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permissive teaching style
- 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
when is most important time to set rules
- first few weeks.
- children will learn expectations and consequences
Kounins 6 concepts of withitness
1. show your students you are “with
- 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
- if two problems at once will deal with
- most effective first
2. Learn to cope with overlapping situations
- 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
3. Strive to maintain smoothness and momentum in class activities.
- 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
4. keep whole class involved, even when dealing with individual students.
- call on students when they don't expect it
- ask students a question, call on random students for the answers.
5. introduce variety and be enthusiastic, especially with younger students.
- Don't follow routine.
- Stimulate interest and move on to new activity when interest has wavered.
6. Be aware of ripple effect
- 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
Basic characteristics of well-managed classrooms
- 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.
Effective teachers do the following
- Good planners
- list classroom rules and consequences
- engage students in group activities maintain control
- give clear directions
- hold students accountable
- give frequent feedback
How to manage classrooms-prevent problems
- organize spaces for learning
- set rules
- set procedures
- deliver effective instruction
techniques for dealing with behavior
- 1. influence techniques
- 2. I-messages- explains how behavior is negatively influencing you.
- 3. Problem ownership and active listening
- planned ignoring
- -stimulate self-control-”the look”, clear throat, etc
- proximity and touch control
- -place hand on shoulder, stand next to student
- interest boosting
- 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...
Problem ownership and active listening
- 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
level of violence in schools
10% of all public schools reported one or more incidents of serious violent crime.
Most common types of school violence
- verbal harassment
- physical fights
why so aggressive
- academic performance
- lack problem solving skills
- psycosocial factors
- school environment- classes to large