ Although I'm flexible in my approach to kids, my classroom is a structured place. _I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom use, asking questions, lining up, etc. _ I maintain a warm, helpful, and positive learning environment.

Managing Behavior By The Way I Teach I am organized and prepared for each lesson. _ My lessons are well paced. I start promptly, keep things moving, and allow a few minutes before the bell for a quick review and/or clean up. _I vary my methods. I know that teaching involves more than giving out dittos and photocopies. _ I make my lessons interesting in order to motivate the students (e.g., multi-media use, "hands-on"activities, humor, movement, relating material to student interests, etc.) _ I relate the lesson material to the students' lives so that they see the relevance of learning it. _ I ask the question before I select a student to answer it. (Otherwise, the other students will stop listening/thinking) _Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don't listen to the message unless they like the messenger. _ I seek new teaching ideas and positive ways to manage behavior. I don't just go to the teacher's lounge to complain. I brainstorm with colleagues on better ways to handle concerns. _ I have set goals for myself in the area of respectful and effective behavior management. _ I will learn and use more positive ways to promote appropriate student behavior. __If you've had problems with discipline__ ** __1__ ** ) Decide to "take charge. Devise rules and post them. Develop a series of 3 to 6 consequences, each more severe than the preceding. The first will be a "reminder" to engage in the appropriate behavior (Tell students what they SHOULD be doing, NOT what they are doing wrong). The last penalty will result in a removal from the classroom. (For more information, see the link on the home page of www.BehaviorAdvisor.com titled "How to create your own behavior management system).
 * Outside of the Classroom **
 * 2 ** ) The morning of the new approach, review what you will say to your students. Dress in an outfit that makes you look and feel confident.
 * 3 ** ) On the way to school, listen to music that gives you energy and confidence.
 * 4 ** ) Force yourself to be outgoing as your kids enter the room. Greet them confidently and comment on something positive about them. This action makes it clear that they are entering territory in which you are the leader.
 * 5 ** ) Talk about future expectations with your students. Present your behavior management system. Implement it immediately.
 * 6 ** ) Do something about every misbehavior. Stop threatening, nagging and giving another chance. React to each misbehavior calmly. Go through your series of consequences. Be consistent. Do not abandon your program. Look around for students who are doing what you require... ** REMEMBER TO CATCH 'EM BEING GOOD! **
 * 7 ** ) Expect 1-3 days of complaints, defiance, and subtrafuge until your students realize that you are going to stand firm in support of the new program. The final results will make these difficult days worth the effort. "Loosen up" as kids fall into line and abide by the new system__.__