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Avoidance of Failure

Avoidance of Failure. Leave me alone!. Characteristics of Avoidance-of-Failure Behaviors. Since the student rarely distracts or disrupts the class, it is sometimes difficult to identify.

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Avoidance of Failure

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  1. Avoidance of Failure Leave me alone!

  2. Characteristics of Avoidance-of-Failure Behaviors • Since the student rarely distracts or disrupts the class, it is sometimes difficult to identify. • The student needs to temporarily withdraw, to regroup thoughts. Becomes a problem when students engage in behavior consistently over time and miss academic and social development.

  3. Classic Passive Examples • Procrastination • Non-completion • Temporary Incapacity • Assumed Disabilities

  4. Clues for Avoidance Clue 1: Our gauge moves up and we feel professional concern, frustration, and perhaps despair. Clue 2: Teachers give up trying and seek the referral process. Clue 3: When teachers give up, students continue to avoid the task at hand.

  5. Origin of Avoidance • Fear of the Red Pencil • Unreasonable expectations • Perfectionism and Star Mentality • Emphasis on Competition • Student’s Legitimate Needs

  6. Principles of Prevention • Encourage an “I Can” belief. • Make mistakes okay. • Equate mistakes with effort. • Minimize mistakes’ effects. • Focus on improvements. • Foster friendships using the 5 A’s. • Acceptance --Accept cultures • Accept disabilities --Accept Personal Style • Accept the doer, not the deed

  7. Affirmation and Appreciation “ The deepest principle of human nature is craving to be appreciated.” --William James

  8. Ways to Show Appreciated • Appreciate the Deed, Not the Doer. • Describe the behavior accurately. • Use three-part appreciation statements. • Focus on the present. • Give written words of appreciation. • Teach students how to ask for appreciation.

  9. Ways to Show Affection • Inform students that you like them no matter what and they will start to believe it. • Use handshakes, high fives, and other types of affectionate touches.

  10. The Teacher-Student Conflict Resolution Conference Resolving conflicts means finding solutions that are acceptable to both the teacher and the student. Step 1:Define the problem objectively. Step 2: Declare the need. Step 3: Describe the feelings. Step 4: Discuss solutions. Step 5: Decide on a plan.

  11. Conflict Resolution with“Difficult Students” You might encounter these challenges…. • Stonewalling—refusing to negotiate. • Unworkable solutions—students suggest a solution that you feel is inappropriate. • Verbal disrespect—using words to anger and frustrate us to stall the conference. • Blaming others—implicating everyone but themselves.

  12. Developing a Plan toImprove Behaviors These are the steps to developing a plan…. • Pinpoint and describe the student’s behavior. • Identify the goals of the misbehavior. • Choose intervention techniques for the misbehavior. • Select encouragement techniques to build self-esteem. • Involve students, parents, and other partners.

  13. Involving Students in theDecision-Making Process • Hold class meetings on a regular basis. • Use the Code of Conduct consistently. • Let students help construct the classroom rules. • Establish guidelines for mutual respect and support. • Focus on the future.

  14. Let’s Practice: In a small group, practice role playing: • The avoidant student…. • The underachieving student…. • The “I can’t do it” student….

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