ch7ch8

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 * Chapter 7: Maintaining Appropriate Student Behavior **
 * Chapter 8: Communication Skills for Teaching **
 * Some of our work: **

** Monitoring Student Behavior ** - circulate around the classroom as students work independently - pay attention to each student without completely focusing on one student - face students while lecturing - walk around the room while lecturing - ask questions to ensure students are in fact in tune with the lesson ** Consistency ** - set rules that all students need to follow - be flexible, sometimes the instructor must individualize - stick with the rules you make and actions you take, unless you find them to be flawed ** Prompt Management of Inappropriate Behavior ** - make eye contact or use a signal - remind students of behavior that is acceptable and unacceptable - redirect students who are off task - simply tell them to stop what they are doing ** Building a Positive Climate ** - give feedback so students know what they need to work on - convey confidence, build a student’s self esteem ** Improving Class Climate through Incentives or Rewards ** - create rewards that all students can gain, regardless of skill level -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> use rewards to target acceptable behaviors -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> rewards should not be bribes -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> make sure there is meaning behind your grading system -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> recognize students that do well, or those that are making progress
 * __ <span style="color: rgb(80, 235, 45)"><span style="color: rgb(45, 169, 45)"><span style="color: rgb(44, 163, 20)">Breaking Down Chapter 7: Maintaining Appropriate Student Behavior   __**

<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **Constructive Assertiveness** -Make sure to clearly understand the problem or issue. -Good body language. This includes good eye contact and facing the student when you are talking to them. -Let the students know your needs and concerns in a way that they will listen. - allows teachers to show that they are aware and accepting. - Do not argue with the students stay calm and listen to their situation. -This is important when talking about sensitive issues in the classroom -Identify the problem, allow the student to say what is going on. -Have the student suggest a solution and work with the student to come up with an agreement. -Have the student commit to the solution (either by written contract or oral contract).
 * __ <span style="color: rgb(80, 235, 45)"><span style="color: rgb(45, 169, 45)"><span style="color: rgb(44, 163, 20)">Breaking Down Chapter 8: Communication Skills for Teaching   __**
 * Empathic Responding**
 * Problem Solving**

**<span style="color: rgb(227, 13, 13); font-family: 'Comic Sans MS',cursive">Text Sources: **

The authors of this comprehensive text discuss the root causes of disruptive behavior, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. While theorizing behavior management from a range of perspective: psychodynamic, behavioral and scio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention and address a wide range of related issues, such as: policy in relation to behavior in school at local, national and international level; cultural concerns, particularly race, ethnicity, school discipline and exclusion; medical perspectives of topical interest such as AD/HD, autism and diet; assessment at district, community, classroom and individual level and how these underpin theory. [|This book] will appeal to anyone for whom behavior in school is a key concern, including student teachers, teacher educators, senior school managers and practicing teachers undertaking further study in the field. **(Ch. 7)**
 * //Perspectives on Student Behavior: Exploring Theory and Developing Practice// by: Jani Wearmouth**

//****The Center for Effective Collaboration and Practice** **Mary Magee Quinn, Ph.D.,** **Robert A. Gable, Ph.D.,** **Robert B. Rutherford, Jr., Ph.D.,** ** C. Michael Nelson, Ed.D., Kenneth W. Howell, Ph.D. ** This text explores the roots behind student behavioral problems and some of the ways IEP teams are dealing with these problems. While many teachers have differing opinions, generally most agree that there is no single cause for problem behaviors. [|This text] suggests that identifying underlying causes of one’s behavior, “more specifically, what the student ‘gets’ or ‘avoids’ through the behavior”, can aid an IEP team with the diagnostic info that is needed to develop effective instructional strategies to prevent further behavioral problems. // “the relationship //// between behavior and learning must not only // //be considered but acted upon//.” **(Ch. 7)**
 * // ADDRESSING STUDENT PROBLEM BEHAVIOR:  //****//  AN IEP TEAM’S INTRODUCTION TO FUNCTIONAL BEHAVIORAL ASSESSMENT AND BEHAVIOR INTERVENTION PLANS

<span style="font-size: 120%; font-family: 'Times New Roman',Times,serif"> <span style="font-size: 120%; font-family: 'Times New Roman',Times,serif">**Jenkins, Lee//. Improving class climate through Incentives and Rewards.// (** <span style="font-size: 120%; font-family: 'Times New Roman',Times,serif">The chapter in this book that covers incentives and rewards recommends that all students should at some point in time should be rewarded for their achievements. Some students do not always receive rewards for best attendance or best student so it is important to recognize each students own abilities and strengths. **(Ch. 7)**
 * Improving Student Learning: Applying Deming's Quality Principles**


 * <span style="color: rgb(216, 14, 14); font-family: 'Comic Sans MS',cursive">Web Sources: **

**How to Manage Disruptive Behavior in Inclusive Classrooms** by Vera I. Daniels Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities. Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teacher's selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights. [|Here are 10 questions] that may help you diagnostically analyze situations that foster disruptive behavior in students with disabilities. These discussions may provide guidance as you select behavior-reduction strategies. **(Ch. 7)**

//** Released by Stenhouse In this web PDF one can find numerous [|tips and tricks] on how to communicate with students effectively. It gives general tips for talking to children (initiating the conversation), talking to students about disaster (personal crisis), finding ways to have talk time for all (the walk and talk method), keeping in touch with notes and emails, help and encourage shy and quiet students (talking together), tips for tutoring, creating working rules, having class meetings, and developing a sharing circle. **(Ch. 8)**
 * // Communicating with Students Well

This is a personal interview of Linda Libby who taught foreign language at Mt Ararat High School. She discusses her experiences with classroom management of student behavior and of communication techniques with students. This interview goes over monitoring of student behavior, consistency in the classroom, prompt management of inappropriate behavior, creating a positive environment, incentives/rewards, empathic responding and problem solving within the classroom. **(Ch. 7-8)
 * <span style="color: rgb(234, 16, 16); font-family: 'Comic Sans MS',cursive">Personal Sources: **

<span style="color: rgb(242, 7, 7); font-family: 'Comic Sans MS',cursive"> **Nadine Fenderson a social worker for CSI and the Sanford school system in Southern Maine discusses the importance of consistency with children and young adults. Fenderson states that "if you are not consistent then adolescents are more likely to become disruptive." She also discusses the importance of incentives and rewards that will not disrupt the consistency in the classroom.