Transcript Classroom Techniques for Managing Students with Emotional

The Proactive Teacher
Beth Ackerman, Ed.D.
[email protected]
P
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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
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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:
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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