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Post by Admin/ A. Mistretta on Jan 29, 2014 16:17:18 GMT -5
Please choose at least 2 questions from the ones listed below and post your answer.
1. List four or five typical interventions to disruptive behavior. Do they seem closer to punishment or consequences? How can you tell the difference?
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying?
5. What can you do when three or more students are misbehaving at the same time?
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Post by virginia on Jan 29, 2014 17:45:14 GMT -5
Question 3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.Before sending a student to the office you can:
1.Try and stabilize the situation before it gets worse.
2.Use the power of proximity to give the student a consequence.
3.Redirect the student when he or she is uncooperative.Discussing the situation later so the student does not feel embarrassed and teaching can continue.
4. Give the student a time out so they can calm down .
Question 5 What can you do when three or more students are misbehaving at the same time?
You can try and approach the leader of the pack to help you calm and quiet the rest of the group. You can also approach the group and state the rule and consequence and let them have a chance to choose the right reaction. Sometimes they will come to the right decision to not get the whole group in trouble.You can also meet one on one with members of the group.
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Post by debbigillespie on Feb 2, 2014 12:32:13 GMT -5
#3
When challenged by a student:
1. Attempt to redirect the student.
2. Using a soft, firm voice let the student know expectation for his/her behavior.
3. Redirect the student while offering to discuss the situation at a latter more appropriate time.
4. Give the student a choice that will diffuse the situation.
#2
Bribes and Rewards:
A bribe is given to get a desired behavior from a student regardless of whether or not the student wants to engage in the behavior.
A reward is given following a student engaging in a desired behavior.
In many ways the differences are subtle, but hopefully a reward simply encourages the student to continue to engage in a more appropriate behavior that they have chosen rather than being forced to embrace. The wise teacher allows the students to have choices in the rewards.
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Post by Rice on Feb 3, 2014 8:19:51 GMT -5
3. If a student refuses to do what you ask or defiantly challenges your authority,
identify at least four things you can do before sending the student to the office.
~provide a choice (both choices include the desired behavior/goal so that the teacher has determined the goal,
but the child has choice of how they will ge there
~provide a peer mentor/buddy for the student so that a peer can encourage them to do the right thing
~distract the student by asking them to do a job or favor for you to create a positive attitude change,
then encourage them to get back on task
~let them know that it bothers you when they speak to you that way and allow them 5 minutes of cool off time
(set timer) and we can try the conversation again in a respectful manner
5. What can you do when three or more students are misbehaving at the same time?
~assure the students are separated from one another
~ask a student "on task" to exaplin the directions/espectations to the child that is misbehaving
~conference as a group and brainstorm solutions to the problems
~conference individually and set a reasonable short term goal
~utilize time out/ reflections areas for the students
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Post by virginia on Feb 3, 2014 18:44:11 GMT -5
I like Ms. Rice's idea of setting a timer to allow the 5 minutes of cool off time before you speak with the student again. I think to many times students are sent to cool off and they spend a long amount of time eventually goofing off and missing out on learning.
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Post by Daniel on Feb 4, 2014 16:03:41 GMT -5
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
One - Give the student a warning, whether it be out loud or a quiet whisper/look. Two - Small conference with the child where you offer choice. "You can either do your morning work, or you can do it during recess. It is up to you" Three - neveer yell. No one ever responds to yelling. Four - ask a responsible student to go and help the student to do the right thing. five - "Bug and a Wish" conversation. It bugs me when you ____ I wish you would_____.
4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying?
one - shouting out. I give stamps to students who raise their hand to participate during dicussion and give positive reinforcement outloud about what they did.
two - taking 30 minutes to eat breakfast in the classroom - I use a timer for those students who cant work an eat at the same time.
three - Students are lost in an activity because they did listen to directions - I explain the directions for an activity and the expectations for it. I then say "if you know exactly what to do to be successful independently, you may go back to your seat. If you are unclear of any directions, stay on the carpet, and I will explain them again". I always have a few students (sometimes the same ones) but it shows they are taking control of their learning and understanding they have to know WHAT to do to be successful.
four - running to get in line first - My students all have a line order that they must get in whenever we leave the classroom. No need to run to get in line anymore because every has a specific spot.
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Post by jpiper on Feb 4, 2014 18:47:07 GMT -5
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
A bribe is offered before an action to ensure the desired behavior. A reward is given for a desired behavior after the behavior occurs. I believe that rewards can be used successfully as positive reinforcements to encourage appropriate behaviors. A bribe, on the other hand, sends the message that you really don't believe the students will act appropriately. If bribes are used excessively, students will begin asking, "What do I get if I do this?"
5. What can you do when three or more students are misbehaving at the same time?
If the students are misbehaving as a group, I will generally talk to them as a group. I usually ask them why they believe I need to talk to them. They usually know exactly what they were doing. I will explain that their behavior is inappropriate and they are preventing their friends from learning. I will then explain that they need to separate and get the work completed. If they are individual students, I will talk to each separately and address the situation the same as I did with the group.
Ms. Gillespie I love the idea of giving the students choices. I believe if they feel they are choosing their own actions they will take more pride and ownership in those actions.
Ms. Daniel I really like your idea of setting a timer for breakfast. This is an issue in our room also. I am either delaying the start of my day waiting on kids still eating or they are missing out on important information. I will try this tip immediately.
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Post by virginia on Feb 5, 2014 17:14:45 GMT -5
Ms. Daniel's way of having students go back to their seats if they understand the directions and staying for clarification is a really good idea.It helps not wasting the time explaining things over and over for those who got it the first time. You might only have a few who need directions again and you can give them that necessary time.I think too students will want to pay attention and get it the first time so they can keep up with their peers.
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Post by Saunders on Feb 6, 2014 18:00:50 GMT -5
2. When it comes to the difference between bribe and reward, I typically think of a bribe as something tangible that is being given in a "if you do A, I will do B..." (On the front end, offers an immediate gratification) type scenario. To me, I feel as if a reward is something is more intrinsically bound (at the end, to show that the desired action was noticed).
4. -Running to get in line with friends--line students up by quick exit questions, or by other "games" that keep it interesting
-tattling or calling others out for behavior-helping students realize that unless they are tattling on themselves or someone is hurt, it is not respectful
-being unfocused, resulting in incomplete classwork-as the book explained, helping the student make the "choice" to complete the work later, but during a time of their choice
-begging for ipad time as a bargain for good behavior-in addition to having a rotation, allowing students who are caught up on all classwork extra time on them so that others see they aren't just for use during a time when they are assigned
Daniel-I love your breakfast timer idea! This year i have several extremely slow kids who consistently take way too long. Will start doing this tomorrow!
Rice-I also think it's a good idea to set an actual timer not only for the student, but so that we ourselves don't get into a power struggle and have a chance to cool off before handling a situation
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Post by AKelley on Feb 7, 2014 13:27:58 GMT -5
Bribes vs. Rewards.
Both bribes and rewards offer something in exchange for a desired behavior, but the way they are offered is very different. Unlike a reward, bribes aren’t planned ahead of time and generally happen when you are in the middle of a crisis. For example, you are in the grocery store checkout line buying the milk you desperately need for breakfast tomorrow and your child decides to have a complete meltdown. To advert disaster, you offer your child a sucker after she promises to be good.
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Post by appleby on Feb 7, 2014 16:23:28 GMT -5
2. A bribe is when the student is told about what they will get beforehand. They will most likely just do the action in order to get their "treat." A reward is something you give to a student after they do a desired behavior, but it is not told to them to begin with. I can use appreciation, encouragement, support and noticing good things about my students rather than giving them "classic rewards.” I want my students to be intrinsically motivated.
3. If a student refuses what you ask you can:
-meet with the student 1:1
-set limits or ignore and then redirect.
-actively listen and reflect
-state the rule and consequence and say what the rule is valued on
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Post by appleby on Feb 7, 2014 16:24:33 GMT -5
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office. One - Give the student a warning, whether it be out loud or a quiet whisper/look. Two - Small conference with the child where you offer choice. "You can either do your morning work, or you can do it during recess. It is up to you" Three - neveer yell. No one ever responds to yelling. Four - ask a responsible student to go and help the student to do the right thing. five - "Bug and a Wish" conversation. It bugs me when you ____ I wish you would_____. 4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying? one - shouting out. I give stamps to students who raise their hand to participate during dicussion and give positive reinforcement outloud about what they did. two - taking 30 minutes to eat breakfast in the classroom - I use a timer for those students who cant work an eat at the same time. three - Students are lost in an activity because they did listen to directions - I explain the directions for an activity and the expectations for it. I then say "if you know exactly what to do to be successful independently, you may go back to your seat. If you are unclear of any directions, stay on the carpet, and I will explain them again". I always have a few students (sometimes the same ones) but it shows they are taking control of their learning and understanding they have to know WHAT to do to be successful. four - running to get in line first - My students all have a line order that they must get in whenever we leave the classroom. No need to run to get in line anymore because every has a specific spot. I love your "Bug and a Wish" conversation. I think it would work great with my kids. |
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Post by appleby on Feb 7, 2014 16:27:16 GMT -5
Ms. Daniel's way of having students go back to their seats if they understand the directions and staying for clarification is a really good idea.It helps not wasting the time explaining things over and over for those who got it the first time. You might only have a few who need directions again and you can give them that necessary time.I think too students will want to pay attention and get it the first time so they can keep up with their peers. I agree with this, Ms. Daniel has a great idea. I want to implement it in my room. |
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votaw
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Posts: 22 
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Post by votaw on Feb 7, 2014 16:51:23 GMT -5
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
* Remind the student of classroom expectations.
*conference one on one with the student.
* Redirect the student
* Offer a choice
5. What can you do when three or more students are misbehaving at the same time?
* First the teacher needs to identify the student who the other students are copying (The leader of the pack).
* Second the teacher will talk one-on-one with the "leader" and discuss ways the leader can calm his group.
* Third the teacher will build a relationship with the "leader" inside and outside the classroom.
* Yelling at the class is rarely effective because it leads to more noise.
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Post by Frail on Feb 7, 2014 17:47:34 GMT -5
#3 - I typically start by complimenting others around the student who are doing the right thing. If that doesn't work I move on to redirecting the student. If the student still doesn't respond we will conference one on one where classroom rules/expectations are expressed and the student is given a choice.
#4
1. Getting out of seat - students know when they are finished they need to raise their hand and a teacher will check their work. Praise is given to students who raise their hands, and students who get up are shown class sign for redirection.
2. Calling out - students who called out are not called out. Verbal praise is given to those who follow the rules by raising their hand
3. Not handing in/returning classroom supplies - ex. Homework - students who complete their homework and reading log each week are rewarded every Friday for completing homework.
4. Not following directions - In kindergarten we have to say the directions numerous times through out an exercise. Students who follow directions are typically clipped up on our clip up/clip down chart or are given a small incentive.
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Post by Frail on Feb 7, 2014 17:53:21 GMT -5
I like Mrs. Rice's answers to number 3 (Set a timer, distract a student with a task, and have a positive peer mentor/buddy) I agree that too often when a student is asked to go to the cool off zone the time is over extended and the student continues to remain off task defeating the purpose. So a timer is a great idea. As for the peer buddy and distraction method, I think I could apply both of gees techniques in my classroom depending on the student.
I also like Ms. Daniels' bug and wish conversation. I think kindergarten could relate to this and possible even reciprocate by saying what bugged them and what they wish could have happened differently.
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Post by Everitt on Feb 7, 2014 19:48:20 GMT -5
2. Rewards are given in either words or with materials once a student has demonstrated the desired behavior. The hope or goal is that the student will continue the behavior and eventually the behavior will become the norm for the child. Classic rewards are more based on a child receiving a material reward which becomes expected by the student and the desired behavior continues to be based on the prize. All rewards can be turned into bribes when a student is told you will get a prize only if you do what is asked. Bribes should only be used in short term cases when we wish to express appreciation or to quickly have students notice their improvements.
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kathy
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Post by kathy on Feb 7, 2014 22:08:46 GMT -5
2. What is the difference between a bribe and a reward.
Bribes tend to be offered during bad behavior in an effort to make it stop. Example: If you stop kicking your brother I will take you to Sweet Frog. Bribes teach children they can get something by acting out. Bribes aren't planned ahead of time.
Rewards provide a positive incentive for doing a good job. Rewards can encourage future good behavior. Rewards are typically planned ahead of time.
5. What can you do when three or more students are misbehaving at the same time?
First, approach the "leader of the pack" in a one-on-one conversation. Ask him/her to help you solve the problem. Talk to the group of students misbehaving when they are working together. Make eye contact with each student before speaking. Calmly state the rules and consequences. If problem continues, have a meeting with the students and ask them to help brainstorm ways to stop the undesirable behaviors.
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kathy
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Post by kathy on Feb 7, 2014 22:24:17 GMT -5
McRea- I love the Bug and a Wish statement. Am definitely going to try that in my room. I also like how you give the students who need further clarification the opportunity to hear the directions a 2nd time. However, you allow the students who understood the first time to get started on the assignment without having to hear the directions twice.
Amber- I really like the idea of assigning a peer buddy/mentor to a student that is having difficulty during the right thing.
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Post by Everitt on Feb 8, 2014 0:04:08 GMT -5
2. Rewards are given in either words or with materials once a student has demonstrated the desired behavior. The hope or goal is that the student will continue the behavior and eventually the behavior will become the norm for the child. Classic rewards are more based on a child receiving a material reward which becomes expected by the student and the desired behavior continues to be based on the prize. All rewards can be turned into bribes when a student is told you will get a prize only if you do what is asked. Bribes should only be used in short term cases when we wish to express appreciation or to quickly have students notice their improvements. 3. Here are some things suggested from the book that I can do before sending someone to the office: 1) Reframe the the unwanted behavior by stating the positive side of the behavior, and modeling another way to react, teach and reteach the appropriate behavior. 2) Challenge the students through coaching them to make the better choice. Let the student see that they are brave and have the courage to do things a different way. ( I tried this today, and the student seemed please that he had the power to change) 3) Stay personally connected to the child, without taking the negative reaction to the situation personally. ( sometimes this is a real challenge for me) 4) Give students a chance to share how he/she is feeling. In being an active listener the situation may de-escalate the situation. This gives the teacher a chance to let the student know that their feelings have been heard, and to conference with the child when they are ready. |
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Post by Everitt on Feb 8, 2014 0:16:05 GMT -5
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office. One - Give the student a warning, whether it be out loud or a quiet whisper/look. Two - Small conference with the child where you offer choice. "You can either do your morning work, or you can do it during recess. It is up to you" Three - neveer yell. No one ever responds to yelling. Four - ask a responsible student to go and help the student to do the right thing. five - "Bug and a Wish" conversation. It bugs me when you ____ I wish you would_____. 4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying? one - shouting out. I give stamps to students who raise their hand to participate during dicussion and give positive reinforcement outloud about what they did. two - taking 30 minutes to eat breakfast in the classroom - I use a timer for those students who cant work an eat at the same time. three - Students are lost in an activity because they did listen to directions - I explain the directions for an activity and the expectations for it. I then say "if you know exactly what to do to be successful independently, you may go back to your seat. If you are unclear of any directions, stay on the carpet, and I will explain them again". I always have a few students (sometimes the same ones) but it shows they are taking control of their learning and understanding they have to know WHAT to do to be successful. four - running to get in line first - My students all have a line order that they must get in whenever we leave the classroom. No need to run to get in line anymore because every has a specific spot. Ms. Daniel - I appreciate how positive you are with these situations that pose challenges for many of us. I especially like the use stamps to recognize those students that are raising their hands, while teaching the others that are struggling what the correct behavior looks like. Good job!  |
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burke
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Post by burke on Feb 9, 2014 16:51:08 GMT -5
Answer to #5: When three or more students are misbehaving at the same time, I would try to:
• Choose the one student who seems to be the ring leader and have a one-on-one conversation to ask him/her to help me calm or quiet his followers. I might try to do this in the hallway when the student is alone, pull him/her from another class, during lunch, or during recess. The goal is to build a relationship with the leader so he/she will be less likely to act out in class and therefore encourage their peers to follow them in behaving.
• If the problem is a small group of students, I will walk over to them and make eye contact with each student. I will state the rule and consequence while I scan the group. I will make eye contact with each student as I walk away. Leaving their group when I am finished is more effective that lingering.
• If the problem continues, it might help to have a discussion with several of the ringleaders.
• I may need to change the way I conduct class. Maybe my teaching methods need to change to meet the needs of my students. I may need to increase the rigor for advanced students, scaffold for my lower students, etc.
• Use proximity.
• Above all: maintain an attitude of calmness, self-assuredness, and a willingness to change.
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Post by Kelly Monka on Feb 9, 2014 20:34:43 GMT -5
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
-A bride is something given to a student so they will behave correctly. A reward is something given to a student who is already behaving correctly or always does. I think you can be consistent with rewarding the correct behavior as it continues to occur and as other students catch on and begin to behave correctly, they can also be rewarded. That way, students stop being bribed in order to be good and end up receiving a reward for consistently doing the right thing.
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
-Redirect the student.
-Speak to them quietly on the side reminding them of class rules/procedures.
-Let them know you're willing to discuss/have a conference with them afterwards.
-Allow them to complete work in another teacher's room.
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Post by Kelly Monka on Feb 9, 2014 20:42:25 GMT -5
I like what Ms. Votaw said about identifying the leader of the group of students who are misbehaving and building a relationship with them in order to help control the rest of the group.
I like Ms. Daniel's idea of having students stay on the carpet who can't be independently successful. It gives them another chance to make up for maybe not listening to directions and be successful.
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Post by Crippen on Feb 9, 2014 21:12:57 GMT -5
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
A bribe is offered to a student who is misbehaving in an effort to try to get them to behave. I teaches students that they can benefit from acting out. A reward is a predetermined positive reinforcement that is given to a student who is behaving. By rewarding students for having good behavior the hope is the student will continue to demonstrate the good behavior.
4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying?
1. Praise the students around them for doing the right thing
2. Redirect the student
3. Create a teachable moment either with that student 1 on 1 or with the class about classroom expectations
4. Give the student a choice
I liked Mrs. Rice's answer about setting a timer in the cool out zone because too often my students sit back there and are distracted. I also like Ms. Daniel's answer about letting the students who understand the directions go back to their seat to get started and having the students stay on the carpet who need more direction. I think this will prevent having to answer the same questions multiple times about the assignment once the students go back to their seats. it also holds the students responsible for understanding the directions since you have provided two different opportunities for them.
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Post by fyu1988 on Feb 14, 2014 12:37:14 GMT -5
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
Rewards are earned for good behavior, bribes are offered to avoid or stop bad behavior. Regardless of the size of the incentive (from an ice cream cone to an iPod) if it’s offered to encourage behavior that you’d like to see as part of your child’s character, like studying hard, or being a good pet owner, those are rewards. If the same offer is made for not doing certain things, like not throwing a tantrum or not being rude to a grandparent then it is a bribe.
Giving the student rewards allows them to continue making positive choices. Getting the know the student and finding out their interests is also a good idea when choosing rewards. This is also a great opportunity to explain to the child why behaving appropriately is important in the school environment.
3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
1. Try redirecting the student and point out something positive they do so they understand how to behave correctly in the classroom.
2. Go to the student and conference with them to find out if there is an issue that is bothering them. You never know what may have happened in their day.
3. Give them a chance to do self-reflecting. This could be done in a "Chill out" or "Cool Down Zone." This gives them time to think for themselves in a quiet manner.
4. Allow another student to speak with them, acting like a buddy. Sometimes, other children are able to reach them when you have exhausted all of your efforts.
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Post by fyu1988 on Feb 14, 2014 12:38:45 GMT -5
4. List at least four student behaviors that easily agitate you. How can you re-frame the behaviors so they feel less annoying? 1. Praise the students around them for doing the right thing 2. Redirect the student 3. Create a teachable moment either with that student 1 on 1 or with the class about classroom expectations 4. Give the student a choice I love what Ms. Crippen says here. Teachable moments are always great because it is a time for you to reinforce positive behavior in the classroom! |
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Post by Kelsey on Feb 26, 2014 18:33:31 GMT -5
#3. If a student refuses to do what you ask or defiantly challenges your authority, identify at least four things you can do before sending the student to the office.
- bring awareness to student (either directly or indirectly) of the unacceptable behavior and WHY it is unacceptable
- attempt to re-direct by giving the instruction again but in a different way while reminding of the expectation
- redirect again using a different method/choice and let student know we can discuss the situation at an appropriate time
- ask student to go to "Chill Out" zone for 5 minutes (mine is sorting buttons)
2. What is the difference between a "bribe" and a "reward?" How can you reward without bribing so good behavior strengthens?
I like what piper said about a "bribe" being something offered before the behavior occurs and a "reward" is given to recognize positive behavior. I believe you can reward students without bribing them by making the students "want" to practice good behavior. From the first day of school teaching (directly and indirectly) what good behavior is and what the class expectations are should tie into helping students want to make good choices. To this end the reward I believe should not be material like candy of treasure box items. This reward can be a good phone call home, ability to play a math game instead of a center (but it is still academic), or being able to take your book into the library and use a stuffed animal, bean bag chair, etc. The rewards tie into academics.
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