- Prompt management of inappropriate behavior
- Eye contact/move closer and prompt appropriate behavior
- Reminder of procedure by stating correct one or note students who are doing what is expected
- Redirect attention to task and monitor shortly thereafter
- Ask/tell student to stop inappropriate behavior
- Make it private: call to desk, whisper, nonverbal cues
- Briefly talk to student/assess penalties
- Time out at desk or another room
- Chapter 7:
- Maintaining Appropriate Student Behavior
- Building a positive climate
- Communicate positive expectations to students: convey confidence in students’ ability to do well, can do attitude, maintain high expectations
- Appropriate teacher praise (public vs private): both informative feedback and genuine teacher approval that focuses on accomplishment, not effort
- Improving class climate through incentives or rewards
- Grades (tie as many facets of work as possible) and recognition (display work, certificate, verbal, stickers, improvement/conduct)
- Activities (PAT) and material incentives (food, games, books): relate to behaviors most important to you (attendance, hw), everyone can achieve it
- Caution of effect of rewards: enhance or hurt? - imperfect conditions
- Chapter 7:
- Maintaining Appropriate Student Behavior
- Constructive assertiveness
- Clear statement of problem or concern and describing effects - reduces student defensiveness, avoids labeling students/behavior, use statements
- Unambiguous body language: eye contact, posture, facial expression matches tone of statements
- Obtaining appropriate behavior and resolving the problem: student needs to accept responsibility for behavior, dramatic emphasis for evasive students
- Empathic responding
- Keeps lines of communication open between you and the student and aids problem solving process
- Two components: listening skills and processing skills
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