http ://www.youtube.com/watch?v=gHzTUYAOkPM Things that contribute to poor behavior

1. http://www.youtube.com/watch?v=gHzTUYAOkPMThings that contribute to poor behavior Individual issues -dysfunctional family -neurological problems -emotional problems -genetic predisposition -toxins or drug abuse -social skills deficits

2. Group -peer approval -dysfunctional group roles -bullying and teasing -cliques -student apathy or hostility

3. Teacher -boring lessons -disorganized lessons -overreaction to misbehavior -stereotyping -burnout -overreliance on punishment

4. Classroom -inconsistent routines -uncomfortable physical setting -irrelevant curriculum -inadequate materials -obliviousness to cultural differences

5. Behavior cycle Instruction Structure Discipline

6. Myths 1.-a well managed classroom is quiet -movement is the only thing that unites all brain levels (Jensen, 2000) 2.-students are the most common cause of disciplinary problems -inadequate parenting and inborn traits( Hyman and D’Alessandro, 1984) -teachers that neglect organization and lessons, children are bored, transitions are abrupt (Kounin, 1970)

7. 3.-punishment is an effective method for changing student behavior-it does not teach new behavior and often breeds resentment and hostility(Skinner, 1978)4.-students with emotional problems are in Special Education-many schools have an inclusive model-many students that don’t act out go undiagnosed (Forness, 2011)

8. Instruction and Research Base -early childhood experiences do not produce neuron growth -a moderate level of stress enhances learning -repetition is bad only when boring -there is no scientific validation that people only use 5-10% of their brains -emotions and intelligence cross paths in the brain they are not separate -enriched environments are not about manipulative or posters- enrichment comes from challenge, feedback and novelty

9. - Children from ages 4 to 10 are not proven to learn more quickly than older children(Jensen, 2000)

10. Proactivity -structure -instruction -discipline

11. Avoiding Problems -relationship building -increasing motivation (intrinsic vs. extrinsic) -direct appeal -sane messages -humor -listening -I messages -choice -addressing safety issues

12. Who owns the Problem??? Group contingencies Individuals -contracts -self monitoring -planned ignoring -time out

13. And what to do??? -While the class is collecting laboratory equipment, Tina, an 8 year old, purposely pushes another girl who accidentally bumped her, causing the girl to drop a glass flask. -You see Bob, a 13 year old, open a switchblade knife on the playground during recess -Alice, a 5 year old, pushes David off a tricycle when he refuses to let her have a turn -Tim, a 10 year old who is extremely concerned about not calling attention to himself or his academic problem, is looking at the test of the person next to him - While you are dictating words for a spelling test, Alicia, a 7 year old, returns to class after spending more than 10 minutes in the bathroom even though she promised to be back in time for the test.

14. Aggressive Behavior -self management skills -usually follows a pattern ( FBA) -increase positive feedback -analyze group dynamics -use logical consequences -teach social skills

15. Passive- Aggressive -acknowledge your own feelings -use I messages -use benign confrontation ( what I see is…) -student reflection -logical consequences -give opportunity to express anger

16. Isolating Talk to the child daily Use interest inventories display child's work Teach assertiveness Give specific roles Use journals

17. Non-verbal LD ( Aspergers is a severe form of this) -social skills directed and anticipating consequences -help them learn from the past -teach how to decipher and respond with role playing -set up cross- age tutoring -target strengths -be alert to classroom situations

18. Diversity A second grade Filipino American student who has been brought up to respect and depend on adult authority figures appears to be unable or unwilling to make choices such as selecting a book to bring home, choose a partner and select a learning center during free time without teacher guidance. The teacher feels that one of the educator’s roles is to help young children learn to function more independently.

19. After hearing a seventh-grade student tell his classmate that he would “get him” after school for what he said about his mother, the teacher tells the two students that they should settle their arguments without fighting. The teacher reminds them that fighting is against the rules and warns them that is they fight after school, they will get into trouble. The student who did the threatening answers that his parents expect him to stand up for himself, especially when someone says something about his family.

20. An African American 10th –grade male in a predominantly poor neighborhood tells his teacher in no uncertain terms to get off his case and stop telling him about the value of a high school diploma. He insists that a high scholl diploma does not help African Americans. The teacher tells the student that he is wrong. The next day the student brings in some articles that confirm that African American males who graduate high school do not earn significantly more than those who do not graduate.

21. -should males and females be separated for some activities -when males are dominating the group by monopolizing the conversation and making most of the suggestions and decisions, should teachers intervene on the females’ behalf and encourage them to take a more active role in the group -should teachers be equally accepting of students who are assertive and students who are passive, of students who are competitive and those who are cooperative, and of students who prefer to work alone rather than in a group

22. Websites NEA- http://www.nea.org/tools/ClassroomManagement.html Brain research http://www.brains.org/classroom_management.htm Education world http://www.educationworld.com/a_curr/archives/classroom_management.shtml Technology http://jc-schools.net/tutorials/classroom/management.htm