Classroom Techniques for Managing Students with Emotional
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Transcript Classroom Techniques for Managing Students with Emotional
The Proactive Teacher
Beth Ackerman, Ed.D.
[email protected]
P
R
A
I
S
E
roactive
einforcements
ssess the situation
ntent of misbehavior
incerity
mpower the students
BE POSITIVE
Be able to laugh at
yourself
Use humor as a tool,
not a weapon
Encourage, don’t
criticize
DON’T WORRY!
PROBLEM SOLVE!
BE FUN
Be Creative
Make your classroom
a place to want to be
Provide a variety of
activities
Give the children
success
BE STRUCTURED
Manipulate the surroundings
Be organized
Always keep an eye on the
students
Teacher movement
Stick with a schedule
Have clear classroom rules
Don’t assume prior
knowledge
Classroom Rules
Specific and concise
Only 4-6 rules
Stated in a positive manner
POSTED in the classroom
Each rule is taught to the students
Sample Rules
Using the acrostic “Third” for 3rd graders at a
Christian School
Treat all classmates kindly.
Have yourself settled and ready to listen to the
teacher.
Is working quietly and staying on task.
Respect classmates’ feelings and possessions.
Do, say, and think first, “What would Jesus do?”
BE CONSISTENT
Use promises and
rewards
Set and clearly explain
limits
Explain situations
Model appropriate
behavior
Modeling Appropriate Behavior
Luke 6:40 says “…after he has been fully
trained, he will be like his teacher”.
Phil.4:9 - “The things you have learned and
received and heard and seen in me, practice
these things, and the God of Peace will be
with you”
I’d Rather See a Sermon then Hear One
I’d Rather See a Sermon then Hear One
I'd rather see a sermon than hear one any day:
I'd rather one would walk with me than merely tell the way.
The eye's a better pupil, and more willing than the ear,
Fine council is confusing, but example's always clear.
The best of all the preachers are men who live their creed,
For to see good put into action, is what everyone needs.
I can soon learn how to do it, if you let me see it done,
I can catch your hands in action, but your tongue too fast my run.
And the lecture you deliver may be very wise and true,
But I'd rather get my lesson by observing what you do.
For I may misunderstand you in the high advice you give,
But there is no misunderstanding how you act and how you live.
When I see an act of kindness, I am eager to be kind;
When a weaker brother stumbles, and a stronger stays behind.
Just to see if I can help him, then the wish grows strong in me,
To be as big and thoughtful as I know that friend to be.
And all travelers can witness that the best of guides today,
Is not the one that tells them, but the one that shows the way. By Edgar Guest
On-Task Behavior?????
Are we having fun?? Are the students
engaged?? What can I do??
Stay fun, structured and engaged
Attention getters – “Set” of the lesson plan
is very important
Games
Effective Limit Setting
Be consistent. Guidelines must remain
similar among all staff and situations
State clear, reasonable, enforceable
expectations
Give brief reason for the limit
Provide a choice or alternative
Follow through with a consequence
Evaluate the limit and its effectiveness
Effective Limit Setting
Limits and consequences should be
immediate
Recognize when help is needed to carry out
a limit.
Separate the individual with a problem from
the group
Remain calm and matter-of-fact
Don’t lecture, don’t shout, don’t threaten
Sample Positive Reinforcements
ALWAYS START WITH LEAST
RESTRICTIVE
Positive words
Positive calls home
Behavioral contracts
Points/levels system
Token economy
Punishment and Negative
Reinforcement
ALWAYS START WITH THE LEAST
RESTRICTIVE
Verbal reprimands, frowns, reminders, etc.
Imposing in-class separation (time out)
– time out versus time away
Removal from classroom (time out or
isolation room/area)
Send home
Less Obtrusive to More Intrusive
Proximity control
Rewards
Voice control
Token economy
Pause. Stop what your
Loss of privileges
doing
Distraction
Eye contact
Rule reminder
Phone calls home
Separation from the
group
Time outs
FAIRNESS
BE FLEXIBLE
Show children that
you value them
Token Economy
Student Driven not Teacher Driven
Observable and specific behaviors
Time intervals
Rewards
Should not ever take tokens away from the
student
Cooperative Learning
Work in groups to earn points and prizes
Give attention to the positive behavior
Do not take points away
Heterogeneous vs. Homogenous Groups
You have learned…
Classroom management
Less restrictive to most restrictive
techniques to dealing with behavior
problems
Reinforcements
Token Economy and Cooperative Learning