Group Contingencies
Mr. Forrester uses a token economy in his class. Studetns earn tickets at an individual level. Students can exchange tickets for a menu of "rewards" including, extra recess, social time, game time, snacks, cold drinks, homework pass, etc...
Independent.
"To each his/her own". Each student can "earn" and "spend" on an individual level.
Reflect upon your reading of chapter 4. Expectations are broken down into "rules" and "procedures". Both rules and procedures communicate teacher expectations for students' behavior. Briefly define, compare and contrast "rules" and "procedures".
Expectations are desired behaviors or outcomes. Rules and procedures support teacher expectations.
Rules identify general (broad) expectations or behaviors (Respect other persons and their property).
Procedures (aka: routines) might be more complex and need to be broken into smaller steps to be taught.
Safe use of equipment, notebook components, how to turn in/submit an assignment, fire drill.
Define relationships in terms of teachers, students and classroom management. Why is it essential for teachers and students to have positive relationships?
Responses will vary.
"The generalized personal meaning students and teachers attach to their interactions with each other."
Asking the student to do a task, such as reading or answering a question, to refocus the student’s attention.
Redirecting
Using a joke to ease a tense or anxious situation. However, the teacher should never make a student the target of a joke...
Use of Humor
Coach Robertson teaches 9th grade Algebra. He has identified "mystery student". If this "mystery student has "0 Tardies" for the first quarter, then Coach will provide basketball tickets for the entire class in the mystery student's honor (paid for by basketball boosters).
Dependent.
"One for ALL". The whole class reward is contingent upon one individual or smaller group within the class.
What are some careful considerations for establishing consequences for rule violations?
What are the rules covered by school policy (major infractions)?
bullying, fighting, tardiness, unexcused absence...
What consequences will you use for "minor infractions"?
redirect and correct, conference, call home,
Describe some "boundary concerns" in teacher-student relationships.
Responses will vary.
Teachers find that relationships with students must be balanced with: maintaining control, limiting emotional involvement, preserving instructional time. Students might try to take advantage of a friendly relationship by trying to avoid academic tasks.
Intentionally dismissing or not acknowledging a student’s behavior as long as the teacher is confident that the behavior (e.g., tapping a pencil) will run its course and will not disrupt or spread to others.
Planned ignoring
Assisting a frustrated, overwhelmed, or unmotivated student (e.g., by working the first two or three division problems together) to help her to get started and to become invested in the task at hand.
Hurdle Help
Mrs. Biven's 6th grade ELA class can earn a "free-read Friday" if everyone completes their book review by the due date and makes a "B" or better.
Interdependent.
"All for one". The class "reward" is contingent upon ALL individuals meeting a minimum criterion.
Procedures for beginning your class period (e.g.,"bell-ringer activity") need to be taught and practiced. What are some concerns and or routines for the end of the class period?
Getting students and the room ready for the end of the period.
Equipment and materials replaced.
Cleanup procedures.
Remind students what they might need for the next class session.
What are some strategies for building positive teacher-student relationships?
Responses will vary:
First impressions (initial contact sets the tone).
Welcome students with a smile, use student names, be organized, positive body language, eye contact, share appropriate personal stories, use an ice-breaker (get acquainted).
Using a variety of nonverbal signals (e.g., establishing eye contact, clearing one’s throat) to communicate disapproval of the student’s behavior.
Signaling
Directing a student to put away the distracting object (e.g., toy car, cell phone) so that he is better able to concentrate on his assignments, observe classroom rules, and continue to learn.
Removing the object
ALL individuals in the Senior class need to complete 20 community service hours to earn a sanctioned "Senior skip day" on the last Friday in April.
Interdependent.
"ALL for one". The class "reward" is contingent upon ALL individuals meeting a minimum criterion.
In what way can teachers be culturally responsive in the development of classroom rules?
Including students! Supporting students in having a voice in the development of classroom rules
Positive school-home relationships reinforce student engagement. How can teachers establish and maintain positive relationships with parents?
Responses will vary.
Communication, Open house, back-to-school night, positive phone calls and emails, recognize students accomplishment newsletters or class website.
Reducing distance between the student and the teacher that helps the student to control impulses.
Proximity Control
Temporarily removing a student from the setting (e.g., letting the student get a drink of water or deliver a message to another teacher) to permit her the time to regain composure and control her behavior. This strategy is not designed to punish the student.
Antiseptic Bouncing
Ms. Thompson is having a difficult time managing behavior during lunch. Her 8th grade class tends to be noisy while in the cafeteria, but more concerning is the mess they leave behind after lunch. Since students sit at assigned tables, she decides to identify a "mystery table". If the mystery table is neat & clean after lunch then the group will get recognition for winning an "H" to spell out "Homework Pass" for the entire class.
Dependent.
"One for ALL". The class "reward" depends on and individual or the small group (lunch table) within the whole class.
What are some ways to increase student attention and active participation during teacher-led or student-led presentations? What are some related teacher expectations?
Assign note taking (be explicit in communicating expectations).
Teach (and reinforce) the expectation (e.g., listen and stay seated when someone else is talking).
Only books and materials needed for this lesson need to be on your desk.
Parents may come from backgrounds very different from the teacher (e.g., languages, country of origin, socioeconomic status). Understanding these differences in culture, what can teachers do to support more positive relationships with parents?
Responses will vary.
Communicate clearly without jargon, value and accept differences, welcome parents, let parents know their child will be well cared for, value and celebrate cultural diversity in the classroom (books, content, posters, bulletin boards) convey an open and accepting perspective.
Displaying genuine interest in a child’s work or interests (e.g., sports, pop culture, movies) to help build a relationship and rapport, which in turn might increase the student’s motivation to continue to work on the assignment. This is useful when a student’s interest in a task is waning or when she is becoming restless.
Interest Boosting
Connection to practice. Please share an example of when you observed another teacher using one, or more, "Surface Management Strategies". Or offer an example of when and how you might use a Surface Management Strategy.
Responses wil vary....
IRIS Resource: