Behavior Management

Developing General Behavior Standards

100

What are two words of cautions the author gives in the introduction of this chapter about establishing classroom rules and expectations?

p. 169-170 1. They should be taught in conjunction with establishing teaching strategies that enhance active and meaningful engagement in learning 2. They must related to the students cultural background and interests. 3. The function of the rules must go both ways - students will respect rules that are established in a respectful setting 4. Rules don't have to be established the first day of school

200

Rewrite these rules so they are more effective: 1.Don't talk while others are talking. 2. No hitting or kicking. 3. Students should not steal from each other. 4. No yelling.

(pp. 173-4) 1. Listen while others are speaking. 2. Keep your hands and feet to yourself. 3. Respect other peoples property rights. 4. Use quiet voices when working with a partner.

300

When developing Classroom Behavior Standards what is the third step in the process?

Obtain a commitment to the standards: a. Have students sign the commitments. b. Decide if anyone else (at the school) should also sign the standards.

400

What is the purpose of discussing the value of behavior standards with students? How might this differ with young children vs. older students?

(p. 172) Classroom is a type of society in which rules help everyone be successful and safe. older students can be more engaged in an open discussion about their needs in the classroom. Younger children have less context with the broader society so may be more guided to the needed norms.

500

What are the 4 elements of what Forest Gathercoal's the calls the "compelling state interests"? Provide details beyond the headings.

(pp. 172-3) 1. Health and Safety - students do not have the right to act in a manner that infringes on the physical or psychological safety of others. Examples include bullying, harassing, fighting or running in halls. 2.Property Loss and Damage - students and staff have a right to work and learn in an environment in which their property is not stolen or damaged. Examples include graffiti or stealing. 3. Legitimate Educational Purpose - Teachers have the right to select instructional material, assess learning and ask student to be on time. 4. Serious Disruption of the Learning Process - Students do have the right to freedom of speech and due process, but they do not have the right to disrupt the learning of others.

Classroom Procedures

100

What are the four steps to teaching a classroom procedure?

(p.183) 1. Discussing the need for the procedure 2. Soliciting students' ideas 3. Have students practice the procedure until it is performed correctly 4. Reinforce the correct behaviors

200

What is the "Yacker Tracker", and how can it be used with a class of students?

(p. 186) Stoplight looking device that changes color based on the noise level in the room. Rewards and consequences can be applied based on the color changes caused by the students' noise levels.

300

Select two of the creative way to teach rules and routines from Figure 6.8 that your team thinks would work well in your classroom. Explain why you selected the two.

(pp 184 - 185) answers will vary

400

Using Appendix A in the text what is the STP method for students solving problems on the playground? Have you come across another problem solving method students can use on the playground?

(p 390)Stop/Think/Plan Other plans will vary.

500

What are the Key areas that a teacher must have and teach procedures for in order to insure a orderly and learning focused classroom? List the 5 areas for the Elementary level and the 4 areas for the Secondary level. Give an example for each Key area.

(pp 180 - 181) Key Elementary Procedures: 1. Room Areas 2. School Areas 3. Whole Class Activities/Seatwork 4. Small-Group Activities 5. Other Procedures Key Secondary Procedures: 1. Beginning Class 2. Instructional Activities 3. Ending Class 4. Other Procedures

Behavior Management Potpourri

100

During the first four weeks of the school how frequently is it advised that teacher review the classroom rules with the students (week-by-week)?

(p 177) week 1 - daily week 2 - 3 times week 3 - 1 time week 4 - 1 time

200

According to the authors, what is the issue Alfie Kohn addresses in his book, Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes? Do you agree or disagree with Kohn's premise? Explain your position.

serious disadvantages to placing too heavy an emphasis on rewarding behavior, especially behavior many students can and would demonstrate without rewards.

300

What are the top 3 skills employers have identified that students need to have for entry level employment (chpt. 4)?

(inter) Personal quality skills - 96.1% Basic skills - 95.9% Thinking skills - 92.8%

400

According to the authors, what are 4 significant differences between boys and girls that they believe teachers must keep in mind in the classroom management systems (cppt 2)?

(p 42) answers will vary

500

According to the authors what are the most predictive influences on the strategies teachers will use in their own classroom management systems? (chpt 1)

(p 23) personal experiences and history personal values and teaching styles culture * disciplinary experiences in their family of origin *

Management skills that maximize on-task behavior

100

What are key methods to keep in mind when thinking about how to arrange your classroom?

1. maximize teacher movement around the room. 2. Makes the teacher accessible to the students. 3. Ease of movement around the room. 4. Supports the kind of instruction and work taking place. 5. Represents cultural backgrounds of the students.

200

What are key methods to keep in mind regarding the Pacing of your instruction?

(p 201) 1. Awareness of your own tempo. 2. Watch for non-verbal cues indicating confusion, boredom or restlessness. 3. Divide activities in to short segments 4. Provide structured short breaks during lessons that last longer than 30 minutes. 5. vary style and content of instruction 6. Do not bury students in paperwork

300

What does it mean "Make seatwork diagnostic and prescriptive"?

(p 202) Provide the students with meaningful practice while enabling the teacher and students to assess the student's progress and understanding. This work should be check and recorded to guide further instruction and to use for teacher-student conferences.

400

Select the five Smooth Transition methods your group thinks are the best for your level.

(p 204 - 5) answers will vary.

500

Homework can be a challenging classroom process. What do the authors say about homework being the least educationally equitable opportunity in our schools? How can a teacher make homework more fair?

(pp 207 - 8) differences in the resources, support and time available for students to complete homework at home. It is seldom differentiated. Provide alternative ways to complete the tasks. Meet with the student after school to demonstrate mastery. Differentiate the level and amount of work expected.

Case Studies

100

What is a developmental recess?

(p. 188) For students who have reached a designated number of playground issues, they are provided with opportunity to learn and practice the procedures so they can be successful participant in recess.

200

What was the key to success in the middle school having student behavior problems in the hall?

(p 190) Teachers worked collaboratively with students to develop a series of signs and procedures that improved the behavior.

300

What are two ways a school can help new students learn school guidelines and procedures? Double Jeopardy bonus: name a way that works well that was not mentioned in the text.

Classmate Mentors Volunteers Video

400

How can taking more time to manage student behavior in problem areas, such as transitioning back to class at the end of recess, actually save the teacher time for teaching?

(p. 190) By taking a few minutes more to meet students and walk them back to class can actually reduce the amount of time the teacher has to use to address problems that arise in a less structure transition. Four minutes invested in more structure can save five times that much time that would have been used to deal with problems.

500

How did one school staff address the problem with students frequently violating others' personal space, including violent and sexual behavior? Do you have any other examples of how to teach students to understand the concept of personal space?

(p 188) models of what a person's personal space is - flashlight, and yarn were used to present this idea. This was taught and practiced for several days to reinforce the idea. carpet square, hula hoop