Transcript Classroom Expectations - Louisiana State University

MANAGING BEHAVIOR
Oliver Winston
Iberia Parish School System
Session 4A & 4B
Managing Behavior
MANAGE OUR:
SELVES
STUDENTS
ENVIRONMENT
Managing Behavior
What is Discipline?
The term “discipline” is intended to
mean “teaching, guiding, or in
some way helping a child to learn
positive values, rules, and
patterns of behavior.”
Managing Behavior
PLANNING
AND
TIME
MANAGEMENT
Managing Behavior
“Schools need to be ready to meet
the needs of all children. School
time must be allocated not only to
meeting intellectual needs of our
students but to meeting their social,
emotional, and physical needs as
well.”
APPROACHES
Authoritarian Approaches
• The “boss”
• Directive
• Rule-oriented
• Inflexible
• Care is conditional – “I will like you if you . . .”
• “Do as I say”
Laissez-faire Approach
• Hands off approach – “live and let live”
• Opposite of authoritarian
• Lack of structure and limit setting
• Lack of supervision – “do what you want”
• “Boys will be boys” attitude
• Lackadaisical – indifference or lack of
interest in progressing.
Dependent Approach
• “You need me” approach
• Grandmotherly and warm
• “Let me do that for you”
• Overly protective
• Treats child like a victim
Mechanistic Approach
• Focus on doing things “by the book”
• Must follow and complete schedule
 Focus on completing requirements rather than on
learning
• Lack flexibility and warmth
• Treats child as part of a system, not as
an individual
Growth-Oriented Approach
• Best approach
• Warm and connected
• Concerned with overall well-being of
child
• Sets clear rules and expectations
 Often includes student input in setting rules so
student is invested in the rule
Growth-Oriented Approach
• Learning is mutually beneficial
 We both learned something here
 Learning is a part of our relationship
• Mutually rewarding
• Independence is valued, promoted and
reinforced through fading and praise
 Fading: gradual removal of help
 Reinforcement: increasing behavior through
rewards or praise after the desired behavior
Growth-Oriented Approach
• The student gains
 a greater desire to learn and cooperate
 a desire to show off skills and knowledge
 better ability to work with others
 better relationships
 better behavior
 self confidence in own abilities
 faster learning
Growth-Oriented Approach
• Staff gains an understanding of …
 why a child behaves the way they do
 what situation will lead to the child doing well
and succeeding
 the child’s viewpoint
 what leads to poor work and negative
behavior
 staff gain a closer, more meaningful
relationship with the child
 staff experience a more rewarding job
“I’ve come to the frightening conclusion that I
am the decisive element in the classroom. It’s
my personal approach that creates the
climate. It’s my daily mood that make the
weather. As a teacher, I possess a
tremendous power to make a child’s life
miserable or joyous. I can be a tool of torture
or an instrument of inspiration. I can humiliate
or humor, hurt of heal. In all situations, it is
my response that decides whether a crisis will
be escalated or de-escalated and a child
humanized or dehumanized.”
Dr. Haim G. Ginott
Our Needs
• We must recognize our own needs and
take care of ourselves to have our best
selves available to meet the needs of our
students
“All children come to school with unmet
needs. Most have the ability to delay
these needs. Troubled children focus on
nothing else until these needs are met.
Meet the needs early or consume your
time fighting them. The choice is yours,
not theirs.”
How To Know the Child
»Listen
»Observe
»Relate
Relating
• Connect
• Communicate
 Verbal
 Nonverbal
 Pars-verbal
• Interact
The relationship is the best tool you
have to effect change in the student.
Interacting
• Builds relationships
• Should be done with dignity and respect
• Provides unconditional support and caring
• Gives the student opportunities to express
interests, likes and dislikes
• Gives us the opportunity to try solutions
Your Response Can Cause the
Situation to Escalate or
De-Escalate. The Choice Is
Yours.
Remember
• Children lose the ability to think rationally
and regress to more primitive behaviors
(defense mechanisms) when emotions
are intense.
• When feelings are intense, thinking is
impaired. Take a moment to maintain or
regain y our balance.
• To change the feeling behind the
misbehavior, meet the core need.
CHANGE THE THOUGHT
TO
CHANGE THE FEELING
TO
CHANGE THE BEHAVIOR
Guiding Thoughts for Facilitators on
Discouraging Behaviors
• Active adult supervision will discourage most
problem behaviors starting with simple physical
proximity and simple verbal interactions.
• Emotionally laden adult responses (e.g.
sarcasm, bullying) to misbehavior does not
usually discourage problem behavior, and in
fact, may encourage or reinforce problem
behavior.
• Brain research makes it clear that students
require regular physical movement in order to
optimize learning potential.
Monitoring
The key to this principle is to circulate.
Get up and get around the room. While
you students are working, make the
rounds. Check on their progress.
An effective teacher will make a pass through the whole
room about two minutes after the students have started a
written assignment. She checks that each student has
started, that the children are on the correct page, and that
everyone has put their names on their papers. The delay
is important. She wants her students to have a problem
or two finished so she can check that answers are
correctly labeled or in complete sentences. She provides
individualized instruction as needed.
For More Information
Presenter:
Oliver Winston,
Social Skills Trainer, IPSB
(337) 365-2343 Ext. 2264
[email protected]