Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Linda Albert
On Linda Albert What teachers can do to help Background/Why students misbehave Author, counselor, syndicated columnist, university professor, and former classroom teacher
Has written and developed several books and videos on how to implement Cooperative Discipline for teachers, staff, and families
She works nationally and internationally with educators and parents.
She has authored regular columns in Working Mother and Family magazines and has made featured appearances on NBC’s Today Show, CBS This Morning, and CNN’s Cables News Background on Cooperative
Discipline Influenced by Adlerian psychology and by the work of Rudolph Dreikurs
Albert is convinced that students’ behavior and misbehavior result form their attempts to meet certain needs. By attending to those needs and providing much encouragement, teachers can reduce misbehavior greatly and establish classrooms in which students participate cooperatively with the teacher and each other Attention-Seeking Behavior AGMs - Attention getting mechanisms
Students will tap pencils, sharpen pencils in the middle of class, show off to other students during class, ask irrelevant questions during discussion, etc. The 3 C's The First C - Capability
The Second C - Helping Students Connect
The Third C - Helping Students Contribute Capability Make mistakes okay
Focus on past successes
Make progress tangible
Recognize achievement Helping Students
Connect Connect: establishing and maintaining positive relationships with peers and teachers
Affection (Jacki, Sarah, Michael, Montse - TEL 311) Principal Teachings Why Students Misbehave Power-Seeking Behavior Revenge-Seeking Behavior Avoidance of Failure
Behavior For the most part, students choose to behave as they do. Students need to feel they belong in the classroom. When students misbehave, their goal is either to gain attention, gain power, exact revenge, or avoid failure. Teachers can only influence student behavior, they cannot directly control it. Teachers in general reflect three styles of classroom management: permissive, autocratic, and democratic. The 3 C's - capable, connect, and contribute - are essential in helping students feel a sense of belonging. Teachers should work cooperatively with students to develop a classroom code of conduct. Teachers should also work cooperatively with students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. When conflicts occur between between teacher and students, the teacher should remain calm and relaxed. The Five A's Helping Students Contribute Encourage student contributions in the class
Encourage student contribution in the school
Encourage student contributions in the community
Encourage students to work to protect the environment
Encourage students to help other students Classroom Code of Conduct Teachers should work with their classes to establish a classroom code of conduct that specifies how everyone is to behave and interact
The word “rule” has a negative connotation, but a “code of conduct” covers more behavior without sounding controlling
Ask yourself, the students, and the parents, what the ideal classroom should be
Identify and clarify appropriate and inappropriate behaviors
Check for understanding
Display behavior in the classroom, repetition, and review Define the problem objectively, without blaming or using emotional words
Declare the need: that is, tell what makes the situation a problem
Describe the feelings experienced both sides
Discuss possible solutions. Consider pros and cons of each.
Decide on a plan. Choose the solution with the most support from both sides. Be specific about when it will begin.
Determine the plan’s effectiveness. A follow-up meeting is arranged after the plan has been in use for a time in order to evaluate its effectiveness. Implementing Consequences The student feels that they are not receiving enough attention in class and resort to wanting to have the entire class under their control
They will begin to challenge the teacher
Words and actions in the classroom are what make this student feel the need to misbehave
This becomes very difficult with the teachers as they become frustrated and feel as though they will lose face or lose the entire class because of one student When students feel that they are threatened or mistreated in class, whether it is accidental or imaginary, they retaliate with verbal abuse or physical abuse
An example of this is by telling the teacher that “They suck as a teacher.” Some students will respond physically
This can also be caused by problems at home or classmate issues as well. Some students feel that they are not capable of accomplishing certain tasks asked by teachers and feel the need to withdraw from the class or simply not do any of the work
In most cases the students and the teacher need to come together to make sure they will not give up and have them do their work regardless of how they feel
When this happens the teacher can figure out how the student learns best and have the student work with their strengths through this modified lesson Works Cited http://nurturingthewholechild.wikispaces.com/file/view/Cooperative+Discipline.pdf How This Info Can Help We can use this info of understanding their motives for misbehavior, to help direct the students behavior by identifying the purpose of their misbehavior and using appropriate relevant ways to guide toward good behavior. For example Attention Seeking students, instead of punishing, direct their attention seeking in a positive way by acknowledging their good behavior instead of their bad ones. How This Info Helps The first C helps by encouraging students that they can do anything. Be positive in grading by only putting number they got correct instead of number wrong.
The second C helps during lessons and with student-teacher/student-student relationships by using group activities, learning about what the students are interested in, and how they best learn.
The third C helps by creating a safe environment that will encourage students to participate. Teachers should have open class discussions and create a circle of friends for them to have a partner to talk to, to peer edit, and for other group work so as to help them feel involved and important. How This Info Helps Use at beginning of school year to set the expectations of the classrooms. This allows there to be clear cut instructions and no room for misbehavior. Students will still misbehave, but without rules to govern their actions, their actions would overtake the classroom. Group Activity Get into 4 groups
One person in each group will be the student with one of the misbehaviors we mentioned at the beginning of the presentation
As a group, come up with a solution to the misbehavior