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Managing Classroom Behavior [here]
Communication Skills for Teaching
Possible approaches are listed below, but no strategy works all the time:
Ignore the problem and hope it goes away
Refer the students to an assistant principal
Call the students’ parents and ask for their help
Apply a consequence such as detention or some other punishment
Tiered Instruction/Intervention
Effective communication skills:
1. Constructive assertiveness. This includes communicating your concerns clearly, insisting that misbehavior be corrected, and resisting being coerced or manipulated.
2. Empathic responding. This means listening to the student’s perspective and reacting in ways that maintain a positive relationship and encourage further discussion.
3. Problem solving. This involves following several steps for reaching mutually satisfactory resolutions to problems; it requires working with the student develop a plan for change.
Constructive Assertiveness
The ability to stand up for one’s legitimate rights in ways that make it less likely that others will ignore or circumvent them. A general characteristic or attribute that is used in a wide variety of settings or as a site of skills that are more situation specific. Some individuals are assertive in an array of situations, whereas others lack assertiveness in many of these settings. Elements of constructive assertiveness include:
A clear statement of the problem or issue
Ambiguous body language
Insistence on appropriate behavior and resolution of the problem
Assertiveness is not:
Hostile or aggressive
Argumentative
Inflexible
Wimpy, wishy-washy
Assertiveness has three basic elements:
1. A clear statement of the problem or concern – a simple description of the problem is enough to produce behavior change because the student becomes aware of it and begins to monitor it better.
2. Body language – Making eye contact is important when addressing specific students and misbehavior. Maintaining an erect posture, facing the student to communicate your attention and involvement in the conversation. Facial expressions with the content and tone of your statements (e.g. not grinning when making serious statements).
3. Obtaining appropriate behavior – Teachers must not be diverted from insisting on the appropriate behavior. Students may deny involvement, argue, blame others, etc., but be focused on the student accepting responsibility for the action(s). Listen carefully to and understand the student’s situation
Empathic Responding
The ability to respond with empathy to students. Helps keep the lines of communication open so that problems can be understood and resolved in mutually acceptable ways. Such skills are appropriate when students express their concerns, show stress, or displays other strong emotion. Avoid arguing with student, instead acknowledge the student’s concern and invite further discussion. The student will more like respond to the approach rather than a confrontational one. Try assuming the role of a listener over as an opponent. Inquire of options that could solve the dilemma of controlled or appropriate behavior as opposed to uncompromising options, which may not be part of home environment responses. There is no guarantee that the situation will be resolved. Yet this approach at least offers the possibility of resolution, and avoids confrontation. Further, it maintains the student’s responsibility for dealing with the situation rather than giving the student yet another excuse for avoiding responsibility.
Problem Solving
Problem solving is a process used to deal with and resolve conflicts. Teachers need a way to manage conflicts constructively so that teaching and learning can continue in a supportive classroom climate. An effective means of accomplishing this is the problem-solving process, in which the teacher works with the student to develop a plan to reduce or eliminate the problems. Steps in the process include:
Identifying the problem
Identifying and selecting a solution
Obtain a commitment
Talking with Parents
O Constructive assertiveness empathic responding, and problem solving can be useful strategies in your interactions with parents as well as with students.
O Express your appreciation for parents’ efforts to rearrange their schedules to meet with you. Use their time wisely by being prepared and organized
O Schools and teachers may intimidate parents who had difficulty in school. Their anxiety may be expressed as anger, avoidance, or defensiveness, so realize that parental reactions may be more a reflection of the parent’s state of mind than something you said of did.
O Parents whose child is exhibiting behavioral or academic problems are especially sensitive to being blamed. Focus on the choice the student is making and what can be done to encourage better decisions.
O Approach parents as team members; you have a common goal: the best interests of their adolescent. The objective of the conference is to find ways to work together.
O Whenever possible, document your concerns. Have examples of the student’s work available or have notes regarding behavioral issues. If the student is not turning in assignments, give parents assignment sheet with due dates.
O Stick to descriptions of behavior rather than characterizations of students (“Ricki calls other students names” rather than “Ricki is a bully”). Characterizations are more likely to put the parent on the defensive.
O Respect parents’ knowledge of their adolescent. Parents will often have insights about what behavior is typical for the student, and they may be able to suggest alternative ways of dealing with a problem.
Questions to Consider When Planning a Lesson
1. What standard am I teaching?
2. What are my daily measurable objectives for this standard?
3. What strategies will help me pace my lesson appropriately?
4. What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating?
5. What actions will I take to assess throughout the lesson?
Understanding the Deconstruction Process
Step 1. Identify the key concepts
The nouns and noun phrases in the standards are used to identify the key concepts that students must know in order to become proficient in the standard. This step helps isolate the content that will need to be taught or reviewed. It also helps in knowing the sequence these concepts need to be integrated into the curriculum.
Step 2. Locate the verbs to determine learning targets
Verbs are typical indicators of the things in the standards that students must must be able to do. The learning targets set the expectations for students, and teachers, and provide specific areas around which to build assessments. Once the first two steps are completed, teachers will have a much better idea of what, where, and when they can put them together into skill statements.
Step 3. Identify the learning target categories
The learning targets can be placed into one or more categories. This critical step helps identify the types of assessments that need to be used to accurately assess the expectations of the standard. The four categories are: Knowledge, Reasoning, Demonstration, and Product.
Step 4: Identify the Securely held content and skills
Securely held knowledge and skills define those concepts and abilities students should have as they enter the next grade level. As an example, in fifth grade, students should know "Main Idea" and be able to determine the "main idea in a text." Because this concept was introduced in the third grade, it should be treated as something students already understand. It should not be necessary to engage students in defining a main idea or finding a main idea in a piece of text.
Step 5: Clarify terms
The Common Core Standards introduce vocabulary new to the process of lesson planning. It is important for teacher to understand what various terms mean an dhow those terms translate to instructional For instance, understanding the difference between a "number line" and a "number line diagram" will help instructors align their lessons to specific standards. Of course, not all terms need to be clarified, but this is a useful step.
Step 6: Write student skills
Skills form foundation students need to develop in order to become proficient in the standard. If the standards states: "find areas of rectangles" then what do students need to know and be able to do to be proficient in that task? The skills are those abilities that measure student progress toward the standard.
Step 7: Determine learning target and level of rigor for your skill statements
This important step ensures that the skills teacher are building in students truly match the Learning Target categories of the standard. The research is clear about the necessity for matching skills to standards and then to the assessments.
Step 8: Write a Learning Progression
Simply put, A learning progression is the sequence of instruction for particular standards or set of standards. It is important to avoid the "teach in and move on" mentality. Standards are written to be measured over time.
Make the Class Interesting
A forty-five minute period, wherein a teacher just speaks and students only hear, is not at all exciting. It's important that the students themselves participate in the process, thus making the period an interactive session instead of a dull lecture. Your classroom management strategies should also include effective teaching strategies, which would keep the students glued to the topic. As a teacher you can plan a few activities in the classroom, which will make children get up from their seat and interact with teachers as well as fellow students. Don't forget that the students have a lot of pent up energy, which has to be released. Avoid taking the class for full forty-five minutes, you can ensure that the last 10 minutes of the class time are spent in discussions.
Building a Positive Climate
Identify appropriate instructional goals and discuss them with students so that they are clear about what is expected
Insist that students complete work satisfactorily
Refuse to accept excuses for poor work
Communicate acceptance of imperfect initial performance when students struggle to achieve new learning
Convey confidence in the students’ ability to do well
Display an encouraging, “can do” attitude that generates student excitement and self-confidence
Avoid comparative evaluations, especially of lower-ability students, that might cause them to conclude that they cannot accomplish the objectives
Improving Class Climate through Incentives or Rewards
Grades and other Symbols
Recognition
MathWire Instructional Strategies
Dr. Stinson Instructional Reading Strategies
Alabama Instructional Strategies Project Video
Website: http://www.act.org/qualitycore/
User Name: alstateaccess
Password: ACT001
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