THEY JUST DO WHAT THEYRE TOLD A TASTE OF GOOD PRACTICE Underlying Principles Common assumptions about academic errors Students are trying to make the correct response Errors are accidental ID: 309640
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Slide1
WHY CAN’T THEY JUST DO WHAT THEY’RE TOLD?Slide2Slide3
A TASTE OF GOOD PRACTICE(Underlying Principles)Slide4
Common assumptions about academic errors
Students are trying to make the correct response.
Errors are accidental.
Errors are inevitable.
Learning requires exploration.
Students who are having difficulties need additional or modified teaching.
Students who achieve good work deserve some recognitionSlide5
Common assumptions about academic errors
Common assumptions about behaviour mistakes
Students are trying to make the correct response.
Students are trying to be disruptive, that is to make an incorrect response.
Errors are accidental.
Errors are deliberate.
Errors are inevitable.
Students are refusing to cooperate.
Learning requires exploration.
Students should not explore limits; they should obey them.
Students who are having difficulties need additional or modified teaching.
Students who are having difficulties should be punished.
Students who achieve good work deserve some recognition
Students should behave appropriately without needing recognition.Slide6
“
If a child doesn’t know how to read,
we teach
.
If a child doesn’t know how to swim,
we teach
.
If a child doesn’t know how to multiply,
we teach
.
If a child doesn’t know how to drive,
we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically as we do the others
?”
.Slide7
Some Basic AssumptionsSlide8Slide9
“I have come to a frightening conclusion. I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher, I possess tremendous power to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humour, hurt or heal.
In all occasions it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanised or dehumanised.”
Hiam
GinotSlide10
Influences on Children’s BehaviourSlide11
Each world has different value systems, rules and expectations.Students need to learn the skills to function in these worlds. Slide12Slide13
Needs Based ProgrammingMaslow’s Hierarchy
of
NeedsSlide14
Classroom Arrangement and
Design: Traffic Patterns
Minimise
large open spaces,
Minimise
obstacles and other
hazards,
Consider the needs of children with physical and sensory disabilities.Slide15
Discuss these two writing centers.
Physical Environment:
Strengths?
Concerns?Slide16
How Can This Circle AreaBe Improved?Slide17Slide18
Timetables
and Routines
Teach children the
timetable.
Establish a routine and follow it consistently
.
When changes are necessary, prepare children ahead of time.Slide19
Morning Meeting Mini-ScheduleSlide20
1. Turn on water.
2. Wet hands.
3. Get soap.
4. Rinse hands.Slide21
5. Turn off water.
7. Throw away towel.
6. Dry hands.
8. Go play.Slide22Slide23
Transitions
Transition
is a movement from one activity to the next, marks endings as well as beginnings, and can
be the most unstructured part of a school day. Slide24
Transitions
Plan for
transitions;
Minimise
the number of transitions that children have during the day.
Minimise
the length of time children spend waiting with nothing to do.
Prepare children for transitions by
providing
a warning.
Structure the transitions so that children
have
something to do while they wait.
Teach children the expectations related to transitions.
Individualise
supports and cues.Slide25
Transition with Visual and TimerSlide26
Transition with VisualSlide27
Transition with ChoiceSlide28
Giving Directions
Make sure you have the children’s attention before you give the direction.
Minimise
the number of directions given to children.
Individualise
the way directions are given.
Give clear
directions in a positive way.
Give children the opportunity to respond to a direction.
When appropriate, give the child choices and options for following directions.
Follow through with positive acknowledgment of children’s
behaviour
.Slide29
Building Relationships
Helps each child feel accepted in the
group
,
Assists children in learning to communicate and get along with
others,
Encourages feelings of empathy and
mutual
respect among children and
adults,
Provides a supportive environment in which children can learn and practice appropriate and acceptable
behaviours
as individuals and as a
group.Slide30
Examining Our Attitudes about Challenging
Behaviours
What
behaviours
push your buttons?
How do these
behaviours
make you feel?
How does this impact your relationship with a
child?Slide31
Managing Personal
Stress:
Thought Control
Calming Thoughts
“This child is testing to see
where the limits are.
My job is to stay calm and help
him learn better ways to behave.”
“I can handle this. I am in control.
They have just learned some powerful
ways to get control. I will
teach them more appropriate
ways to behave
.”
Upsetting Thoughts
“That child is a monster.
This is getting ridiculous.
He’ll never
change
.”
“I’m sick of putting out fires!”Slide32
Managing Personal
Stress:
Thought Control
Calming Thoughts
“I feel undervalued right now –
I need to seek
support.”
“Having her in my class is going to
be
a
wonderful
Professional
Development experience.”
Upsetting Thought
“
I wonder if the
local supermarket is
hiring?”
“He ruins everything! This is
going
to be the worst year of my
career
.”Slide33
Positive Beliefs
All individuals have strengths and can be
motivated;
Failure to demonstrate a strength does not mean a
deficit;
Interventions need to be
positive;
Create
positive relationships based on
:
Mutual trust
Supportiveness
Openness
Clarity of goalsSlide34
The proper way of treating children is identical with the proper way of treating fellow human beings”
Rudolf
Dreikurs
It
doesn’t matter how much effort and analysis we put into each student with behavioural difficulties—the one determining factor as to whether you will see a change in that students behaviour is the relationship he
or she has
with the classroom teacher.
Slide35
Respect invites respect.Disrespect invites disrespect.
When students are acting disrespectfully, teachers might take a look at their own behaviour!
“
Positive Discipline in the Classroom”
Slide36
Consequences
Test for all consequences;
Is it reasonable, fair and logical?
Is the consequence related to the
behaviour
?
Does it keep dignity and respect intact?
Does the student learn from the consequence?Slide37
“It’s not the severity of the consequence, it’s the certainty of it”Bill RogersSlide38
Abraham Maslow
If the only tool you have is a hammer, you treat everything like a nail.Slide39
It’s time to elect a new world leader and your vote counts. Here’s some information on the leading candidates:
Candidate A
Associates with crooked politicians and consults with astrologists. He’s had two mistresses. He chain smokes and drinks eight martinis a day.
Candidate B
He was kicked out of office twice, sleeps until noon, used opium in college and drinks a quart of whiskey a day.
Candidate C
He is a decorated war hero. He’s a vegetarian, doesn’t smoke, drinks an occasional beer and hasn’t had any extra-marital affairs.
Candidate A is Franklin D. Roosevelt
Candidate B is Winston Churchill
Candidate C is Adolph
Hitler