Untitled Document

Lesson Element .1: AUsing Reinforcement.@

ì Putting Strategies Into Practice:

Universal Principle of Classroom Management: Put as much distance between each student and the door as possible.

This is metaphorical. Not physical distance, but distance in terms of how the student can get out of the class.
If you adopt a one offense and you=re gone policy, then students know this and will attempt to get tossed out.
This irritates vice-principals who have to deal with these students.
It does you nor the child any good. The student will probably be returned to you and the vice-principal has a bad impression of your management skills.
The vice-principals point of view is that the most successful teachers never send anyone to the office for discipline problems.

Lesson Element .2: ACreating Teacher Power@

Student Privilege Creates Power:

The more privileges you put into a classroom, the more power you have.

Giving kids privileges is helping you, not just doing them a favor.

Privileges give you more control over the kids because you can withhold privileges.

Privileges give you an alternative to simply dropping grades for misbehavior.

Creating rewards is a most effective means of control and essential for survival.

If kids think what you are doing is cook, then you are set.
If they don=t think it=s cook, it will not work.
You must decide how these principles work for you in the terms of the kind of classroom you want.

Individual contacts also is a technique for establishing control.

Letting the child know that you care and by preestablishing a set of protocols with that child, you can let them know that their behavior is inappropriate without embarrassing them in front of their peers.
Can create an aura of trust and acknowledgment that you care about them.

Lesson Element .3: ABeing Reasonable@

Teachers Need To Be Selectively Blind.

You do not have to see everything that goes on.

This is a hallmark of unsuccessful teachers.

Weigh the consequences of always enforcing rules.

Leaves the teacher a prisoner of their own rules.

If you have established a zero tolerance policy, then it takes away any latitude you might have.

If you don=t enforce the rules, the students perceive it as being unfair.

It is best to develop a policy of delayed response, no response, selective response, or variable response. It allows you to control the situation as appropriate to the specific circumstances.

As a Teacher, You Need to Cultivate the Impression of Reasonableness.

You win if your students view you as reasonable.

Reasonable people are cut a lot of slack in most situations.

Unreasonable people are not.

If you are viewed as unreasonable, people watch you for perceived prejudice.

This creates a climate of mutual distrust. Nobody wins.

Sometimes it is more important to create an image of reasonableness than it is to strictly enforce the rules.

Lesson Element .4: APrivileges, Rewards, and Punishments@

Privilege Consists of Twin Pillars of Reward and Punishment.

A privilege is something that students get just because they are part of your class.

No one has to do anything to get a privilege, but they do have to perform to certain standard expectations to maintain the privilege.
The assumption is that privileges last until something occurs that makes you remove all or a portion of the privileges.

Rewards are special things that you give students for a particularly outstanding performance.

This can be tokens or praise.
Usually rewards are not taken away after being given.
Teachers decide who gets rewards. Also who doesn=t get rewards.
Rewards reinforce positive behaviors.

Punishment is something you impose on students that is particularly distasteful to them.

Punishments reinforce your desire for students not to behave in a specific way.
Although rewards and privileges are usually more effective, punishment does have some usefulness.
A lesser form of punishment is the withholding of privileges or rewards. The more powerful version is to take away privileges.

Privileges:

Seating Arrangements: If you let the kids decide where they will sit, it allows you control over them. Letting them decide where to sit is a privilege.

This applies to the initial selection.
If you later move them, then this is a form of either reward or punishment.
Costs you nothing, but can be a positive action.

Consultation on Rules: Two ways to win if you let the kids consult.

If people have a role in setting the rules, they are more likely to abide by them.
Kids always make more stringent rules than you would come up with.
If you then inject a little more compromise into the situation, you end up with a reputation of being reasonable.

Making the Rules: Ask for suggestions about a particular problem, not a general AOk, what will the rule be?

Negotiation of requirements is a variation of privilege.
It makes the teacher appear to be in touch with the real world.
In example: Rather than you picking the date of the exam, find out from the students their preferred date considering their other classes requirements.

Alternatives as a Privilege: Homework Clemency.

If anyone gets a B average, then they can choose (within limits) what homework they do.
Homework is designed to make sure students learn the material. A AB@ average indicates that the student is putting forth that desired effort.
If their average falls below a AB,@ then they start doing all the homework again.
You may require some homework of all students.
However, alternatives can give you a reputation of reasonableness.

Negotiating With Students:

If everything is inflexible, the students will rebel.

Example: No talking in the classroom rule always leads to children talking, simply to thwart the rule.
Better to set some limits on the rule. Sometimes talking isn=t disruptive.
Involve the students in creating the rules.

Rewards:

Choose your own tokens and rewards.

Can be physical tokens (candy), or psychological tokens (Stars instead of smiley faces on the chart).
Think of the widest range of token rewards available.
Token rewards are in wide use and are effective.

Personal attention is a very powerful reward.

Much of classroom misbehavior comes from students simply wanting your attention.
However, be sure you give this attention on your terms, not the student=s.
If you give it on your terms it becomes a reward. If you give on the student=s terms, you are being manipulated.

Punishment:

Try not to have behavior punishments that impact on academic performance.

The fact that a paper is late is a behavioral problem, not a learning problem.
To take points off because of their behavior isn=t productive.