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| * Consistency, Consistency, Consistency * Encourage students to verbalize their feelings * Seek input from other teachers/administrators * Allow students to redo assignments-this encourages mastery learning * Praise more effective than reprimands (Cummings 2000) -catch them being good -ignore minor misbehavior -use "token economy & rewards" sparingly (Cummings 2000) * Use appropriate desist strategy for the situation from the following: Kounin's "Desist Strategies (Cummings 2000) * Start low & private (Cummings 2000) (eye contact, shake head, shoulder tap) * Steps to high & public (Cummings 2000) (comments affect more than one student) Glasser's "Reality Therapy" (Cummings 2000) * Help students meet their needs responsibly (Cummings 2000) - build good relationships with students -ask students to evaluate their work -talk with students about quality -allow students to take charge of their own learning |
| Preventative & Corrective Measures |
| Preventative Measures |
| * Classroom is a Community (Kohn 1996) * Encourage students to self-manage * Create a democratic learning environment (Kohn 1996) * Clearly communicate student & teacher expectations * Invite active discussion, participation, & communication * Teach problem solving skills, cooperation, and collaboration * Provide rational for learning material * Provide Structure rather than Control (Kohn 1996) * Provide an Organized Classroom to promote student organization * Use a diverse array of assessment techniques * Learning is focus (Cummings 2000) |
| Corrective Measures |
| Gordon's Effectiveness Training (Cummings 2000) * Use with larger, whole-class situations * Problem solving & confilct resolution are main elements * Not for all misbehaviors * Steps (complete as a class) 1. define problem together 2. brainstorm solutions 3. evaluate solutions 4. decide on the solution ( don't vote, true consensus, compromise) 5. decide how to implement solution 6. evaluate the solution |
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