Maintaining Appropriate Student Behavior

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Maintaining Appropriate Student Behavior

• Evertson, Chapter 7

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Suggestions

• Monitoring Student
• Behavior Compliance
• You must know what to look for
• During whole class presentations?
• try to move around?eye contact
• During group/individual instruction?sit where you
  can see the whole class?afterwards move around
  the class to give help
• It is difficult to monitor projects from your
  desks and dont spend to much time in one place
• If lots of help is needed, do it from your desk
  where you can see the whole class
• Dont let students congregate around your
  desk?they obstruct the view
• Monitoring cooperative groups?make sure all
  groups understand expectations and
  assignments?circulate around the groups to check
  on their progress
• Checking assignments?collect them regularly and
  look them over, even if their work was performed
  in class
• Also have students report on their progress

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• Consistency ()
• Teaching the same expectation for appropriate
  behaviors, as well as rewards and penalties
• No exceptions?test the limits
• There are time where there are exceptions to the
  rule (class give an example)
• Inconsistencies usually arises from
• Rules are not reasonable or workable
• Teacher fails to monitor the students
• Teacher may not feel strong enough with the
  procedure
• What to do instead
• Research the procedure?then
• enforce it
• Modify the procedure or the
• consequence
• Abandon the procedure
• or the consequence

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Managing Inappropriate Behaviors
Remind the correct procedure verbally or
showing
Eye contact or move closer
Stop behavior
Shall we talk about your unacceptable behavior or
shall we go directly to the penalty phase?
Redirect attention to the tasks
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Building Positive Climate

• Students should look forward to the class?they
  should expect to learn, to receive assistance
  when needed and feel supported for their
  efforts?but most importantly you must communicate
  expectations
• Identify and discuss appropriate instructional
  goals
• Insist that the students complete work
  satisfactorily
• Refuse to accept excuses for poor work
• Communicate acceptance of imperfect initial
  performance but communicate expectations of
  improvement
• Convey confidence on students ability
• Display encouraging I can signs
• Avoid comparisons
• Appropriate praise?quality and effort, maybe
  privately

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Improving Class Climate

• Before
• Policies
• All students can achieve

Symbols Points and charts Grades
Recognition (teams or groups)
Material incentives
Enjoyable Activities

• Problems with Incentives
• Interfere with process and quality of learning
• Expected rewards negative effect
• Undermine creativity
• Must differentiate those for control and those
  for feedback