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Post by Admin/ A. Mistretta on Oct 4, 2013 18:51:14 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
2. Think of a student who is disruptive when in a demanding academic situation. What are some specific strategies you can implement to help this student?
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Post by Debbi Gillespie on Oct 6, 2013 16:40:29 GMT -5
1. I will greet the student each morning before entering the classroom and make a personal connection.
2. Expectations will be reviewed as to how to enter and what to do first.
3. The student will be offered a cool down place to which he can go when the need arises without worry about getting into trouble.
4. This week we will begin to work on understanding that he can't answer every question and will be given an expected number of responses for each lesson. The foundation will be laid to facilitate the understanding that everyone needs to receive a turn and that he can help others by allowing them to respond.
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Post by virginia on Oct 7, 2013 13:03:43 GMT -5
1)One strategy would be to ask them at the beginning of class what song they would like to do to start things. I could give them three choices. We are still accomplishing what we need to but the student has input.
2)I could find out what some of the students interests are. At the beginning of class speak to that student about them.
3)Make an individual social contract with the student.
4)Make eye contact with the student throughout class or give them a thumbs up for doing well.
I really like Ms. Gillespie's idea about letting children know how many responses they can give and allowing other students a chance to answer.I think that will make everyone feel important and connected to the lesson.
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Post by ashleyehorn1987 on Oct 8, 2013 17:21:20 GMT -5
Think of a student who is disruptive when in a demanding academic situation. What are some specific strategies you can implement to help this student?
1. Allow the student to have choices. When we “make” a student do something we are more likely to see behaviors. Example- the assignment is to write a story about (blank). Maybe the child is disruptive because they can’t sit still, can’t spell, and can’t process their thoughts. I would give the student options that would spark their interest in writing a story such as typing the story on the computer, completing a graphic organizer, or drawing a picture.
2. Determine the antecedent to the behavior. Determine why the student is craving the attention. Track the behavior to see if its during a specific class,
time of the day, or with a particular teacher.
3. Take the time to get to know the student and find out what motivates them. If they hate going to science but they love the computer determine how you can blend the two or even use the computer as a reward. Example: If you can finish the assignment using a quiet voice and stay in your area then you can earn X minutes on the computer.
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Post by Saunders on Oct 8, 2013 21:33:20 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
- Use replacement behaviors and model social scenarios so that each student can see how to handle things the appropriate way.
- Let the student be a group leader for a cooperative project, after having met with the child one on one letting them know you chose them to be the leader for a special reason, giving them the opportunity to be seen in a positive light.
- In class meetings have students give compliments that are meaningful “ I like the way you__________” rather than surface level compliments.
- Teach students how to react when receiving compliments. Many times our students are only given attention for doing the wrong things and still act out when they are complimented. Much like some adults who don’t receive compliments well, we must be taught how to receive them.
I really like Gillespie's thought of letting children have a certain number of times they can answer so that all students are able to participate and receive feedback on their efforts. I would like to personally implement this, and allow students a designated number of times to verbally respond, but still be able to write down thoughts/answers so they are not being stifled or feel as though they can stop participating.
I also really like Ms. Horn's idea of giving choices. So often we say we provide them with choices to get what we want, but I personally want to strive to make sure that the choices I am giving also get the work that is expected and can still tie in to whatever the content may be that I am teaching.
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Post by McRea Daniel on Oct 9, 2013 6:30:26 GMT -5
1. Think of a student who acts out to gain the attention of others.
Identify at least four specific classroom strategies to help this student get noticed in a positive way.
* Find something that the student is really good at and create leadership opportunities surrounding this.
* Postive phone calls home
* Give them choices - think about what you want them to achieve and give them choices on how to achieve that.
* Repeated postive praises
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Post by Amber Rice on Oct 9, 2013 6:35:36 GMT -5
1. Think of a student who acts out to gain the attention of others.
Identify at least four specific classroom strategies to help this student get noticed in a positive way.
1) Create opportunities for that student to be a leader at something that's a strength of theirs
(Math Group Leader)
2) Positive Phone Calls home
3) Teacher selects the desired outcome, but provide a choice for the student to reach the outcome
4) Repeated postivie reinforcements and compliments (I like the way...., could you show ____ how you _____, )
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Post by virginia on Oct 9, 2013 6:43:02 GMT -5
I really like Ms. Horn's idea with tracking the behavior. Tracking to see time of day. the class, and the subject can really help to narrow what the issue may be. Sometimes it could be lack of sleep or not getting breakfast. Sometimes it is other students and the student needs a way to handle working with others.
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Post by ashleyehorn1987 on Oct 9, 2013 17:07:25 GMT -5
I like the way Ms. Saunders mentioned teaching replacement behaviors. Many times students don’t know how to react or how to handle specific situations until they are taught in small groups. If the child acts out because they need help with something, teaching them how to raise their hand or to use a silent signal could eventually replace their need to act out when they need help.
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Post by ashleyehorn1987 on Oct 9, 2013 17:09:48 GMT -5
I love the idea Mrs Rice had about using repeated positive reinforcements and compliments (I like the way...., could you show ____ how you _____, ). When you model how to give a compliment the students will eventually learn how to give a compliment to his/her peers. I also like how the format allows the student to not only learn how to give a compliment but also gives the student a feeling of importance when they are then asked to show another peer.
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Post by kelly5014 on Oct 10, 2013 20:29:10 GMT -5
Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
1. I can give this student a higher profile job in the room. Example, the librarian or the snack person. They then become someone who is in charge of something in the room.
2. Give the student the opportunity to show what they know, whether calling on them more often or having them share a strategy with the class.
3. I can have a "Class Star" each week, where this student as well as others will have multiple opportunities to shine
4. Have a weekly conference with students about how their week was, what their grades are, what they're reading, etc. Every student will receive time and feel valued, especially those that need the attention from the teacher and others.
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Post by kelly5014 on Oct 10, 2013 20:33:33 GMT -5
1. I will greet the student each morning before entering the classroom and make a personal connection. 2. Expectations will be reviewed as to how to enter and what to do first. 3. The student will be offered a cool down place to which he can go when the need arises without worry about getting into trouble. 4. This week we will begin to work on understanding that he can't answer every question and will be given an expected number of responses for each lesson. The foundation will be laid to facilitate the understanding that everyone needs to receive a turn and that he can help others by allowing them to respond. I have seen you doing number one, greeting your students and making that personal connection, which is a great way to start their day. Sometimes our students are coming from something that happened on the bus or at breakfast, or are just coming in with a lot of energy or emotions. Taking that minute to say good morning and kind of get them settled and in "school mode" is important and sets the tone for their day. |
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Post by kelly5014 on Oct 10, 2013 20:37:00 GMT -5
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Post by kvang21 on Oct 11, 2013 7:41:18 GMT -5
2. Think of a student who is disruptive when in a demanding academic situation. What are some specific strategies you can implement to help this student?
Prevention: The student is not able to perform at the expected academic level. I have to provide support and scaffold the lesson or activity in a way where he can understand and complete the task. This gives him a since of empowerment that he can learn.
Action: Let him know that you are there to help him. Provide him with extra time and work with him one on one. Pair him up with a partner if needed.
Resolution: See what other academic concepts he is struggling with and find ways to help him. Conference with him and get his opinion on his learning. Help him take ownership of his learning. Collect data over time, and show him his progress/ growth over time.
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Post by kvang21 on Oct 11, 2013 11:40:13 GMT -5
From Ms. Horn, "2. Determine the antecedent to the behavior. Determine why the student is craving the attention. Track the behavior to see if its during a specific class,
time of the day, or with a particular teacher."
I have to agree that tracking behavior is a necessity. There are certain things that can trigger how a student react.
From Gillespie, "4. This week we will begin to work on understanding that he can't answer every question and will be given an expected number of responses for each lesson. The foundation will be laid to facilitate the understanding that everyone needs to receive a turn and that he can help others by allowing them to respond."
LOVE it! I just had a conversation with a friend today about how I cannot always call on him to answer questions. He has to give everyone else a turn as well. Our little conclusion was that he can keep those comments to himself, and when there is time, he can share them with me one on one later. Just because you have your hand up does not mean you can talk.
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Post by youathao on Oct 11, 2013 22:46:40 GMT -5
Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
Answer:
1. I find time to greet the student and converse with the student about life outside school. I get to know them as a child and I also share a little about my life so she/he will see me beyond a teacher only.
2. I allow the student to have choices with scaffolds that will make it possible for them to achieve as a learner and leader within the classroom.
3. I make it a priority to confer with the student, to praise them about their work and behavior. I give the learner one thing they can work on to improve their work. I highly encourage partnerships because it helps the student build social skills and self-esteem as a reliable listening and speaking partner.
4. When the student achieves the behavior goal, I make it a big deal by praising them with tying in how they improved their behavior goal which in turn promoted their brain cells to drastically want to learn. I usually let the class give them a silent cheer and give them a helper duty as an award or something they can use for literacy like a creative bookmarker.
I love Mrs. Gillespie's post. She does a great job with students with behavior problems. I've seen her use all the steps in her post in actions and she is always calm in the mist of storm.
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Post by Crippen on Oct 23, 2013 19:28:58 GMT -5
Question 1: Think of a student who acts out to gain attention. Identify a way to allow student to gain attention in positive way.
Strategies:
1. Assign a student a specific task in which he/she may excel and be able to lead others in doing
2. Positive reinforcement for doing what is expected of them by Dojo points, stamps, etc.
3. When you observe the student being a good leader or using kind words, have them model for the class their positive behavior.
4. Make time to check in with the student throughout the week one on one. This will allow you time to get to know them and help them feel important and valued in the classroom.
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Post by Dianne on Nov 2, 2013 12:28:32 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
2. Think of a student who is disruptive when in a demanding academic situation. What are some specific strategies you can implement to help this student? |
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burke
New Member
Posts: 13 
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Post by burke on Nov 2, 2013 12:37:03 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
Students who seek attention in the classroom can present a challenge for teachers. It doesn’t matter if they receive positive or negative attention…in the students’ mind they still have the teachers interest. Some strategies we can use to combat this are to (1) give the student lots of positive praise when the student is behaving. This will encourage students to behave in such a way to receive the positive attention. (2) Ignore the misbehavior WHEN you can. If the behavior harms the student him/herself or others, it must be addressed. The student will learn the negative behavior does not get the attention for which he/she is striving. The student also learns that positive behavior gets more positive results. (3) Spend some time with the student outside of class. Ask him/her to help you with some things in the classroom before or after school, eat lunch with them, play a game with them at recess, etc. (4) Communicate with students with non-verbal cues such as a smile, a scowl, a thumbs-up, a thumbs-down, a raised eyebrow, a note, close proximity to the student when he/she needs redirection or assistance. These strategies may help students get the attention they seek without having to disrupt class to get it. |
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Post by jpiper on Nov 9, 2013 12:26:30 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
The first strategy I would use is to “catch” the student doing the right thing and announce it to the world! If the student is seeking attention then give attention to appropriate behaviors. The next strategy is to reward the student when the appropriate actions are exhibited. This can be extrinsic rewards, or you can teach the student to appreciate intrinsic rewards for a job well done. The next strategy is to help the student take a leadership role in the class. The student could be responsible for a class job that must be performed each day. Finally, use positive reinforcement with the student. Talk to them and explain what actions you expect. As the student learns what is expected make sure you notice the work put into the appropriate behavior and praise or congratulate the student.
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Post by jpiper on Nov 9, 2013 13:06:23 GMT -5
Ms. Horn I really like your thoughts on giving students choices. I have found that the more I incorporate this into my classroom the more responsive my students are becoming.
Ms. Burke I am going to try the non-verbal cues you mentioned in your post. I really what my students to understand what is expected of them without interrupting crucial learning time with praise or re-direction.
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Post by ksmith on Nov 14, 2013 10:11:22 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
My actions for the student I am thinking of is to ignore the acting out behavior (*as long as the behavior is NOT dangerous to other students or himself/herself). Eventually (and it might take AWHILE) I use the following strategies:
*He knows that I ignore off-task behavior. I have taught the students to ignore this as well. The student and I have an agreement/contract that when he is ready to work he either goes to his desk OR the spot he has previously chosen (usually he goes here which is by my table where I am working with students). I already have his task ready to go so there is no disruption.
*Like Mrs. Burke mentioned I eat lunch with him sometimes.
*Take time to type a "special note" in their agenda (not just write it) and make sure to include a smiley face so they know it is positive. My kids love when I type their notes instead of write them! (I have prewritten notes ready to go).
*It takes time but I love doing a "Forced Choice Reinforcement Menu" so I know what motivates them.
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Post by ksmith on Nov 14, 2013 10:14:53 GMT -5
I also like Mrs. Gillespie's method of having a certain number of times students can respond so it is fair to everyone and all students are given a chance. Definitely going to use this one…maybe even use popsicle sticks for a visual reinforcement of how many questions/responses he/she can contribute?
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narmi
New Member
Posts: 6
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Post by narmi on Dec 8, 2013 14:02:28 GMT -5
. Think of a student who is disruptive when in a demanding academic situation. What are some specific strategies you can implement to help this student?
The strategies I try to implement are: 1). create a situation where the student experiences success at a task and provide positive feedback. 2) Assign the student a leadership role in the classroom such as passing out lunch tags. Then when the student starts to stray from good behavior I remind them that leaders need to have good behavior and serve as role models for the class in order to retain their leadership role as helpers. |
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Post by Frail on Jan 29, 2014 10:35:47 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
1. I always greet this student at the door with a hug, smile, and ask him/her what kind of day we're going to have.
2. When this student is doing the right thing he/she is always acknowledged/rewarded whether it be by moving them up on the clip chart, a sticker, a high five, or just verbal praise
3. I read with this student during independent reading to keep him/her on track and show how proud I am of how far they come
4. Write positive notes in agenda or make positive phone calls home
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Post by fyu1988 on Feb 14, 2014 12:00:11 GMT -5
1. Think of a student who acts out to gain the attention of others. Identify at least four specific classroom strategies to help this student get noticed in a positive way.
1. Always say "Good Morning, how are you?" to the student every time they enter your classroom. If something is bothering them, ask if they would like to discus what is wrong. Doing this will let the student know you care about them, which goes into building a good relationship with them.
2. Emphasize when they are doing the right thing and explain to them the importance of these choices. Children understand better when you make things relevant to their lives and are likely to continue making these decisions if they know the purpose behind them.
3. Make an effort to find out what interests the student or if they have any hobbies. Students
are more engaged into the lessons when they have something they can connect to. This may also decrease the chances of the student misbehaving.
4. Find a "Buddy" for the student who can act as a positive role model for them. This is someone in the class who can encourage the student to continue making good choices and even calm them down when they are upset. Sometimes, I find that children respond more to other peers in their class, rather than myself.
I love when Ms. Saunders said about discussing things at Classroom Meetings. This is a great time for the students to learn to communication effectively, which many of our students have difficulty with. Students need to learn how to cope with their feelings in an appropriate manner. They also need to have some strategies in place where they have an outlet to go to so their behavior does not affect their academics, as well as the learning for the other students in their classes.
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