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Ch. 7 - 8 : Managing Minor problems with Mild Interventions

By Allison Oates, Mary Petrik and Scott McLaughlin for EDU 557 Summer 2014 : SJU : Dr. Schwarz

Scott McLaughlin

on 9 June 2014

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Transcript of Ch. 7 - 8 : Managing Minor problems with Mild Interventions

Ch. 7 - 8 : Managing Minor Problems with Mild Interventions
Ch. 7 - Maintaining Appropriate Student Behavior "Strategies for Success"
Work Cited
Emmer, E. T., & Evertson, C. M. (2009). Classroom management for middle and high school teachers. Upper Saddle River, N.J: Pearson.
Group 3 : EDU 557 : Dr. Schwarz
Allison Oates
Mary Petrik
Scott McLaughlin

Scaffold directions and classroom goals
Maintain structure and consistent expectations
Make a “No excuses policy” for poor work
Build student confidence :“Can do” attitude
Maintain and enforce the same rules and expectations with all students objectively
Model activities with the class before group and pair work
Publicly praise "results" with informative feedback
Privately praise "effort" with written comments on assignments, notes home and private conversations
Create an incentive program to reward behavior, improvement, effort and achievement
Make eye contact or use proximity until student complies
Remind the student – “My expectation is…”
Redirect students’ attention to the task
Ask the student to stop the behavior
Case Study : Strategies to minimize confrontations
It's important to be clear and concise with your expectations on student behavior in the classroom. Having a clear plan for students to follow will help mitigate problems down the road.
Lay the Foundation on the First Day of Class
Simple Ways to Manage Inappropriate Behavior
Create a Consistent Positive Learning Culture
Teachers should build a positive learning climate to develop and maintain healthy student relationships in the classroom. Being organized and consistent will provide students with a positive role model and learning experience.
Successful teachers constantly monitor their students' behavior, consistently enforce rules and encourage appropriate behavior to build a positive classroom climate (Emmer & Evertson, 2009, p. 132).
When conflicts arise, teachers need good ways to manage them constructively so teaching and learning can continue in a supportive classroom climate (Emmer & Everston, 2009, p. 157).
Kelly Woodson's philosophy is "Firm and Fair."
What will be your teaching philosophy?

Respond to the student without emotional intensity
Strong emotions will only perpetuate the student's emotions
Be aware of your “Buttons”
Clear communication is necessitated by frequent misdemeanors
Mastering these three skills will help to deal with the situation while maintaining a good, respectful relationship with the student

Empathetic Responding

Ch. 8 - Communication Skills for Teaching
"Because Sometimes, even the Best Strategies Fail"
Constructive Assertiveness
Empathetic Responding
Problem Solving

Use constructive assertiveness, emotional responding, and problem solving
Express appreciation for the parents time (and be prepared so that you are not wasting it).
Remember, parents who struggled in school may be intimidated by teachers (YOU)
Treat the parent like a TEAMMATE.
Document concerns whenever you can.
Stick to a description of the behavior and avoid labeling the child.
Respect the parents’ knowledge of their adolescent.
Talking with Parents-TIPS
For more great tips on positive behavior management check out the video below.
For more great tips on simple intervention strategies check out the video below.
Constructive Assertiveness

Listen to the child's perspective!
Allow the student to suggest ideas!
Compare all ideas to select the best!
Student and teacher commit to a solution together

Define consequences
This short video highlights the importance of clear communication when diffusing an intense moment of communication between the student and teacher.
What will strike a chord with you?
Classroom Management for Middle and High School Teachers - Emmer and Evertson (2009)
Full transcript