Win-Win Strategies and Student Positions - PowerPoint Presentation

1. Win-Win Strategies and Student PositionsModule 2

2. Topics to be Covered in this PresentationWin-Win strategiesStudent positions

3. Win-Win strategies

4. Win-Win StrategiesThis is a strategy in which the student has his/her need met and the teacher is able to continue teaching all studentsBoth parties win!

5. Where Did Win-Win Strategies Come From?Kagan’s Win-Win Discipline Theory

6. What Is the Win-Win Discipline Theory? The Win-Win Discipline Theory: Used to handle a discipline problemAt the moment that it occursTargeting the root of the problemThis is seen as the student’s unfulfilled need(s)Its purpose is to prevent behavior problems from occurring

7. Basic Needs (Met or Not Met) Are on a ContinuumNeeds are being met with no discipline problemsEven though the students’ needs are not being satisfied, students are coping with unmet needs responsiblyKids are acting out as a result of unmet needsNeed Are Being MetNeed Are Not Being Met; Student Coping ResponsiblyActing Out Because of Unmet Neets

8. The Six PositionsAccording to Kagan, there are six student positionsOther authors may list six or seven of these (skipping the Uninformed position)These are defined as the students’ behavior resulting from unmet needsAttention seeking Avoiding embarrassment Anger venting Control SeekingEnergetic BoredYou may hear them called by different names

9. StructuresStructures are procedures to manage misbehaviorStructures are contingent on the type of misbehavior and the student’s position Structures have three stagesMoment of misbehaviorFollow-upLong-term

10. Kagan’s Five PsPillars (Philosophy) Same side – both sides work together to enhance the school experienceShared responsibility or collaborative - students and teachers cooperate in proposing workable solutions to behavior problemsLearned responsibility - the desire to behave appropriately, which students acquire by practicing self management and skills of getting along with othersProcedures (stop the behavior before it happens; “ounces” of prevention) Positions (places of the students) Process (strategies for the moment of disruption as well as for follow-ups) Programs (“pounds” of prevention)

11. Win-Win TeachersMust be accepting of the students’ position Must teach students how to deal with their positions maturely Must know his/her students’ positions in order to effectively handle discipline problems

12. Key Points of the Win-Win Discipline TheoryThe key purpose of the theory is to “promote life skills, cooperation, and critical thinking about choices and consequences” It is important for children to be corrected instead of being punished in some way Why it is called The Win-Win Discipline Theory? When we meet the needs of the students in a responsible and respectful manner, bad behavior decreases; therefore they winWhen teachers are able to teach their students in an environment that is safe and productive, they winBoth sides winThis is a “win-win proposition”

13. Student Positions and Strategies That (May) Work

14. Student Basic NeedsAll students (all people) have the same basic needs; these are seen as student positions if the need in unmetPositions:Attention-seekingAngryAvoiding failureBoredExcess energyControl-seekingWhen any of these basic needs cannot be fulfilled respectfully through logical consequences, the child will resort to disruptive behaviors

15. Tip for Remembering the PositionsAAA-BE-CAttention-seekingAngryAvoiding failureBoredExcessive energyControl-seeking

16. What are Logical Consequences According to Kagan?These are consequences that . . .Fit the situationAre known ahead of timeThere are no surprisesInvolve the student as much as possible in choicesFollow the three Rs (rules)Are respectfulAre reasonableAre related to what the student has doneAre instructionalThis is another opportunity for student learning:What have you learned?What would you have done differently?

17. Let’s take a closer look at the three Rs of logical consequences.

18. Three Rs of Logical ConsequencesRespectfulThey do not demean or put down the studentThey do not make the student feel ashamed or embarrassed ReasonableThey are appropriateThey are fairThey are applied consistentlyRelated to what the student has doneThe student is more likely to remember how to properly behave if these are related to what he/she didIn the “real world,” actions and consequences are always relatedProvides an opportunity to teach the student that consequences always follow behavior

19. The ABCDs of Disruptive BehaviorAAggressive disruptive behaviorsBBreaking the rules disruptive behaviorsCConfrontational disruptive behaviorsDDisengaged disruptive behaviors

20. Let’s look more in-depth now at the student positions along with strategies that may often be useful when used with students exhibiting that position

21. Student PositionsAttention Seeking BoredExcess EnergyAngryAvoiding FailureControl or Power Seeking

22. Student PositionAttention Seeking

23. Attention-Seeking RationaleAll students exhibit lapses in attention at timesLack of interest in the subjectBoredomFatigueBeing distracted by temporary worries or concernsMany students with exceptionalities exhibit difficulties with attentionSerious problems with attention impede learning

24. Characteristics of the Attention-Seeking StudentConstant need for an audienceTwo types:Active attention seekersAlways disrupting the classPrevents you from teachingPassive attention seekersDawdlersStart task when everyone else has already finishedTeacher feels annoyed and irritated

25. Characteristics of the Attention-Seeking Student (cont.)Reasons for this behavior:Parents and teachers “rewarded” misbehaviorsStudents are not getting enough attentionStudents do not know how to ask for attentionPrevention:Give a lot of positive reinforcementTeach students how to correctly ask for attention

26. Strategies for Improving AttentionPre-conditionsAre you using teacher planning and presentation variables consistently?Does each lesson contain structure, clarity, redundancy, and enthusiasm?Are you using interesting and motivating examples to enhance lessons?Are you using attention-getting demonstrations in lessons?Explain directions carefullyClearly explain content and format of the assignmentGive a rationale for the assignmentExplain when and how students can get assistanceExplain how much time is allocated for the assignment and how it will be evaluated

27. Strategies for Improving Attention (cont.)Direct appealFind a quiet time and place to speak with students individuallyExplain the problem as explicitly as possible, including the effect of the problem on you as well as the other studentsMake a direct request for the student to improve his/her attentionThis is effective when students recognize that they are not paying attentionProximitySimply move toward or stand near the student who is beginning to lose attentionThis prompts the student to pay attentionOnce established, it may be possible to fade it to a direct glance or gesture

28. Strategies for Improving Attention (cont.)Break up activitiesRather than giving the student the full length of time to complete a lengthy assignment, divide it into multiple subtasks of about 3 minutes eachAt the end of each subtask, the student’s progress is checked, recorded, and praisedPlease note that this may often appear as an accommodation on a students Individual Educational Program (IEP)Allow sufficient movementRearrange the classroom schedule to allow for more movementAdjust the amount of time spent on each disciplineAlternate between quiet sit-down activities and more actively involved learning activitiesIf flexibility is not possible, consider giving students a minute to “stand, stretch, reach up to the ceiling, take a deep breath, let it out slowly, and march in place”Plan and include student movement in your lessons

29. Strategies for Improving Attention (cont.)Provide student activitiesStudents are more likely to pay attention when they are asked to complete activities than when they are asked to listen to someone talkStudents could work in small groups to construct something such as a modelUse classroom peers to promote attentionPeers could work together on activitiesPeers seated near target students can prompt for attentionProvide reinforcement for attentionMeasure it and then reinforce itPositive reinforcementsPunishment (mild corrections or reprimands)

30. Strategies for Improving Attention (cont.)Teach self-recording strategiesSet up procedure for delivering randomly spaced beepsWhen the sound cues, the students will indicate whether they were paying attention by placing a check on a self-monitoring sheetAt first, the teacher also keeps track fo students so these two sheets can be comparedStudents can be reinforced for recording at correct times and appropriatelyResults can also be graphed

31. Strategies When a Student Seeks AttentionFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsProximityHand signalsCoupon approachPrivate written noteStudent’s name in an exampleName dropping“I” messagesIgnore itPhysical touchGrandma’s ruleMore attention to responsible behaviorCatch ‘em being responsibleResponse journalsExpress appreciationPositive call homePartner and team workPositive time with teacherAffirmative looksTeacher smilesAssign roles: praiser, cheerleaderGreet studentsFocus on student’s interestsVerbal affirmationsSelf-concept buildingBuddiesFoster grandparentSelf validation skillsCooperative learning strategiesMultiple intelligences interpersonal strategies

32. Student Position Angry

33. Characteristics of the Angry StudentThe student . . .Is retaliating to a real or imagined hurtRevenge may be targeted to others (i.e., parent, administrator)May attack persons or objectsMay attack psychologicallyMay violate the teacher’s rightsTwo types:Active revenge seeking or angry students (most angry students are active)May physically attack peopleMay indirectly physically attack (i.e., throwing desks)May use psychological attacksMay violate the teacher’s valuesPassive revenge seeking or angry studentsUse withdrawal as revenge

34. Characteristics of the Angry Student (cont.)Teacher feels outraged, fearful, hurtPrevention:Build a caring relationship with the studentTeach the student how to express anger in a productive mannerTeach anger management strategiesInvite the student to talk with you when he/she is upset

35. Strategies When a Student is Angry or Revenge-SeekingFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsLanguage of choiceTable the matterThe “look”Voice changeReplacement behaviorHumor (but not sarcasm)Cooling off timeTeacher think timeRestitutionDenied or delayed interactionsGive directions after validating feelingsConflict resolution student conferenceContractSelf-control skills practiceReview self-management skillsStudent self-evaluationPractice anger management stepsStudent coping strategiesTry on alternative behaviorClass meetingPeer feedbackPublic commitment to responsible behaviorParent conferenceSelf-management skillsEmotional developmentCharacter developmentSocial skills instructionAnger managementConflict resolution skillsImpulse control skillsSelf-control skillsMultiple intelligences: interpersonal strategies

36. Student PositionAvoiding Failure

37. Characteristics of the Student Who is Avoiding FailureGenerally, these students do not disrupt if left alone by the teacherTwo types:Active avoidanceTempter tantrumPassive avoidanceProcrastinationTemporary incapacity or disabilityTeacher feels frustrated and helpless

38. Characteristics of the Student Who is Avoiding Failure (cont.)Reasons for this behavior:Emphasis on competitionUsing a red pen for gradingPrevention:Encourage students to have an “I can” attitudeTeam students with a buddy to end social isolationAs the teacher, admit when you make a mistake

39. Strategies When a Student Avoids FailureFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsEncouragementBite-size instructional piecesAssign helperPractice one piece; get it before moving onPartner workSelf-validationGoal settingTeam pair soloMonitor and adjustPeer tutorAffirmationsFocus on successCelebrate accomplishmentsPositive call homeSelf-incentiveTeacher team talkStudent team talkTeacher that mistakes are part of the learning processReferral to student assistance teamEncouragementSkills for independenceTutoringPositive expectationsAutonomy skillsBuild self-confidenceMultiple intelligences: matching strategiesCooperative learning: mastery strategies

40. Student PositionBored

41. Strategies When a Student is BoredFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsRestructure the learning taskIntelligence shiftsPartner workChange environmentVisualsEnergizerSimultaneous response modesHands-on activityMultiple intelligences: bodily. Kinesthetic strategyVariety of instructional strategiesStudent conferenceAssign roles: gatekeeper, coach, checker, recorder, question commanderGambitsSpongesVerbalize responsible behaviorsCenter choicesCooperative learning: class building strategiesRich, relevant curriculumActivity involves student in the learning processActive teachingAuthentic assessmentConnect learning with student interestsCooperative learning: many structuresMultiple intelligences: stretching strategies

42. Student PositionExcess Energy

43. Strategies When a Student Has Excess EnergyFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsTarget . . . Stop . . . DoRemove distractionRedirecting questionsAdd movement with learning activityBite-size instructional pieces with energy breaksWhat to do when finishedGet out energy activityChange environmentMultiple intelligences: bodily/kinesthetic strategiesCooperative learning: class building strategiesModel appropriate movement in classCooperative learning: class building strategiesMore than one seat in classActivity to work off energyPermission to standTalk to class with student’s permissionPhone homeParent conferenceReferral to student assistance teamSensitivity to energyManaging energy level instructionSchedule on the boardAccept individual differencesStudent interests connected to instructionTalk to school nurseChannel energy into class involvementMultiple intelligences: bodily/kinesthetic strategies

44. Student PositionControl or Power Seeking

45. Characteristics of the Student Who is Control or Power SeekingThese students are constantly challenging the teacherTwo types:Active control/power seeker“Lawyer Syndrome”Argues and/or justifiesPassive control/power seekerIs quiet but will not do workTeacher feels challenged, angry

46. Characteristics of the Student Who is Control or Power Seeking (cont.)Caution - DO NOT ENGAGE IN FRONT OF THE CLASS!Prevention:Give legitimate power and/or choices to the studentOne-on-one conference with the student

47. Strategies When a Student Seeks Control/PowerFor the Moment of DisruptionWin-Win Follow-UpsLong-Term SolutionsLanguage of choiceAcknowledge the student’s powerTo you, to me statementsSchedule a conferenceResponsible thinking questionsHumor but no sarcasmImplement consequencesStudent problem solving conferenceContractsStudent-led conferenceClass responsibilitiesGive choicesElicit student inputGoal settingSuggestion boxStudent focus groupsPhone call homeChoice of centerInvolvement in the decision-making processClass agreementsActive involvement in the learning processUse as a tutorAssign as a peer mediatorSelf-reliance instructionCooperative learning: thinking strategies

48. Recognizing Student Positions:Module 2: Discussion 2 - Recognizing Student NeedsStudent Position(AAA-BC-ETeacher PositionTeacher Impulsive ReactionStudent’s Reaction to InterventionPeer Position Towards Disruptive StudentsClassroom PrototypeAttention SeekingNag, scoldAmusedIrritatedClownAngryRetaliate, remove, punishHurtfulRevenge seekingAvoiding FailureHelpless, frustrated, protectiveGive upDoesn’t tryPassive “I can’t”“I don’t know”ResentfulSorry for . . .OstrichBoredInvalidatedDiscount“Write it off”Off taskRejectingCouch PotatoControl-SeekingExtra EnergyOverwhelmed, exhausted, drainedSuppressEnergizer Bunny

49. Recognizing Student Positions:Module 2: Discussion 2 - Recognizing Student NeedsNow that you have completed this second presentation in Module 2, reflect on what you have learned about the six student positions covered here.  Then complete the empty portions of the chart found on the previous slide and available to you in this link (Recognizing Student Positions chart).  Part of the chart has been filled in for you.  Please note that APA style is NOT required for this assignment, but be sure that your answers are complete and contain no spelling errors.See Module 2: Discussion 2 for details on submission and responses

50. In this second and final presentation of Module 2, we addressed:Near the end of the first presentation in this module, you learned about Kagan and his beliefs regarding student (mis)behavior; in this presentation, you examined his beliefs in more depth and considered the following two areas:Win-Win strategiesA definition of win-win strategies along with ad a number of examples were providedThe importance of using win-win strategies for successful management of students with disabilities in the classroom was explainedStudent positionsA detailed examination of six student positions was provided, delineating the student’s rationale as well as various strategies to effectively assist the student in overcoming disruptive classroom behavior

51. Before moving forward . . .Review the previous slideDecide if you are comfortable with the information presented in this presentationIf you are not comfortable, please go back and view all or part of this presentation again; if you continue to have questions, then please use the Ask Questions Here! page in the Getting Started area to get assistanceIf you are comfortable, then you may continue with the remaining steps in Module 2

52. Thank You!