Disrupting the Distruptor part 2

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Transcript Disrupting the Distruptor part 2

Dr. Gib Binnington adapted by Andrea Nielsen M.ED.
The Bump
 In order to keep the students energized the teacher
will walk in and around the desks.
 All the while brushing by or bumping all members
especially those that need a little extra.
What is this saying?
Give an example of what you can be doing?
The Spoof
 At times a student will leave the learning community
and engage the teacher, however the teacher will
SPOOF to get the student to return to their seat.
 A Spoof is a nonsensical conversation that will send the
students back to their desk.
What’s an example?
Phrases with Power
 Using the phrase of “I don’t know.”
 Why?
 Using the word “Oh”
 Use this with unwanted behavior instead of ignoring it.
The Power of Three
 A habit is formed after three times.
 i.e. Three times to the office
 Change the distance not the student
 What is an example of it?
Having Fun
 “I might as well have been talking to a brick wall.”
 Why not?
 Speaking to inanimate objects will help solve a
potentially draining difficulty.
What is an example?
 Keep the parents informed but remember that the
struggle can reoccur at home.
 Explain that the problem has been or is being resolved at
school and any more action will aggravate the issue.
 Bolster the parents by letting them know that they have
a good kid.
What’s an example?
 Support the parents by letting them know they are good
What’s an example?
Parent Conferences/Conversations
 Rush to greet them at the door
 Praise them
 Their attire
 Their child reiring
 Report only good abilities
 All negative can be given in a positive way.
 What’s an example?
 Why be positive?
 What would happen if you are not?
Hope vs Label
 Hope supports the belief and expectancy of the
 Hope creates an impact when the teacher believes that
all students can do it.
 Hope impacts the teacher student relationship.
 A Label in place of hope in these sentences makes
them negative.
 What’s an example?
“Discipline is no laughing matter;
maybe it should be”
 More energy can be developed if laughter and fun is
incorporated into the classroom.
 More laughter promotes more learning.
 An explosion ready to happen.
 Type A
 Does work perfectly, never in trouble, model student
 Type B
 Never be perfect, withdrawn, passive, no resistance at all
 Both are in need of human contact.
 Let them know that there is a place for them.
Praised Appraised
 Praise fails to motivate
 Restate positive feedback
 i.e. “I knew you’d get it!”
 “You must feel good about that.”
 If praise is used for motivation, you will have two
 Students who seek praise
 Students who seek blame
 Both take from the teachers energy
 We want them to learn and to apply themselves.
Goals of Misbehavior
 Attention Getting Mechanism
 Power
 Revenge
 Assumed disability