1 / 14

Workshop 4

Workshop 4. Decreasing Inappropriate Behaviour. Part One Ignoring and Redirecting. Key Concepts. How to redirect and engage children How and when to ignore inappropriate responses from children. Using verbal and nonverbal cues to re-engage children The importance of reminders and warnings.

umay
Download Presentation

Workshop 4

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Workshop 4

  2. Decreasing Inappropriate Behaviour Part One Ignoring and Redirecting

  3. Key Concepts • How to redirect and engage children • How and when to ignore inappropriate responses from children. • Using verbal and nonverbal cues to re-engage children • The importance of reminders and warnings.

  4. The major alternatives before resorting to negative consequences are the strategies of ignoring, redirecting and reminders or warnings.

  5. In your groups discuss the kinds of behaviours teachers can ignore in the classroom. Make a list down the left hand side of your page.

  6. In groups: Go back to your list of behaviours you can ignore in the classroom and on the right hand side of your page write the positive opposite behaviour.

  7. Nonverbal Cues Identify the nonverbal cues used in the next few vignettes. Compare your list with that of your group members. Vignettes 7 - 11

  8. Negative Verbal Redirect Discuss with your group what you might have done differently to positively redirect. Vignettes 17-21

  9. Selective Ignoring When would selective ignoring be effective? Using the handout on Selective Ignoring, discuss this question with your partner and record your ideas.

  10. In your groups decide how you would set up a systematic programme to help a child such as this learn to stay in her seat? Vignette 23

  11. Share with your group strategies you use to help yourself stay calm when children are misbehaving and disregulating.

  12. Pairs for Planning • Helen Lisa • Linda Nicola • Suz Bridget • Karen Claire • Jo R Jo McL • Jen Ros • Ruth Candice • Penny Jac

  13. Next workshop date 15 June 2011 Helen hmsnz@xtra.co.nz Rose rosecopland@yahoo.co.nz

More Related