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Teaching Self-Discipline (Mindmap by Ryan K.) - Coggle Diagram
Teaching Self-Discipline (Mindmap by Ryan K.)
Chapter 4: Solving Problem Behavior
Talking to Parents about Problem Behavior
Contact parents early about problem behavior. If parents do not hear about the problem, they may get angry because you did not notify them sooner.
Give parents only the facts about what happened.
Communicate with parents early and often.
Clearly understand why you are contacting parents when students misbehave.
Student: "I don't know." Teacher then asks: "If you did know, what would you say?"
Problem-Solving Conferences (aka Confrontation)
Tell the student what you want to talk about.
Make sure that the student knows why you are talking to them about a problem.
State the problem briefly and concisely. State only facts.
State why it is important to solve the problem
Discuss what could be the cause of the problem
Set a clear, specific goal to work toward
Brainstorm some solutions, perhaps with the student
Elicit help from other teachers if needed.
Chapter 5: Managing the Effects of Toxic Stress
Incorporate Playfulness into Learning
Keep a sense of humor
Encourage creative play with games and skits
Allow to students to follow their own questions about what they are learning
Communicate Hope
Ryan K. Note -- The ultimate hope is the Gospel of Jesus Christ
Set short-term and long-term goals
Help students to remember that mistakes are part of learning
Help students to nurture their creativity and curiosity
After school programs
Give students leadership roles in the classroom
Recognize when students are successful
Remember and recognize students' birthdays
Responding to Outbursts and Withdrawal
Know the needs of your students
Build good relationships with students so that you can help them when a problem happens
When an outburst happens, regain control of the situation and make sure that everyone is safe
Use time-out as a first course of response
Maintain a calm tone of voice and keep your words few. Focus on listening rather than talking so that you can gather information
Staying calm communicates to students that you are in control of the classroom.
After the outburst, talk with the student privately and find out what is happening
Chapter 1: Creating a Safe and Predictable Learning Environment
Imagine the classroom through the eyes of the student
Organizing the Classroom for Success
Furniture
Classroom walls
Too many decorations are confusing while bare walls look boring
birthday chart
Using Positive Teacher Language
Envisioning Language
Positive identities: "readers," "scientists," "actors," etc.
Concrete images and words
"Keep your feet quiet so that people can hear what is being said"
Metaphors to add clarity and power
Reinforcing Language
Point out positives that students completed
"Did you notice how quickly everyone cleaned up today?"
Do not point out a single student as a positive example because other students might resent the student being praised
Reminding Language
Establish expected behavior before using reminders
Be brief and simple with reminders
Redirecting Language
Used after the student has lost control and needs to get back on track
Be firm. Establish and enforce limits. Simply say, "no" when you do not want a student to do something
Use direct commands
Watch your tone and volume. Students notice changes in tone and volume.
Be simple and clear
"Freeze -- scissors on the desk"
"Hands to yourself"
Teaching and Modeling Procedures and Routines
Interactive Modeling
Procedures for Beginning of School Year
Signals for Quiet
Visual signal: raising of hand
Auditory signal: clapping or ringing a chime
Whistle for outside
Chapter 2: Investing Students in the Rules
Helping Students Get Back in Control of Their Behavior
Use Visual and Verbal Cues
Walk closer to the student
Do not overuse cues and reminders
Chapter 3: Responding to Misbehavior
Understand the specific reason why a child misbehaved
"I did not know the rule."
"I did not think that I would be caught."
"Everyone else was misbehaving at the same time."
Students will test boundaries with rules. Be ready to enforce.
Fix small misbehaviors before they become patterns.
Three Types of Logical Consequences
Break, fix it
Loss of privilege
Time-out
Use time-out as soon as a student begins to lose control