CH 13

• no rules
• no consequences
• wants kids to love them
• constantly remind students of rules but
• they do not listen because no consequences
• not helpful because students need rules

• lots of rewards
• lots of punishment
• many teachers start with this because
• afraid to lose control
• “Because I said so”

• tell rules and reasons behind them
• most effective
• teacher sets most of the rules
• do this because...
• set rules and follow through

• first few weeks.
• children will learn expectations and consequences

• make students aware that you are aware
• of everything happening in the classroom.
• With it teachers have eyes in the back
• of their heads
• always scanning the room
• making eye contact with all students so
• they know they are being monitored.
• Prevent minor disruptions from becoming
• major
• if two problems at once will deal with
• most effective first

• Teachers should be able to handle two things at once without losing control of the whole class
• dealing with only one problem causes frequent interruptions
• withitness and being able to deal with overlapping situations are parallel skills

• Keep interruptions and distractions to a minimum will cut down on problem behavior.
• ineffective if constantly interrupting classroom activities
• ineffective when moving from one activity to another abruptly
• comment on something unrelated to classroom function
• waste time dwelling on trivial incidents- ie kid lost pencil

• call on students when they don't expect it
• ask students a question, call on random students for the answers.

• Don't follow routine.
• Stimulate interest and move on to new activity when interest has wavered.

• students learn through observation
• benefit from ripple effect when deal appropriately with misbehavior in the class
• when punish a student for something the rest of the students become inhibited.
• Criticize behavior not person.
• Say stop that, not you are being bad.
• Explain what they should do not what they should not do.
• Explain why should do it.
• Be authoritative
• Don't humiliate

• students know what they are expected to do
• kept busy in teacher-led activities
• little wasted time or disruptions
• no nonsense, work-oriented tone but relaxed and pleasant atmosphere.

• Good planners
• list classroom rules and consequences
• engage students in group activities maintain control
• give clear directions
• hold students accountable
• give frequent feedback

• organize spaces for learning
• set rules
• set procedures
• deliver effective instruction

• 1. influence techniques
• 2. I-messages- explains how behavior is negatively influencing you.
• 3. Problem ownership and active listening

• planned ignoring
• signals
• -stimulate self-control-”the look”, clear throat, etc
• proximity and touch control
• -place hand on shoulder, stand next to student
• interest boosting
• humor
• helping over hurdles
• -misbehaviors begin because students do not understand what to do
• Direct Appeals
• -student aware of connection between of behavior and consequence. “sam was running and he got hurt”
• Criticism and encouragement
• -criticize privately-
• negatively influences self-esteem I don't like the way you...behavior.
• Follow up with something positive. Or assign task easy to accomplish then praise.

• explains how behavior isnegatively influencing you.
• don't say “you did... or you were bad"
• say ”I understand or I feel...

• Determine problem behavior and who it's affecting.
• in order to solve problem, must know who owns it
• -if teacher is upset-owns problem
• -if student upset-owns problem
• if student angry- actively listen to what they have to say “i'm sorry you feel that way
• ”teacher owned-use I message

10% of all public schools reported one or more incidents of serious violent crime.

relatively low

• verbal harassment
• arguments
• physical fights

• Biological
• gender
• academic performance
• lack problem solving skills
• psycosocial factors
• school environment- classes to large