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A couple of times a month, I share lesson plans that will assist you, my readers, with integrating technology into the digital classroom. All are student-centered, age-appropriate methods of collaborating with classroom.
The transition from primary to post-primary can be a stressful event for all students and their parents, and this can be compounded when the child has special educational needs. The need for flexibility in accommodating this. A Dozen Common Mistakes and What to Do. Instead. Classroom Behavior Management: A Dozen Common Mistakes. What to Do Instead Contents Authors: Barbetta, Patricia, Norona, Kathleen Leong, Bicard. David. Source: Preventing School Failure; Spring. Vol. 4. 9 Issue. 3, p. One of our primary responsibilities as teachers is to help. This blog page started out as an attempt to organize all of the foldables, templates, and graphic organizers that I have created. When I first started creating them, this method of organization worked well. Explore Lindsey Gough's board 'Teachers Pay Teachers FREE' on Pinterest, the world's catalog of ideas. National Parent Teacher Association, Alexandria, Virginia. As the largest volunteer child advocacy association. It is difficult for learning to take place in chaotic. Subsequently, we are challenged daily to create and maintain a. On any given. day, this can be quite a challenge. In our attempts to face this challenge, we. This. article is designed to presents some of these common mistakes followed by. The mistakes presented are. Each suggestion is relatively easy to implement and useful for. We have based our suggestions on several assumptions and. First and foremost, teachers have considerable influence over student. This is particularly true if interventions begin early and are. Next, most student misbehaviors are learned and occur for a. It is our job to determine those reasons and teach appropriate. We believe that prevention is the most. That is, the most efficient way to. Using a proactive approach also allows us to focus more on teaching. Our. experience tells us that management systems should be flexible enough to meet. Finally, students, parents, and other. Mistake #1: Defining Misbehavior By How It Looks. When attempting to change misbehavior, we often describe it. For example, a student who is off. If two of our students are off task. If they are off. task for different reasons, our approaches to change their behaviors may need. Actually, a strategy that will eliminate the off- task behavior of. Defining a. misbehavior by how it looks tells us nothing about why it occurred and often. Just because two behaviors look. Instead: Define Misbehavior By Its Function. To develop a better strategy to manage misbehaviors, we need. Although some behavior problems are. For example, the two off- task students mentioned previously- -one. Clearly. these misbehaviors serve dissimilar functions and need to be solved. Mistake #2: Asking, . Second, we often will not like their. For example, if Victor is playing at his desk during our lesson and we. As stated previously, most. To determine a behavior's. This information- gathering procedure is. An Antecedent- Behavior- Consequence (ABC) chart. An ABC chart has three columns on. The. standard way to make this chart is to separate a sheet of paper into three. Antecedent, the second Behavior, and the third. Consequence. When the misbehavior occurs, it is written down in the behavior. To make data collection simpler, a modified ABC chart can be used that. See Figure 1). A functional assessment gives us a more complete picture of. Alberto & Troutman, 2. Once we determine the function. For instance, if a functional assessment reveals that Olivia. Olivia appropriate methods to get peer attention. A functional. assessment might reveal that changes in our teaching methods are needed. For. instance, if Ricardo tends to act out during math class, a change in how or. The problem might be that Ricardo is. By reviewing those prerequisite math. Many times, an ABC analysis is all that is needed to. For complex behavior problems, a more. At those times, we. Conducting a functional. However, research shows that behavior- change. Kamps, 2. 00. 2). For additional information on conducting a. Center for Effective. Collaboration and Practice Web site at http: //cecp. Mistake #3: When an Approach Isn't Working, Try Harder. When a management approach isn't working, our first tendency. The problem is that we most often try harder negatively. We. make loud, disapproving statements, increase negative consequences, or remove. This does not do anything to teach appropriate behavior. Some examples include verbal redirecting, proximity. These approaches are more effective. If two of our students, Danny and Sara, are talking in class, instead. This approach. allows Danny and Sara to save face with their peers and promotes teacher. Instead of increasing negative consequences, we should. In fact, praise (or some type of reinforcement) should be. For example, when Jamal is off. This will reinforce the on task student and has the. Jamal of his misbehavior, without singling him out. Descriptive research of classrooms for children with. Gable, Hendrickson, Young, Shores, & Stowitschek. Shores et al., 1. Van Acker, Grant, & Henry, 1. Wehby, Symons, & Shores, 1. This trend needs to be. Finally, when we find ourselves making more stop than start. For example, instead of asking Sam. When he complies, provide. For excellent resources on practical, positive classroom management. Rhode, Jenson, and Reavis (1. Kerr and Nelson (2. Mistake #4: Violating the Principles of Good Classroom Rules. Classroom rules play a vital role in effective classroom. However, rules alone exert little influence over student behavior. When this is the case, they have little. Instead: Follow the Guidelines for Classroom Rules. There are several rules for rule setting that, when. To be more effective, our. Too many rules can make it difficult for students to comply and for. Along with other professionals (e. Gathercoal. 1. 99. Paine, Radicchi, Rosellini. Deutchman, & Darch. When. students play an active role, they begin to learn the rules, and they are more. The rules become their rules, not our rules. For these meetings to be effective, we need to share with our. With guidelines in place, students often select rules similar to. Without guidelines, students are inclined to. Classroom rules should be simple, specific, clear, and measurable. For younger students, we may want to include pictures in the rule. Rules are specific when they are clear and unambiguous. For example. the rule . The classroom rules should be posted. Another characteristic of effective rules is that they are. Positively stated rules are . Do rules. provide information as to how to behave and set the occasion for teacher. An example of a. don't rule is . For example, a. classroom rule might be, . Some teachers continue to review subrules. A. simple, quick way to review is to have a student volunteer to read the posted subrules prior to each major activity. We consistently need to carry out the consequences and. If our. students follow the rules for group work at the learning center, we should. On the other hand, if the classroom consequence for. We need to make clear the consequences for following and not. Babyak, Luze. & Kamps, 2. We often need reminders to praise our students throughout. One way is to place a sign in the back of the room that says. Another way is to keep a running tally of our praise comments. To summarize, the guidelines for classroom rules include the. Mistake #5: Treating All Misbehaviors as . At times, this is true. On those occasions. However, several misbehaviors are due to a lack of. We call these behaviors. We should deal with can't do misbehaviors the same. When students make repeated. Our improved lessons make us more proactive teachers, decreasing. This preventative. Colvin, Sugai, & Patching, 1. In contrast, when students. We would be more effective. The following are seven major precorrection. Step 1. Identify the context and the predictable behavior. Step 2. Specify expected behavior (what we want instead); Step 3. Systematically modify the context (e. Step 4. Conduct behavior rehearsals (have students practice. Step 5. Provide strong reinforcement such as frequent and. Step 6. Prompt expected behaviors; and. Step 7. Monitor the plan (collect data on student. Let's apply this step to a traditional classroom behavior problem- -calling. The misbehavior occurs during guided. Step 1). The behavior that we want instead is for our students to. Step 2). To accomplish this goal. Also, we could model. Steps 3. and 6). Before our teacher- led lessons, we could have a short review of the. Step 4). When our students raise their. Step 5). Finally, to. Step 7). Although initially more time consuming, precorrection. This, in turn. increases the amount of time that we have to reinforce appropriate behavior. Mistake #6: Lack of Planning for Transition Time. When planning our teaching day, planning for transitions. Yet, a significant amount of class time is spent. Without. proper planning, transitioning can be one of the most frustrating times of the. These times seem to invite behavior problems. At times. students are not ready for the transition. Inconsistent expectations cause. Furthermore, because we are often transitioning with the. Instead: Appropriately Plan for Transition Time. Successful transitioning requires just as much planning as. When transitions are. Transition problems can be reduced significantly by. First, it is best that our transition. Consistency begins by developing transition rules with our students. Once we have developed our transition rules, we should teach. We can do this by having brief lessons at the beginning. It is a good idea to post the. We should consistently provide readiness signals or cues for. We can do this by letting our students know that in 5. We need to follow that statement by praising students as we see them. It is important not to move to the next step of the. For. example, if we ask our students to return to their seats and get out their math. For groups that have a difficult time switching gears, such as. This is particularly useful when students are. Many students respond positively to transition timing games. Using a stopwatch, time their transition and then praise individual. When transitions involve leaving. This. will facilitate getting started when they return to the classroom. Our role as teachers during transitions should be to monitor. To do this, we must. When needed, we should use students. Mistake #7: Ignoring All or Nothing at All. Ignoring can be a valuable tool in reducing misbehaviors when. However, it's difficult for many of us. 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