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EDC 471 E
Spring 2018
Rules and Procedures
https://www.youtube.com/watch?v=Kw4Q1nyACtQ
Rules and procedures that pertain to the beginning and
ending of the school day commonly address the following
areas:
Beginning the school day with specific social activities
Scenario Reflect
Rules and procedures that pertain to transitions and
interruptions commonly address the following areas:
Collecting materials
12
Structuring the Environment
Principles
• When environmental conditions are appropriate for learning, the likelihood of
disruptive behavior is minimized.
• Students are more likely to follow classroom guidelines if the teacher models
appropriate behavior, explains the relationship of the guidelines to learning,
mutual student-teacher respect, and protection and safety of property and
individuals, and obtains student commitment to follow them.
Chapter 6-1
Physical Classroom Environment
• Environmental conditions
lighting
noise level
ventilation
• Use of space
seating arrangement
bulletin boards
display areas
Chapter 6-2
Classroom Guidelines
• Procedures
directed towards classroom logistics
taught to students with practice & feedback
enforced with natural/logical consequences
• Rules
Focus on appropriate behavior
• design rules <depends on teacher’s authority base>
• develop consequences <see hierarchy of interventions>
• communicate rationale for each rule <based on definition of discipline problem>
• obtain students’ commitments <developmentally appropriate>
• teach rules
• enforce rules with natural/logical consequences
Chapter 6-3
Consequences
• Natural – naturally related to inappropriate behavior,
occurs without intervention by another
• Logical – logically related to inappropriate behavior,
requires intervention by another
• Contrived – punishments, produces physical or
emotional discomfort
Chapter 6-4
Consequences vs. Punishment
Consequences Punishments
• naturally occurs, logically • does not naturally occur,
related to student’s behavior • contrived reactionary & arbitrary
• deliberately • illustrates power of teacher’s
planned/delivered authority
• illustrates cause & effect and • loses effectiveness with age
personal power • emotionally charged
• effective at all ages • focus on teacher’s behavior
• develops dependency (ELC)
• delivered without anger • increases avoidance behavior
• focus on own behavior • erodes self-esteem
• develops self-control (ILC) • inconsistent with moral
development
• reduces avoidance behavior
• protects/builds self-esteem
• consistent with moral
development Chapter 6-5
Teaching Appropriate Behavior
• Planning for:
Terminal objectives tasked analyzed into enabling object
Order the enabling objectives from most to least complex
Design teaching strategies for each objective
Design an evaluation
Chapter 6-6
Physical Space
20
Physical Space, cont.
22
Students Who Cause Behavioral
Problems:
• Aggressive (the hyperactive, agitated, unruly student)
• Resistant (the student who won’t work)
• Distractible (the student who can’t concentrate)
• Dependent (the student who wants help all the time)
23
Location for Students who cause behavioral
problems:
• Separate—disruptive students; maybe
aggressive and resistant students
24
Prepare the Work Area…
• Arrange work areas and seats so that you can
easily see and monitor all the students and
areas no matter where you are in the room
• Be sure that students will be able to see you as
well as frequently used areas of the classroom
• Keep traffic areas clear
• Keep access to storage areas, bookcases,
cabinets, and doors clear
• Learn the emergency procedures
• Make sure you have enough chairs for the work
areas 25
Prepare the Work Area…
• Be sure to have all necessary materials in easily
accessible areas
• Test any equipment to make sure that it works BEFORE
you use it
• Use materials such as tote bags, boxes, coffee cans,
dishpans, etc. to store materials that students will need.
• Arrange work areas where students can go for reading
and math groups, science, lab areas, project work,
learning centers, and independent study. (Remember,
you may not need these areas on the first days of
school).
26
Prepare the Student Area…
27
Prepare the Wall Space…
28
Prepare the Wall Space…
29
Prepare the bookcases…
30
Prepare the Teaching Materials…
• Let students know what materials you want them to bring from
home. Have a place and a procedure ready for the storage of these
materials.
• Have a seating plan prepared.
• Have basic materials ready
• Find and organize containers for materials.
• Store seldom used materials out of the way
• Place electronic media where there are electrical outlets and
where the students will not trip over the wires; have extension
cords, adapter plugs, and batteries
• Obtain a supply of the forms that are used for daily school routines
• Organize, file, inventory 31
Prepare Yourself and Your
Area…
• Do not create a barrier between yourself and the students.
• Place your desk away from the door so that no one can take things
from your desk and quickly walk out.
• Communicate to your students that everything in and on you desk
is to be treated as personal property and off limits to them
32
Prepare Yourself and Your Area…
• Keep your personal belongings in a safe location
• Have emergency materials handy
Personal items
Extra lunch money
• Obtain the materials that you need before you need them
33
Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
34
Cooperative learning groups
https://www.youtube.com/watch?v=tLzsPBkRUIw
Seatwork & teacher-led activities
Usually involves the expectation that students will remain
in their seats. Rules and procedures apply to the following
areas:
Student attention during presentation
Student participation
Obtaining help
Out-of-seat behavior
https://www.youtube.com/watch?v=XMhIUo2a1iE
ineffective
Action Step 1
Employ specific techniques that acknowledge and reinforce
acceptable behavior and acknowledge and provide negative
consequences for unacceptable behavior.
https://www.youtube.com/watch?v=rOf_5Zp_GnI effective
teaching
https://www.youtube.com/watch?v=KvmEoM2_7uM the
good
Scenario Reflect
Five categories of disciplinary interventions can be used to
provide a balance of positive and negative consequences:
teacher reaction
tangible recognition
direct cost
group contingency
home contingency
Teacher Reaction
1. Avoid labels.
2. Learn to distinguish between a student’s
accomplishments and the value of the student.
3. Do not view a student’s display of off-task behavior
as a reflection of character flaws.
4. Be responsible for teaching each student to be on task and
to achieve learning objectives.
5. Do not include judgment of student’s characters among
your responsibilities.
6. Do not hesitate in communicating your feeling about
specific behavior or achievements of students. However,
do not allow those feelings to influence the degree to
which you respect, care for and value students.
In order to consistently use a descriptive language style,
you must resist event silent thoughts that characterize
students with labels such as, “smart”, “slow”, “good
reader”, “well behaved”, “problem child”, “honest”,
“intelligent”, “under achiever”, and the paradoxical
“overachiever”.
* irrelevant/meaningless
Thinking Before Talking
Rather than immediately reacting with the first word
that comes to mind, it is usually wise for a teacher to
pause and carefully frame words before speaking to
students.
Other pupils don’t have to stop their work only to find that
the teacher’s message does not apply to them.
Body Language
How you position your body when speaking to students
has a major impact on what messages students receive.
Hence, you would not tell them anything that they would
consider important. In other case, they are preoccupied
with thoughts with which they must dispense with before
attending to your message.
Listening to Students
A reasonably accurate understanding of your students’
thoughts and attitudes is vital to your ability to identify:
student’s needs,
decide learning goals,
design learning activities, and
evaluate how well learning goals are achieved.
• Students themselves
• Students parents/ guardians
• Professional personnel
guidance councilor
principal
subject area supervisor / curriculum director
Summary:
If there is one skill that is neglected or not being developed
by teachers, it is the ability to communicate with students
effectively. Communicating with students involves several
skills which must be learned by heart by all teachers.
Fear of Failure:
Gives up easily, is convinced he or she can’t
succeed, is easily frustrated, uses negative self-
talk.
Aggressive Students
Hostile
have poor anger control, low capacity for empathy,
and an inability to see the consequences of their actions.
Oppositional
consistently resist following orders, argue with
adults, use harsh language, and tend to annoy others.
Covert
often nearby when trouble starts and never quite
do what authority figures ask of them.
Attention Problems
Hyperactive
Inattentive
Hyperactive:
Has difficulty with motor control, both physically and
verbally. Fidgets: leaves seat frequently, interrupts, talks
excessively.
Inattentive:
Has difficulty staying focused and following through
projects. Has difficulty with listening, remembering and
organizing.
Perfectionist
Behavior that is geared toward avoiding the
embarrassment and assumed shame of making mistakes.