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EEA202 (Week 2 (Behaviour standards (expectations) (Generally…

- - - - Establishes empathy student and teacher
      - Effective with dealing with problem behaviours and negative solution
      - Being concious of the act of listening
    - - Used to assert position through:
        
        Describing a problem
        
        Stating how you feel
        
        Explain how you feel a certain way.
      - Avoid the use of you
      - Speakers use calm matter of fact tone
      - Encourages problem solving
    - - Gesture, posture and positioning
        
        Bodily movements head/arms/hands/shoulders
        
        Convey nuanced messages
        
        Accompany emotional states
        Excitement, hopelessness, impatience
      - Proximity and touch
        
        Physical distance between each other
        
        Use of space and touch
        
        Acceptance or tolerance depends on
        Varying distance, closeness of relationship, cultural back-round
      - Facial expressions and eye contact
        
        Degree of intimacy
        
        Relative status
        
        Interest
        
        Personal characteristics
    - - Requires an aspect of mutual respect
      - The 6 steps
        
        Identify problem
        
        Identify possible options
        3.Identify options for solutions
        4.Delete unacceptable options
        5.Apply the agreed solution
        6.Identify a time for review
  - - - Beliefs: Students/teachers convictions about what classroom should be like
      - Expectations: How teachers want students to behave and visa versa
      - Values: ideas and states of being
    - - Routines: Step-by-step ways of doing things, allows class to run smoothly
      - Procedures: routines or sets of routines that guide students and teachers
    - - Classroom ethos: Commonly shared beliefs about learning
      - Rules: A set of guide lines describing appropriate behaviour
      - Rituals: Actions associated with ethos and rules that reflect an important aspect of class
  - - - Reference to family/friends
      - Favourite subject/topics/activities
      - Photo of student
      - Favourite teams/hobbies
    - - Get out and about the community
        
        An early hello - text/email/phone call
        3.A regular positive message about students achievements
        
        Organise informal events such as a BBQ or lunch
        
        Ensure your communication is cultuallu appropriate
    - - You and parents/caregivers
      - You and whole class
      - You and students
    - - Orientation to academic goals
        
        Academic Focus
        
        Quality Teaching
      - Order and control
        
        Classroom Culture
        
        Organisation
      - Relationships
        
        Peer Support
        
        Teacher Respect
        
        Teacher Support
        
        Peer Respect
  - - - Rules and consequences perspectives
      - Rights, responsibilities and consequences perspective
      - Code of conduct perspective
  - - - High expectations
      - Strong teacher-student relationships
      - Clarify and structure in instruction
      - Active learning
    - - Encourage and praise
      - Consistent corrections and consequences
  - - - In the interaction skills-related literature, a wide variety of conceptually related terms are frequently used as if researchers shared a common understanding (e.g., social intelligence, social competence, social skills, interpersonal competence).
      - Scientific experiment worth reading again