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chapter 4

chapter 4. Minimizing Off-Task Behavior and Discipline Problems. Strategies for Minimizing Off-Task Behavior. Back-to-the-wall—being in position to observe the whole class Proximity control—positioning near students who may be off task With-it-ness

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chapter 4

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  1. chapter4 Minimizing Off-Task Behavior and Discipline Problems

  2. Strategies for MinimizingOff-Task Behavior • Back-to-the-wall—being in position to observe the whole class • Proximity control—positioning near students who may be off task • With-it-ness • “Having eyes in the back of your head” (Kounin, 1970) • Using strategies to quickly and effectively prevent or stop off-task behavior (continued)

  3. Strategies for MinimizingOff-Task Behavior (continued) • Selective ignoring • Monitor, not intervene • Behavior lasts a short duration or is a minor deviation, or reacting would cause interruption • Overlapping • Handling many situations simultaneously while still maintaining the flow of the lesson (continued)

  4. Strategies for MinimizingOff-Task Behavior (continued) • Learning names • Positive pinpointing—identifying one or more children who are modeling the appropriate behavior or skill

  5. Selective Ignoring

  6. Discipline Systems • Canter’s Assertive Discipline Model • Extrinsic motivation system • Based on specific rules with rewards and consequences • Schoolwide for greatest impact • Hellison’s Personal and Social Responsibility Model • Intrinsic motivation system • Based on helping children understand and practice getting along with others and learning how to take responsibility for their own behavior

  7. Canter’s Assertive Discipline ModelMajor Concepts • All students can behave responsibly, and appropriate behavior is expected. • Communicate firmly but warmly and fairly with eye contact. • Clearly communicate reasonable expectations. • Reinforce appropriate behavior. • Communicate logical consequences for inappropriate behavior. • Consistently reinforce consequences for all students equally. • Mentally rehearse expectations and consequences for consistent use with students. Reprinted from A.N. Sander, 1989, “Class management skills,” Strategies 2(3): 15.

  8. Desirable Rewards • Motivated to achieve the rewards • Less effective rewards • Popcorn or food • Free time • More effective rewards • Creative objects—“golden sneaker” • Class certificate • Stickers or stamps • Enjoyable special activity

  9. Undesirable Consequences • Motivated to avoid the consequences • Effective consequences • Loss of time to participate in PE—time-outs for individuals or the whole class • Losing privilege to participate in enjoyable special activities

  10. Canter’s Assertive Discipline ModelSample Consequences for Misbehavior • First offense—child is warned • Second offense—5-minute time-out • Third offense—10-minute time-out • Fourth offense—teacher calls parents • Fifth offense—meeting with parents and principal • Good behavior all week—10 minutes of free-choice time or a tangible reward

  11. Personal Social Responsibility Model • Intrinsic motivation system developed by Don Hellison (2003) • Levels of responsibility • Level 0: Irresponsibility • Level 1: Self-control • Level 2: Involvement • Level 3: Self-responsibility • Level 4: Caring

  12. Characteristicsof Effective Discipline Systems • Developing a clear understanding of the discipline system (rules, expectations, and consequences) at the start of the school year • Consistent enforcement by the teacher • Support from the principal, classroom teachers, and parents

  13. Handling Discipline Confrontations • Try to not take it personally; most misbehavior is not directed at the teacher. • Deal with a child who is misbehaving in a private situation. • Ask the child what is wrong. • Calmly and quietly use the child’s name, explain the rule violation, and wait for a response. • Tell the child the consequence and expectations for future behavior. • Follow up with the child to reinforce appropriate behavior.

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