Intelligent Behavior
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The document discusses different types of student behaviors and thinking styles in a classroom setting. It provides examples of students who doodle and think creatively about assignments, students who are thorough and take extra time to complete work, and students who follow rules and protocols without issue. It encourages teachers to support these different behaviors, understand how students think when they don't know an answer, and reward unique or innovative thinking rather than focusing only on what students know.
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This document discusses several intelligent behaviors that teachers should model, teach, and promote in students, including critical thinking, creativity and innovation, persistence, listening with empathy, applying knowledge to new situations, and finding humor. For each behavior, examples of how to demonstrate it in the classroom are provided, such as using open-ended questions, multiple intelligence assignments, stories of persistence, debates, interviews, problem-solving activities, jokes, and humor. The goal is for students to develop these skills that will help them succeed in school and beyond.Assertive discipline
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Assertive discipline is a classroom management approach that emphasizes establishing clear rules and consequences for behavior, as well as positively reinforcing desirable behavior. It involves 6 steps: 1) building student-teacher relationships, 2) establishing rules, 3) tracking misbehavior, 4) using punishment to enforce limits, 5) implementing rewards for good behavior, and 6) gaining parent support. Teachers are trained to communicate rules firmly but not abusively, and apply appropriate punishments like timeouts or loss of privileges, while also rewarding students with praise, privileges, or awards when they follow rules. The goal is to catch students behaving well and shape behavior through positive reinforcement.1. Working with difficult Students 7-20-21-09
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The document compares and contrasts two classroom discipline models: Assertive Discipline and Raising Responsibility. Assertive Discipline, developed by Lee Canter, involves setting clear rules and consequences, as well as rewarding positive behavior. Raising Responsibility, created by Marvin Marshall, focuses on teaching students about different levels of behavior and having them reflect on their actions to find intrinsic motivations to do well. Both models agree that teachers must clearly communicate expectations, though they differ on whether behavior should be motivated by external rewards or internal morality. An effective approach may combine both models' emphasis on expectations and consequences with Raising Responsibility's reflection activities.Great teaching and learning
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Routines, expectations, and time are key elements of effective teaching and learning according to this document. Teachers should greet students, develop relationships, and inspire passion for the subject. Clear routines and expectations should be established regarding behavior and achievement. Teachers should differentiate instruction, accelerate student progress, allow time for thinking and reflection, and give feedback to help students achieve their goals.Dealing with difficult students
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The document discusses characteristics of intelligent behavior that teachers should model, teach, and observe in students. It provides examples of these characteristics, such as problem recognition, problem solving, project-based learning, using humor, empathizing with others, and continuous learning. It also provides suggestions for how teachers can support these characteristics in their classrooms, including incorporating projects, think tanks, encouraging feedback, and embracing new ideas.More Related Content
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4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
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Intelligent Behavior
- 2. Student thinking is one of the keys to meaningful learning in a classroom. Critical thinking involves teaching students how to think not what to thin. We should be interested in not only what students know but also in how students behave when they dont know.
- 3. Example: Student doodles in class. They have a tendency to think abstractly about class projects. The develop unique ways to complete assignments. Support: I would encourage this type of creativity. I would also reward the student for being unique or innovative in the classwork. Creating, Imagining, and Innovating
- 4. Example: Student often takes longer to finish a test, even though they normally score very high on them. They often stay after the bell has rung to finish an assignment . They are very thorough in completing assignments Support: I would support this student by always being available for them. I would reward them for going the extra mile to complete assignments. Persisting
- 5. Example: Student almost always follows class protocol and is very respectful. They is very mild mannered and does not have large mood swings. Support: I would support this behavior by praising the students behavior and rewarding them. This student can be a great example to other students of classroom expectations. Managing Impulsivity
- 6. Example: Student almost always follows class protocol and is very respectful. They is very mild mannered and does not have large mood swings. Support: I would support this behavior by praising the students behavior and rewarding them. This student can be a great example to other students of classroom expectations. Managing Impulsivity
- 7. Example: Student attempts to include novel or original humor into their classwork. Support: I would naturally support this type of intelligent behavior with my own humor. I would encourage the student to continue to use their humor in their assignments. Finding Humor
- 8. Example: Student has questions that are tangent to the subject matter. Their questions are intuitive and forward thinking. They want to know why and how to do assignments. Support: I would support this by following a line of questioning even when it takes a class discussion away from the original subject. Don't be afraid to explore as a class. Questioning & Posing Problems