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Classroom Management

Classroom Management. When They Need a Shot in the…Arm. WHAT IF?. WHAT IF?. WHAT IF?. WHAT IF?. WHAT IF?. WHAT IF?. WHAT IF?. THE KEYS. ALL BEHAVIOR IS DRIVEN BY NEED. Use preventative medicine. Keep things private. Keep your cool. Be consistent. Be fair. Preventative Medicine.

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Classroom Management

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  1. Classroom Management When They Need a Shot in the…Arm

  2. WHAT IF? WHAT IF? WHAT IF? WHAT IF? WHAT IF? WHAT IF? WHAT IF?

  3. THE KEYS ALL BEHAVIOR IS DRIVEN BY NEED. • Use preventative medicine. • Keep things private. • Keep your cool. • Be consistent. • Be fair.

  4. Preventative Medicine Procedures and Routines

  5. Picture This: During some quiet reading time, a boy in class “accidentally” drops his book from his desk to the floor. Attempting to retrieve it, he knocks other belongings to the floor as well. Giggles and snorts emanate from the other students. The boy finally gets settled and it’s at least 30 seconds before he drops his book again…

  6. First Aid • When do you use it? • What can you do? • Evil Eye • Space Invader • Polite Request • Offer Choices

  7. Chronic Care • For Mistaken Needs/Goals • Attention • Power • Revenge • Self-esteem

  8. The story continues… Our book dropping friend has decided to continue his behavior. Only now, he’s added to his repertoire. He’s tapping his pencil, mumbling to himself, singing little songs, and making crude noises.

  9. Attention Give attention in a positive way. • Find a study buddy. • Give an optional time out. • Encourage when the student succeeds. • When the student raises a hand, call on him/her quickly. • Give jobs to receive legitimate attention.

  10. Back again… The class is getting settled and our friend the book dropper is up to his tricks. This time, you approach him and tell him that he absolutely WILL NOT start his routine. To this, he responds, “OH YEAH! I CAN DO WHATEVER I WANT! I DON’T HAVE TO LISTEN TO YOU! YOU’RE NOT THE BOSS OF ME!"

  11. Power • Don’t grab the hook (even if you have to back down). Keep calm and let the student cool down also. • Avoid and defuse direct confrontations. • Listen in private. Isolate. • Recognize the student’s feelings. • Give choices. • Give leadership roles. • Encourage independent thinking.

  12. Revenge • Usually retaliation for hurt feelings. • Don’t use sarcasm or put-downs. • Deal with it privately. • Listen. • Form a positive relationship with the student. • Admit mistakes. • Be in control of your emotions.

  13. Self-Esteem • Give opportunities for success. • Peer tutor. • Make the environment safe. • De-emphasize grades, emphasize learning & improvement. • Give smaller chunks of information & structure activities toward a goal. • Encourage (rather than praise). Help remediate. • Listen.

  14. What Not to Do • Be sarcastic. • Use a negative tone of voice (condescending). • Display negative body language (fists, jaw, facial expression, stance). • Be inconsistent. • Play favorites. • Use put-downs. • Lose your temper. • Give public reprimands. • Be unfair (take away promised activities, nitpick grading, give pop quizzes, give homework as punishment). • Be apathetic (forget names, ignore a student). • Be inflexible (due dates, test dates). • Lose your sense of humor.

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