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Behavioral challenges
- 2. Raising voice Comparing to other Yelling students Tense body Bringing up past language clenched events jaw Backing into corner Physical force All you kids are the Sarcasm same Humiliating Mimicking
- 4. Elementary should have no more than six. Wait in line, help friends, use a calm tone of voice Kindergarten could use 4 to 5 with more focus to Be responsible Pre-k is recommended to select three or less and choose words that are developmentally preschool program implementing. Ex: take care of ourselves, our friends, our school or be safe,be kind
- 5. Review the previous skilled learned An overview of the new social skill A discussion of when, why, and where the skill is used Explicit instruction on the specific behaviors that represent the skill Modeling of the skill by the teacher Modeling of the skill by the students Practicing the skill with teacher support Teacher feedback on accuracy of responding Homework on the skill THEN, DEVELOP YOUR OWN MATRIX
- 6. Expectations for a Setting Preschool Program Classroom Bathroom Playground Be Safe - Keep feet on ground - Wash hands with - Go down slide on - Use walking feet soap and water bottom - Use inside voices - One person in stall - Rocks and wood chips stay on the ground Be Kind - Be a friend - Use inside voices - Let others play - Share with others - Keep hands to self - Keep body to self - Use listening ears - Share with others - Take care of our school - Use nice words Be Responsible - Be a good helper - Flush toilet - Use equipment - Follow directions - Turn off water correctly - Clean up - Clean up - Use line basics - Make good choices - Clean up Mealtime Walkways Bus/Van Be Safe - Push chairs in - Use walking feet - Keep seatbelts on - Keep body to self - Stay with an adult - Keep back to seat Be Kind - Use manners - Use inside voices - Let others play - Ask to be excused - Keep hands to self - Keep body to self Be Responsible - Keep food on plate - Use listening ears - Listen to - Clean up - Use line basics driver/monitor - Take care of own things - Follow bus rules
- 7. Expectations Settings For an Elementary All settings Cafeteria Program Safe Walk in building Keep food on your tray Chewing gum and candy should be left at Push in chairs home A team player Include others Wait in line in order Use p Allow everyone to sit and eat polite words Keep hands and feet to self Help others Be a friend A learner Follow adult directions the first time Sit at assigned spot. Take turns Wait for dismissal Share with others Problem solve Be a team player Use appropriate voice levels Be a good listener Respectful Treat others the way you want to be treated Keep area clean Allow others to be different Use good manners Acknowledge others ideas Honor others personal space Show positive body language
- 8. Expectations for a Setting Preschool Program Classroom Be Safe - Keep feet on ground - Use walking feet - Use inside voices Be Kind - Be a friend - Share with others - Use listening ears - Take care of our school Be Responsible - Be a good helper - Follow directions - Clean up - Make good choices Mealtime Be Safe - Push chairs in - Keep body to self Be Kind - Use manners - Ask to be excused Be Responsible - Keep food on plate - Clean up
- 9. Reminders and visual prompt cards. Modify seating arrangements and centers. Verbal feedback Physical feedback : giving certificates
- 10. When Im finished, I can - Check over my work - Look at my library book - Write in my notebook =
- 12. Step 1: Step 3: Reminder Infraction Slip Step 2: Step 4: Send to Warning office.
- 13. We remind the children because they ARE children. This a reminder NOT a reprimand.
- 14. Verbal warning should NEVER be delivered across the classroom. The student is asked to identify the next step.
- 15. In a soothing tone, remind the child that they were warned a few minutes earlier about following directions. It is important that the teacher has tried Steps 1 & 2 before turning the infraction slip into the office or to parents.
- 16. * Proceed with this step in a cool, unemotional manner. There is no need for shouting or anger. *Even though we insist on the child leaving the room, we will send them off with an optimistic Tomorrow we will try again. Im sure we can make this work right.
- 17. Identify three to five classroom rules that are important to your teaching station and post them as well. Explain to your students that they may be asked to identify the next step if they get into trouble but let them know that they can look on the wall to answer your question.
- 21. Good behavior is a two-way street it involves your student listening and you offering guidance. This is a fun way to practice how to GUIDE and how to get your student to really LISTEN.
- 25. Can help encourage communication. Gives them a less threatening way of telling you their thoughts. Can be done at the end of each week.
- 28. 1. Focusing 8.Assertive 2. Direct Instruction Discipline 3.Monitoring 9.Assertive 4.Modeling Messages 10.Humanistic 5.Non-Verbal Cuing Messages 6.Environmental 11.Positive Control Discipline 7. Low-Profile Intervention
- 29. Dont attempt to teach over the chatter of the students who are not paying attention. This technique means that you will demand their attention before you begin. A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice.
- 30. Uncertainty increases the level of excitement in the classroom, begin each class by telling the students EXACTLY what will be happening. Include time at the end of the period for students to do activities of their choosing.
- 31. The key to this principle is to circulate. Check that they have started, wrote their name, are on the correct page. Those who were distracted or who are slow to start can be nudged along the way Do not interrupt and make general announcements.
- 32. VALUES ARE CAUGHT NOT TAUGHT
- 33. Shiny bell, flipping light switches, clickers in pockets Take time to explain what you want the students to do when you use your cues.
- 34. Students enjoy an environment that changes periodically. At times, you do need a quiet corner with few distractions. They need more vanilla and less rocky-road.
- 35. An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention. While lecturing to her/his class, this teacher makes effective use of name- dropping in a very natural way.
- 36. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.
- 37. The teacher who makes good use of this technique will focus the childs attention first and foremost on the behavior he wants, not on the misbehavior. I want you to... or I need you to... or I expect you to...
- 38. Structure these messages in three parts. 1. Include a description of the childs behavior. 2. Relate the effect this behavior has on the teacher. 3. Let the student know the feeling it generates in the teacher.
- 39. Use classroom rules that describe the behaviors you want instead of listing things the students cannot do Instead of no fighting, use settle conflicts Make ample use of praise. A nod, a smile or a thumbs up will reinforce the behavior.
- 40. Do not forget that each teacher is different and not all techniques work, you must keep trying each one till you find one that suits you and your classroom. The internet is full of ideas, do not hesitate to surf! Just like every teacher is different, every student is different, you might use a different technique depending on your classroom and student.
- 41. The best way to grow as a teacher is to learn from other teachers, theres still so much information out there we can benefit from. Show your students you care and love them because they feel it and this is a big determinant in helping shape their behavior.
- 42. Miss Diana Farhat KG 2-5