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Patience in the Classroom:
 Combating Undesirable Behavior

      Presented by: Mariah Davis
Overview
When there is a disruptive student in the
classroom, teaching seems to become more
difficult and other students in the classroom
often find it more difficult to focus. Most
teachers will simply send the student to the
principles office or blatantly ignore what is going
on. This presentation is centered around
teaching techniques that deal with children
whom are displaying undesirable behavior
effectively and efficiently while maintaining
authority in a non-threatening manor as well as
take a look from a student’s perspective.
Non-Verbal Discipline
• Minor classroom interruptions are able to be
  handled in many forms.
  – Use Silence
     • This is often used by teachers if one student is becoming
       disruptive. If the teacher stops talking, eventually the
       students will catch on and silence themselves as well.
  – Do not Engage
     • This tactic is used when a student is throwing a tantrum.
       The teacher should not, for any reason, engage with that
       student. Tantrums are most likely a way of getting
       attention
Non-Verbal Discipline Continued
– Lights Off
   • When the teacher turns off the lights, it signals to the
     students to quiet themselves.
– Ringing a Bell
   • This tactic, which is similar to the lights off technique, is
     very effective in quieting students so that directions
     may be listened to.
Verbal Discipline
• Many teachers use a combination of verbal and
  non-verbal discipline. Listed below are a few
  verbal disciplinary actions.
  – Say Positive Things
     • When students get into a quarrel and negative phrases are
       thrown about make each student say a few positive things
       about the other students.
  – Send To Hallway
     • When the student is being very disruptive, sending the
       student to the hallway can be very effective in extinguishing
       the situation. Talk with the student in the hallway to let
       them know that their behavior is unwarranted.
Non-Verbal Praise
• When a student has achieved good behavior, it
  is good to reward them. They feel confident
  and are more likely to continue their good
  behavior
  – Giving Candy
     • When a student has had 5 “good” days in a row, that
       student will receive candy for their behavior.
  – Gold Stars
     • When a student has received so many gold stars, such
       as 10 for example, the student gets a reward from a
       prize box. The student may only obtain gold stars
       through good behavior.
Non-Verbal Praise Continued
– Give a Responsibility
   • When a student has achieved good behavior, allow the
     student a responsibility such as feeding the class pet.
     This allows the student to keep busy and gives them a
     sense of pride and confidence in their new, “good”
     behavior.
Verbal Praise
• Students enjoy to be rewarded for their good
  behavior when it is achieved. For this reason,
  both verbal and non-verbal praise should be
  given frequently.
  – Congratulate
     • Giving a student a simple “good job” or “thank you for
       following directions” is sometimes just as good as
       giving them candy. Receiving acceptance from the
       teacher is greatly valued to the student.
How to Establish Good Behavior in the
             Classroom
• There are many ways to make a classroom a
  friendlier environment.
  – Develop a Routine
     • There is more structure in the classroom when there is
       a routine. When there is a structure, it is more difficult
       for the student to act out.
  – Reduce Down Time
     • Allow minimal down time for the students while
       configuring lesson plans. The more down time there is
       for the students, the more likely it is that confrontation
       will arise.
The Student’s Role
Think back to when you were in elementary
school. It was hard to stay in those tiny little
seats with those crammed desks when all you
wanted to do was play outside with your
friends. For this reason, and many others,
children tend to act out. It is the student’s
responsibility for their actions. But how does
the teacher handle them so that the discipline
is fair to the student but sufficient discipline as
well?
The Student’s Role Continued
• While the teacher’s role is very important, so is
  the student’s. The student is ultimately
  responsible for their own actions.
  – Disciplinary Plan
     • The students and the teacher make a disciplinary plan
       together. This allows the student to be interactive with
       the teacher and proactive in the possible consequences
       of their actions.
  – Choices
     • Give the students a choice in their discipline.
        – Example: The student misbehaves and disciplinary actions are
          necessary. Allow the student two choices such as, lose 15
          minutes of recess time or another item for homework. This way,
          discipline is still taking place and the child is proactive in their
          choices.
How to Establish Good Behavior in the
        Classroom Continued
 – Positive Attitude
    • It is not only the students responsibility to carry a good
      mood with them but it is also the teacher’s
      responsibility to carry a good mood as well. If the
      teacher is in a bad mood, chances are the students will
      develop a bad mood as well. Bad moods tend to result
      in poor behavior.
 – Fairness
    • When disciplining the student, make sure that every
      action taken is fair to the student. Student’s pick up on
      unfair situations quickly.
Conclusion
In summation there are many ways to handle
a child who is behaving in an undesirable way.
The common trend through out all of this is
patience. A little patience in the classroom
and for the students can go a very long way in
developing positive attitudes and many more
“good behavior days”.
Sources
• http://712educators.about.com/od/discipline/ht/class_mana
  ge.htm
• http://www.guardian.co.uk/education/2005/may/20/schools.
  uk2
• http://www.esl4kids.net/tips/patient.html
• http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf
• http://www.ehow.com/info_7973458_early-classroom-
  behavior-management-tools.html
• http://712educators.about.com/od/discipline/tp/disciplinetip
  s.htm
• Literature Analysis
• Literature Report
• Literature Review

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Patience in the Classroom

  • 1. Patience in the Classroom: Combating Undesirable Behavior Presented by: Mariah Davis
  • 2. Overview When there is a disruptive student in the classroom, teaching seems to become more difficult and other students in the classroom often find it more difficult to focus. Most teachers will simply send the student to the principles office or blatantly ignore what is going on. This presentation is centered around teaching techniques that deal with children whom are displaying undesirable behavior effectively and efficiently while maintaining authority in a non-threatening manor as well as take a look from a student’s perspective.
  • 3. Non-Verbal Discipline • Minor classroom interruptions are able to be handled in many forms. – Use Silence • This is often used by teachers if one student is becoming disruptive. If the teacher stops talking, eventually the students will catch on and silence themselves as well. – Do not Engage • This tactic is used when a student is throwing a tantrum. The teacher should not, for any reason, engage with that student. Tantrums are most likely a way of getting attention
  • 4. Non-Verbal Discipline Continued – Lights Off • When the teacher turns off the lights, it signals to the students to quiet themselves. – Ringing a Bell • This tactic, which is similar to the lights off technique, is very effective in quieting students so that directions may be listened to.
  • 5. Verbal Discipline • Many teachers use a combination of verbal and non-verbal discipline. Listed below are a few verbal disciplinary actions. – Say Positive Things • When students get into a quarrel and negative phrases are thrown about make each student say a few positive things about the other students. – Send To Hallway • When the student is being very disruptive, sending the student to the hallway can be very effective in extinguishing the situation. Talk with the student in the hallway to let them know that their behavior is unwarranted.
  • 6. Non-Verbal Praise • When a student has achieved good behavior, it is good to reward them. They feel confident and are more likely to continue their good behavior – Giving Candy • When a student has had 5 “good” days in a row, that student will receive candy for their behavior. – Gold Stars • When a student has received so many gold stars, such as 10 for example, the student gets a reward from a prize box. The student may only obtain gold stars through good behavior.
  • 7. Non-Verbal Praise Continued – Give a Responsibility • When a student has achieved good behavior, allow the student a responsibility such as feeding the class pet. This allows the student to keep busy and gives them a sense of pride and confidence in their new, “good” behavior.
  • 8. Verbal Praise • Students enjoy to be rewarded for their good behavior when it is achieved. For this reason, both verbal and non-verbal praise should be given frequently. – Congratulate • Giving a student a simple “good job” or “thank you for following directions” is sometimes just as good as giving them candy. Receiving acceptance from the teacher is greatly valued to the student.
  • 9. How to Establish Good Behavior in the Classroom • There are many ways to make a classroom a friendlier environment. – Develop a Routine • There is more structure in the classroom when there is a routine. When there is a structure, it is more difficult for the student to act out. – Reduce Down Time • Allow minimal down time for the students while configuring lesson plans. The more down time there is for the students, the more likely it is that confrontation will arise.
  • 10. The Student’s Role Think back to when you were in elementary school. It was hard to stay in those tiny little seats with those crammed desks when all you wanted to do was play outside with your friends. For this reason, and many others, children tend to act out. It is the student’s responsibility for their actions. But how does the teacher handle them so that the discipline is fair to the student but sufficient discipline as well?
  • 11. The Student’s Role Continued • While the teacher’s role is very important, so is the student’s. The student is ultimately responsible for their own actions. – Disciplinary Plan • The students and the teacher make a disciplinary plan together. This allows the student to be interactive with the teacher and proactive in the possible consequences of their actions. – Choices • Give the students a choice in their discipline. – Example: The student misbehaves and disciplinary actions are necessary. Allow the student two choices such as, lose 15 minutes of recess time or another item for homework. This way, discipline is still taking place and the child is proactive in their choices.
  • 12. How to Establish Good Behavior in the Classroom Continued – Positive Attitude • It is not only the students responsibility to carry a good mood with them but it is also the teacher’s responsibility to carry a good mood as well. If the teacher is in a bad mood, chances are the students will develop a bad mood as well. Bad moods tend to result in poor behavior. – Fairness • When disciplining the student, make sure that every action taken is fair to the student. Student’s pick up on unfair situations quickly.
  • 13. Conclusion In summation there are many ways to handle a child who is behaving in an undesirable way. The common trend through out all of this is patience. A little patience in the classroom and for the students can go a very long way in developing positive attitudes and many more “good behavior days”.
  • 14. Sources • http://712educators.about.com/od/discipline/ht/class_mana ge.htm • http://www.guardian.co.uk/education/2005/may/20/schools. uk2 • http://www.esl4kids.net/tips/patient.html • http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf • http://www.ehow.com/info_7973458_early-classroom- behavior-management-tools.html • http://712educators.about.com/od/discipline/tp/disciplinetip s.htm • Literature Analysis • Literature Report • Literature Review