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THE SKILLFUL TEACHER: Chapter 8, Discipline

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brandeis zaklan

on 11 October 2012

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Transcript of THE SKILLFUL TEACHER: Chapter 8, Discipline

"Children remind us to treasure the smallest of gifts, even in the most difficult of times."
Allen Klein "Be the change that you want to see
in the world." - Mahatma Ghandi What does discipline look like in your class? A Comprehensive
to Discipline All Behavior has an origin or a cause. This Chapter is
organized around
the following
assumptions: ELIMINATING
DISRUPTIONS and Sound Instruction Establishing
Foundation of Classroom Management, Build Relationships
of regard and respect
with students Have clearly established
-Time schedules
-Defined physical spaces Establish a safe & welcoming environment (cc) image by nuonsolarteam on Flickr Challenge your students, and support their success! Personal
"A child develops individuality long before he discovers taste. "
-- Erma Bombeck "Coming together is a beginning; keeping together is progress; working together is success.
Henry Ford The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold
of your mind.
- Khalil Gibran -Create lessons to
include all students THERE ARE AT LEAST 12 CAUSES OF DISRUPTIVE OR INAPPROPRIATE BEHAVIOR 1) Poor general management: Attention, Momentum, Space, Time,
Routines, Personal Relationship Building.
2) Inappropriate work: too hard, too easy, or a glaring learning
style mismatch: Objectives, Learning Experiences.
3) Boring instruction: Learning Experiences
4) Confusing Instruction: Clarity
5) Unclear standards, expectations, and consequences.
6) Student ignorance on how to do the expected behaviors
7) A need for fun and stimulation
8) Value and culture clashes
9) Internal physical causes
10) External physical causes
11) Extraordinary emotional baggage
12) Student sense of powerlessness Chapter 8
Definitions of 'discipline' [dis-uh-plin]
Dictionary.com - (Showing 1 definitions)
1. training to act in accordance with rules
2. behavior in accord with rules of conduct
3. branch of learning
4. punishment
(transitive verb)
1. to train by instruction and exercise
2. to bring under control
3. to punish Effective Responses to disruptive behavior are chosen from a repertoire to match the cause or causes three two one Establishing authority and safety has three major subtasks Establish expectations for behavior with confidence and clarity, clearly defined rules and a social contract as a reference for behavior.
Involve the students in creating the contract so they have buy in and there is no ambiguity. React with speed and deciveness when behavior in inappropriate or disruptive
Take measures to ensure order and safety, both physical and psychological Responding to student behavior when necessary with consequences that are clear, swift, fair, certain.
This means having an escalating scale of consequences in mind and backup systems in place. or Create a student centered classroom where there is community responsibility for the classroom climate and environment. 3.) BUILDING A CLIMATE
OF HIGH ACHIEVEMENT 4.) Dealing with the very resistant student will call upon you to utilize the 3 previous skills. And, may the force be with you! :) The Taboo Exercise Taboo: Our reaction is so strong it happens only once
Very Serious: We react strongly and take action
No-No: We respond but don't get all worked up
Uh-Uh: We enforce today but might ignore tomorrow P.R.I.D.E.
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