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The Proactive Teacher: Balancing Respect and Fun in the Classroom

This resource discusses effective teaching strategies focused on creating a positive classroom environment, setting clear rules, modeling appropriate behavior, and using methods like limit setting, reinforcement, and cooperative learning to empower students.

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The Proactive Teacher: Balancing Respect and Fun in the Classroom

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  1. The Proactive Teacher EDUC 623 Liberty University

  2. How would you describe your favorite teacher/s? • Adjectives

  3. The balance between being well-liked and well-respected!! Well – Respected - http://www.youtube.com/watch?v=1Obte0XqgNc&playnext=1&list=PLdvjYqU_m2mK_g6AePB86qJSj1WhjCTdm&feature=results_main Well – liked - http://www.youtube.com/watch?v=fNTzp9grp2Q

  4. BE POSITIVE • Be able to laugh at yourself • Use humor as a tool, not a weapon • Encourage, don’t criticize • DON’T WORRY! PROBLEM SOLVE!

  5. BE FUN • Be Creative • Make your classroom a place to want to be • Provide a variety of activities • Give the children success

  6. BE STRUCTURED • Manipulate the surroundings • Be organized • Always keep an eye on the students • Teacher movement • Stick with a schedule • Have clear classroom rules • Don’t assume prior knowledge

  7. Classroom Rules (Expectations) EXAM!!!!!  • Specific and concise • Only 4-6 rules • Stated in a positive manner • POSTED in the classroom • Each rule is taught to the students

  8. Sample Rules • Using the acrostic “Third” for 3rd graders at a Christian School Treat all classmates kindly. Have yourself settled and ready to listen to the teacher. Is working quietly and staying on task. Respect classmates’ feelings and possessions. Do, say, and think first, “What would Jesus do?”

  9. BE CONSISTENT • Use promises and rewards • Set and clearly explain limits • Explain situations • Model appropriate behavior

  10. Modeling Appropriate Behavior • Luke 6:40 says “…after he has been fully trained, he will be like his teacher”. • Phil.4:9 - “The things you have learned and received and heard and seen in me, practice these things, and the God of Peace will be with you” • I’d Rather See a Sermon then Hear One

  11. I’d Rather See a Sermon then Hear One • I'd rather see a sermon than hear one any day:I'd rather one would walk with me than merely tell the way. • The eye's a better pupil, and more willing than the ear,Fine council is confusing, but example's always clear. • The best of all the preachers are men who live their creed,For to see good put into action, is what everyone needs. • I can soon learn how to do it, if you let me see it done,I can catch your hands in action, but your tongue too fast my run. • And the lecture you deliver may be very wise and true,But I'd rather get my lesson by observing what you do. • For I may misunderstand you in the high advice you give,But there is no misunderstanding how you act and how you live. • When I see an act of kindness, I am eager to be kind;When a weaker brother stumbles, and a stronger stays behind. • Just to see if I can help him, then the wish grows strong in me,To be as big and thoughtful as I know that friend to be. • And all travelers can witness that the best of guides today,Is not the one that tells them, but the one that shows the way. By Edgar Guest

  12. On-Task Behavior????? • Are we having fun?? Are the students engaged?? What can I do?? • Stay fun, structured and engaged • Attention getters – “Set” of the lesson plan is very important • Games

  13. Effective Limit Setting • Be consistent. Guidelines must remain similar among all staff and situations • State clear, reasonable, enforceable expectations • Give brief reason for the limit • Provide a choice or alternative • Follow through with a consequence • Evaluate the limit and its effectiveness

  14. Effective Limit Setting • Limits and consequences should be immediate • Recognize when help is needed to carry out a limit. • Separate the individual with a problem from the group • Remain calm and matter-of-fact • Don’t lecture, don’t shout, don’t threaten

  15. Sample Positive Reinforcements ALWAYS START WITH LEAST RESTRICTIVE • Positive words • Positive calls home • Behavioral contracts • Points/levels system • Token economy

  16. Punishment and Negative Reinforcement ALWAYS START WITH THE LEAST RESTRICTIVE • Verbal reprimands, frowns, reminders, etc. • Imposing in-class separation (time out) • time out versus time away • Removal from classroom (time out or isolation room/area) • Send home

  17. Proximity control Voice control Pause. Stop what your doing Distraction Eye contact Rule reminder Rewards Token economy Loss of privileges Phone calls home Separation from the group Time outs Less Obtrusive to More Intrusive

  18. FAIRNESS • BE FLEXIBLE • Show children that you value them

  19. Token Economy • Student Driven not Teacher Driven • Observable and specific behaviors • Time intervals • Rewards • Should not ever take tokens away from the student

  20. Cooperative Learning • Work in groups to earn points and prizes • Give attention to the positive behavior • Do not take points away • Heterogeneous vs. Homogenous Groups

  21. Empowering Students • Our goal is not to manage student behavior, but rather to teach students to successfully manage their own behavior • What we’re asking students is really to behave abnormal • Encourage self-talking and questioning • Gal.5:22-23 - “But the fruit of the spirit is…self-control…against such things there is no law.”

  22. You have learned… • Classroom management • Less restrictive to most restrictive techniques to dealing with behavior problems • Reinforcements • Token Economy and Cooperative Learning • Empowering students

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