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Copy of Spencer Kagan Theorist Presentation
Transcript of Copy of Spencer Kagan Theorist Presentation
By Lauren Harris & Lindsey Riggs
The 5 P's
Teachers provide content material in a monitored environment.
Simultaneous interaction: students are actively engaged at the same time during the class.
Creates expressions to be used in relations to focusing on a specific skill
Example- showing interest in what is being said, disagreeing politely, or praising the speaker.
Observation followed by explanation
Teaching socially acceptable body language
Increase the level of working interdependence in class.
Some provide incentives and rewards in addition to working positively independently
Teachers reject grading on a curve in favor
Be fully aware of all 7 positions as well as prepared with procedures and programs to use in the classroom to deal with disruptive students
Learner needs to meet the specified criteria in order to do well
Monitor other learners in the classroom
No learner has no effect on another learner
Understand that the teacher implementing the processes and procedures in dealing with disruptive behavior correctly, is only trying to help and wants the best for him/her
Type of structured peer interaction emphasizing positive human relationships, collaboration between peers, active learning, academic achievement, equal participation, and equal status of students in the classroom.
1. Verbal/Linguistic - reading, writing, speaking, listening, vocabulary
2. Logical/Mathematical - numbers, logic, computation, analysis, synthesis
3. Visual/Spatial - design, color, detail
4. Musical/Rhythmic - playing, composing, singing
5. Bodily/Kinesthetic - motor skills
6. Naturalist - natural world and phenomena
7. Interpersonal - relationships
8. Intrapersonal - introspection, feelings, beliefs
Theory that people are smart in more ways than one—has profound implication for educators.
The 8 Intelligences
Pros & Cons
Time consuming for teachers to learn each of the positions, how to identify them, and how to properly address each of them
Transmission of knowledge could be overlooked or diminished (while behavioral formation is important, it is not the most important objective in the classroom)
Teachers may be overly optimistic and then face discouragement, or place demands on the students that are too high
Students may become too dependent on the teacher resulting in attention seeking behavior in order to receive certain responses
Focusing too much on attitudes can lead to spending too little time on subject content
1. Attention Seeking
2. Avoiding Embarrassment
3. Anger Venting
4. Control Seeking
Behavior: Yelling out without raising hand to add to another student's comment during instructional time.
Behavior: Refusing to do assignments, inadvertently to avoid failure.
Solution: Ask to see student in private. In private, go back over the material on the assignment and reassure him/her that they are smart and perfectly capable of completing it, showing them the wonderful job they have just done.
Solution: Name the student that called out and say, "I allowed Johnny to share his comment because he raised his hand and waited for me to call on him. That is the proper way to get the class' attention on him.
Behavior: Reacting in an extreme way due to frustration, anger, or humiliation
Solution: Provide cool down time and then understandingly approach that student in private to discuss responsible ways to handle his/her anger and/or hold class meetings to encourage self-control and discuss conflict resolution options so no individual student feels isolated.
Behavior: "I am not doing this stupid homework!"
Solution: "If that is how you feel, I certainly cannot go to your house and make you do it, so whether or not you do your homework is completely in your control. You just will not receive your homework points."
Behavior: Move and talk constantly
Solution: Provide time for energy breaks and relaxation and teach calming strategies to help students work off energy in a positive way on their own
Behavior: Not wanting to participate so student gets off task
Solution: Reevaluate how accurately you are involving all of the students and integrate an energizing activity. Also, assigning classroom roles for each student gives them purpose and daily responsibilities to keep that encourage self-motivation.
Behavior: Lost and clueless about what to do on the assignment
Solution: Have another student repeat the directions given without calling the clueless student out. Then once all student attention is on the assignment, approach the lost student encouragingly and make sure he/she understands what they should be doing (explain in a different way if they still do not understand).
Pay more attention to how clear your directions and modeling of activities are in the future.
The 5 P's
The 3 Pillars
1. Same Side
2. Shared Responsibility
3. Learned Responsibility
According to kaganonline.com, the three pillars are described like this, "The Win-Win teacher teams up with the disruptive student, to help the student learn more responsible ways to meet the needs associated with his/her position. Learned Responsibility is the goal of Win-Win Discipline, and it is reached through a process as the teacher places him/herself on the Same Side with the student, and Shares Responsibility for co-creating the win-win solution.
(Ounces of Prevention)
In order to eliminate disruptive behavior, procedures are identified to tend to each student's position.
Example: A teacher recognizes an Attention Seeking student's efforts in a special and unique way so that student no longer feels the need to act out in a disruptive way to meet the need that has already been met.
The idea of accepting the student's position (where they are coming from) rather than their disruptive behavior. It is the process of teaching students non-disruptive ways to meet the needs of each of the seven positions.
1. Identifying the behavior
2. Identifying the position
3. Responding in the moment of disruption with a carefully selected Win-Win Structure to match the behavior and the position
4. Structuring a Win-Win follow-up to ensure the three Pillars are in place
(Pound of Prevention)
Implementing engaging instruction such as cooperative learning or multiple intelligences. These programs reduce discipline problems dramatically, because an engaged student is seldom a disruptive student.
Clear expectations being discussed with students
Positive and constructive foundation
Exemplifies the potential of the students even through disciplinary action
Increases accountability by fostering teacher-student communication
Students are capable of reaching self-fulfillment and increasing their potential by transforming attitudes and behaviors of negativity into positive ones
Educates students' emotional and personal development as well as areas of study
Promotes an atmosphere of harmony, dedication, and maximized student-learning capability
Structures of CL
Stressing positive interpersonal peer relationships, equality, self-esteem, and achievement in the classroom.
1. Time Pare Share
2. Folded Value Line
4. Team Statements & Blackboard Share
5. Draw a Gambit aka (strategy)
6. Paraphrase Passport/ Rally Robin
Structural Approach Goals
• building team spirit and positive relationships
• information sharing
• critical thinking
• communication skills
• mastery (learning/remembering) of specified