- Special problems
- Chronic avoidance of work: good records a must
- Ability: break assignment into parts/modify assignment
- Parent phone call, reach out to coaches, no grade leniency
- Fighting: injury if intervene? disperse crowd, get help
- Other aggressive behavior: all behavior, even if playful, is unacceptable; respect others; one warning; separate students; conference w/student
- Bullying: bullying prevention programs, monitor student behavior, talk with class about behavior and effects, bully and victim problem solving, involve school counselor, incorporate social skills training in class
- Disrespect/hostility towards teacher: don’t go brainstem
- Best to defuse: keep it private and individual conference with student
- Depersonalize: “This is taking time away from class. I will discuss it with you in a few minutes when I have time.”
- Chapter 9:
- Managing Problem Behaviors
- Teaching heterogeneous classes
- Assessing entering achievement: previous tests, pre-tests, monitor initial classwork (class notes, summary from book)
- Modifying whole group instruction: participation (pacing), procedures for managing student work, thoughtful seating arrangement, assignments: EC and enrichment, peer tutoring (expectations and management skills)
- Cooperative work groups
- Small (homogeneous) group instruction: location of group/seating, materials/storage/accessibility, student movement/transitions, out-of-group procedures and expectations
- Mastery learning: re-take tests until proficient by providing increased feedback
- Labor intensive: managerial skills, alt. forms of tests, extra grading, scheduling, enrichment activities, recordkeeping
- Develop/introduce incrementally, due dates, specified days for test re-takes
Chapter 10: Managing Special Groups - Teaching remedial classes
- Learner characteristics: high absence/tardies, arbitrary grades, frequent failure, poor study skills, low attention span
- Establishing your management system: continually reinforce procedures and routines, question class, practice, feedback
- Monitoring behavior and prompt responses
- Managing student work of daily/weekly grades for frequent feedback, grade for effort/performance, incorporate participation (involvement, learning, attendance)
- Planning and presenting instruction
- Short activity segments w/frequent assessment of understanding (see, say, do)
- Extra attention to presenting directions and instruction clearly
- Build teaching of study skills in lesson (note taking, identifying main ideas)
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