NaimExplain

What are the six steps to a problem solving conference with parents? 1. Send home a conference invitation 2. Put together samples of students work 3. Plan the physical environment-adult sized chairs inside and outside the classroom, table with children's books, put out some food 4. Fill out a parent conference form 5. Examples of students unique qualities- be able to give specific traits of the students to parents. 6. Sandwich technique is good

What is a token economy or reinforcement system. What population of students is best served by it? Token economy is when you use positive reinforcement for positive behavior. This is best suited for for Autistic, ASD, ADD/ADHD, young kids, EBD (emotional behaviors), BP Behavior problems

What are the guidelines for establishing your classroom rules/expectations using the Responsive Classroom Approach. What are the steps (consequences) when a student misbehaves or does not follow the rues/expectations using this approach? Start with hopes and dreams then move into rules (whole class makes rules). 1. Warn 2. Warn 3. Take a break 4. Take a break in neighboring teachers classroom 5. Apology of action 6. See principal ( meet a contract plans logical or natural consequences?)

Although not very desirable, punishment can be used most effectively if several suggestions are followed. List three of them. 1. Punish immediately after misbehavior. So there is a correlation between behavior and consequence 2. Punish each occurrence 3. Indicate what behavior is being punished

List four undesirable effects of using punishment 1. Generates resentment and unhappiness 2. Encourages avoidance and truancy- drop out or skip classes ( hs) in elementary the kids will "get sick" or go to the nurse's office. 3. Presents the teacher as an undesirable model. - those that are punished, punish others. 4. Lead to escalation

Describe LaBounty's four methods of humane punishment. Be able to give an example of each. 1. Positive Practice -perform the desired behavior when running, have them go back and walk. If they write on table they clean their own table 2. Over correction- Performing the behavior multiple times-lean several tables 3. Time out-Never send a kid to timeout in anger. Less emotion. Allows teacher and student to cal m down. Should be in your own classroom. Indicate the behavior. 4. Soft reprimand-

What are five short rules to keep in mind when designing your classroom rules? 1. State rules positively 2. Five or less rules 3. Students are part of the decision making 4. Post rules at childrens eye level 5. Occasionally reward students for rule following

Define the six steps to conflict resolution as outlined by Gordon 1. Define the problem 2. Make a list of solutions 3. Look at the pros and cons of each solution 4. Decide which solution is best 5. Decide what has to work for the solution to work. implement it 6. Evaluate how well the solution solved the problem

Explain what a life space interview is and when you would use it with a student Sit one on one with student and have conversation Try to find out what is really going on with them Figure out what goals they want to achieve

Rudolph Dreikurs four goals of students who have not worked out a satisfactory personal adjustment. what advice does he give teachers? 1. Attention 2. Power-give them choices 3. Revenge 4. Inadequacy Observe Identify (which goal) Share observation with student Work a plan/contract

Given the formula below, explain Glasser's reality therapy approach to dealing with problem students. How and when would you use this approach with students? Plan (contract) = SAMI2C3 P S: simple A: Attainable, realistic M: measurable, 3/5, 4/5 I: student involved in plan I: plan goes into effect immediately C: controlled: plan controlled by student C: consistent: student needs to demonstrate behavior C: commitment from student P: perseverance

Based upon class demonstration and discussion, what are the guidelines to conducting William Glasser's Open Meetings (problem solving)? What are the benefits for students and teachers? The meeting moves through three stages: defining, personalizing, and challenging. Defining allows children to define types of activities and that there are many ways to define things with no simple answers to the human condition. After defining, personalizing lets children look at the topic from many different angles and ask questions that help people to personalize the topic and share themselves. This all builds trust since students will not share in a threatening situation. Students should always be left with a challenge, such as what will they do about the issue. The challenge should be left open and not finalized so that it can continue to be discussed. Open meetings provide an opportunity for children to promote their self-concept, as it is not analyzed but promoted and built up. Each chi...

Describe at least 5 ways that you can involve parents in school activities. - Give parents suggestions about learning activities they can easily do with their children at home - Find out what parents do exceptionally well (e.g. carpentry, cooking) and ask them to share their talents with the students - Provide opportunities for parents to volunteer for jobs that don't require them to leave home (e.g. to be someone whom students can call when unsure of homework assignments) - Identify specific individuals (e.g. bilingual parents) who can translate for those who speak little or no English - Invite other family members (e.g. grandparents, aunts, uncles) to participate in school activities, especially if a student's cultural background is one that places high value on the extended family

Describe how you would go about setting up your classroom (physical space) and materials for your school's fall parent conferences. What should you share with the parent or guardians? Who would be in attendance? To set up the classroom, make sure the room has an adult-sized table and chairs with no barriers between the teacher and parent(s). Gather your grade book, the child's records, and samples of their work ahead of time so it is ready to go. Review parent and student information and make an agenda for the meeting. Start with positive comments and be specific with comments and suggestions for action. Avoid using educational jargon and instead explain the student's performance in a way the parents can understand. Focus on the child's strengths and listen to what the parents have to say. Both parents should be invited and children may also be encouraged to come and help lead the conference.

What is bullying? What are the ramifications of a class, individual student and teacher when you have a bully or bullies in the classroom? Bullying is defined as any kind of ongoing physical or verbal mistreatment where there is dominance and control. Bullies and victims tend to have low self-esteem and poor self-regulation, are rejected by peers, and are at risk for later problems. Victims tend to turn inward, for example become depressed and achieve poorly in school. Victims may be overly protected by parents and be more shy or timid children. They may also react aggressively to the bullying but rarely has a positive effect on the situation. To help prevent or stop bullying, teachers should make it clear that bullying will not be tolerated and outline the consequences. If a child is a bully, have them place themselves in their victim's shoes to help them understand how it feels to be bullied. Help children feel successful and find opportunities for children to help others to...

Describe and explain the three-level approach to aggression and violence. Level 1: Creating a nonviolent school environment- one-shot "antiviolence" campaigns rarely have a lasting effect, so creating a peaceful, nonviolent school environment should be the goal. To do this, educators should: make a joint, schoolwide commitment to supporting all students' academic and social success; provide a challenging and engaging curriculum; form caring, trusting faculty-student relationships; involve students in decision making; and provide mechanisms through which students can communicate their concerns openly and without fear of reprisal. Level 2: intervening early for students at risk- some students need intervention to interact effectively with peers, establish good working relationships with teachers, and become bona fide members of the school community. This intervention cannot be "one size fits all" but instead tailored to each student's individual streng...

Describe at least five early warning signs of violent behavior. Who should you contact or consult with when you observe them in your school building. a. social withdrawal: over time, a student interacts less and less frequently with teachers and all or most peers b. excessive feelings of isolation, rejection, or persecution: a student directly or indirectly expresses the belief that he or she is friendless, disliked, or unfairly picked on. c. Lack of anger control: a student frequently responds with uncontrolled anger to even the slightest injustice and may misdirect anger at innocent bystanders d. Lengthy grudges: a student is unforgiving of others' transgressions, even after considerable time has elapsed e. Association with violent peers: a student associates regularly with a gang or other antisocial peer groups f. History of violence, aggression, and other discipline problems: a student has a long record of seriously inappropriate behavior extending over several years ...

Creating a productive classroom environment includes encouraging productive behaviors. For each teacher action listed below, describe what the teacher should do by providing an illustration or teacher comment/direction: a. Cue appropriate behavior b. Reinforce desired behavior c. Remember that different things are reinforcing to different students d. When the baseline level of a desired behavior is low, gradually shape the behavior over time by reinforcing closer and closer approximations e. Provide opportunities for students to practice desired behavior in a variety of contexts f. Give feedback about specifics behaviors rather than general areas of performance: g. Once students are exhibiting a desired behavior frequently, continue to reinforce it intermittently to prevent extinction: a. Cue appropriate behavior: When working on a group project teacher states, "Please remember a point I made earlier: You are more likely to create a good product when all group member...

According to a Behaviorist approach, list and explain four methods teachers can use to reduce and eliminate undesirable behaviors. a. Extinction: one way of reducing the frequency of an inappropriate response is simply to make sure it is never reinforced. b. Cueing inappropriate behaviors: cue the children about what they should not be doing, using body language, physical proximity, or verbal cue. c. Reinforcing incompatible behaviors: reduce the frequency of unproductive behavior by simply reinforcing an alternative behavior. d. Punishment: punishment is a consequence that decreases the frequency of the response it follows; it could be verbal reprimands, response cost, logical consequence, taking a break, or in-school suspension.

What is shaping? How would you use shaping in your classroom? Provide and example a. Shaping is the process of reinforcing successively closer and closer approximations to a desired terminal behavior. b. Shaping in your classroom would be reinforcing a child who is not nice when he smiles at another child. After a few days start to reinforce when he talks nicely with the other children. When that behavior occurs frequently, reinforce him when he approaches more children and talks nicely. Lastly reinforce him when he play nicely with his classmates.