Tools in my Toolbox
Understand The Purpose: Why is the child/student misbehaving? There is always a purpose. Do you know what the purpose is? Getting attention? Power? Revenge? Feelings of failure? It's important to understand the purpose to readily support it. For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he/she is set up to experience success. Those seeking attention need to receive attention - I will catch them doing something good and recognize it.
Avoid Power Struggles: In a power struggle, nobody wins. Even if you do feel like you've won, you haven't because the chance of reoccurrence is very likely. i will try avoiding power struggles by exerting patience. Show patience, you're modeling good behavior, you ALWAYS want to model good behavior even when you are dealing with inappropriate student behaviors. A child's behavior is most often influence by your behavior, I will remember this. If you are hostel or mad when dealing, they will copy you.
Do the Opposite of What They Expect: When a child/student misbehaves, they often anticipate a response. I will do the unexpected. For instance, when I see children playing with matches or playing in an area that is outside of the boundaries, they expect you as a teacher or person to say "Stop", or "Get back inside the boundaries now!" However, I will try saying something like "You kids look too smart to be playing there" (or playing with matches). This will surprise them. Say something positive first.
Find Something Positive: For students or children who regularly misbehave, it can be very difficult to find something positive to say. Work at this, the more they receive attention for the positive things, the less apt they are to look for attention in a negative way. I will attempt to go out of my way to find something positive to say to my chronic misbehaving students. Remembering, these children often lack belief in their own ability. I need to help them see that they are capable.
Recourse: http://specialed.about.com/od/behavioremotional/p/handlebehav.htm
Pick a Stick: To help manage the classroom and avoid hurt feelings, I will assign each student a number in the beginning of the school year. Put each student's number on a Popsicle stick, and use these sticks to choose helpers, line leaders or when you need to call on someone for an answer. These sticks can also be used with your behavior management chart.
Traffic Control: I will make make a traffic light on the bulletin board and place the students' names or numbers (use the number sticks from the idea above) in the green section of the light. Then as I monitor the student's behavior throughout the day I can place their name or number under the appropriate colored section. For instance, if a student becomes disruptive I would give them a warning and place their name on the yellow light. If this behavior continues, then i would place their name on the red light and either call home or write a letter to the parent. It’s a simple concept that the students seem to understand, and once they go on yellow light, hopefully that is enough to turn their behavior around.
Students with disabilities:
I will use tools and techniques like these listed below from the National Learning Center for Disabilities:
- Repeat directions. Students who have difficulty following directions are often helped when you ask them to repeat the directions in their own words.
- Maintain daily routines. Many students with learning disabilities (including dyslexia) need the structure of daily routines to know and do what is expected.
- Hand out graphic organizers. Give students an outline, chart, or blank “web” to fill in during presentations. This helps students listen for key information and see the relationships among concepts and related information.
- Use step-by-step instruction. Present new or difficult information in small sequential steps. This helps learners who need explicit or part-to-whole instruction.
- Simultaneously combine verbal and visual information. Provide verbal information along with visual displays (e.g., on an overhead or handout).
- Write key points or words on the chalkboard. Before you start a class discussion on a particular topic (or even before class begins), write new vocabulary words and key points on the chalkboard or overhead.
- Design balanced presentations and activities. For example, include visual information and participatory activities during oral presentations. Also, use a variety of large group, small group, and individual activities.
- Emphasize daily review. A regular review of previous lessons can help students reinforce the connection between new and information and prior knowledge.
Recourse:
http://www.ncld.org/students-disabilities/ld-education-teachers/accommodating-students-