Behavior Strategies pt. 2

Behavior Strategies pt. 2

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  • School Field Trip
  • Now I know what to look out for!
  • School Field Trip Discussion
  • Examples:Prior to class, several students are huddled together talking intensely.One or more students have not been engaged in class activity for an extended period of time.Students sitting in one area keep looking at each other and smiling.Members of the class keep looking at a specific location and smiling.Students giggle or smile whenever the teacher looks at or walks near a particular part of the room.When the teacher’s back is turned toward the class, whispering or giggling can be heard, or unusual noises can be heard from a particular part of the room.
  • Lunchroom
  • Shut up!
  • No! You shut up!
  • Noticing potential problems involves attending to unusual behavior by students. What is considered unusual behavior for one group of students might not be considered unusual behavior for another group of students. (Marzano, 2007)  
  • Lunchroom
  • I hate you!
  • I hate you more!
  • Why don't you two explain to mw what the problem is?
  • Looking at the suspected students: The first and least intrusive action for de-escalation of a conflict is to look at the suspected students. This should be done in a way that elicits the attention of the suspected students; it might also elicit the attention of other students. (Marzano, 2007)
  • References 
  • Moving in the direction of students. If the suspected behavior continues, the next step is to move in the direction of the offending students. The teacher will eventually stand right next to the student or students in question. A slightly more intrusive action is to quietly and privately talk to the offending students, to avoid public embarrassment for their actions at this stage. (Marzano, 2007)
  • If students still have not reengaged, then the teacher stops addresses the students. This is done in a calm and polite manner, but the confrontation is public and direct. At this stage there can also be an explicit statement of the consequences that will ensue if the current behavior continues. As much as possible the teacher communicates that the students have a decision to make. What occurs next is in their direct control. (Marzano, 2007)
  • Marzano. The Art and Science of Teaching. 2007.Association for Supervision and Curriculum Development StoryboardThat
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