Activity 1: De-escalating Aggressive Behavior
If a teacher is not effectively managing the learning environment, student misbehavior can become very disruptive in the classroom. In these cases, teachers spend a great deal of time trying to manage student behavior rather than guiding student learning. Thus, it is very important to prevent misbehavior from becoming a distraction for most students in the classroom. In this activity, you will work with a partner to develop a presentation about strategies that will help you prevent disruptive behavior from occurring and develop strategies for de-escalating student behavior before it can get out of hand.
Break student tasks into manageable chunks
Lets break this task in to 3 parts 1-first lets .... 2-second let's... 3-finally......
This is much easier, I will start with #1.
Increase adult supervision/surveillance
Increase 'reinforcement' quality of classroom
super star rules
1- Listen to your teacher 2- treat others as you want to be treated 3-feet and hands to yourself
Studentsmay misbehave to escape activities that they find too hard or tedious. Considerbreaking a larger task into smaller or easier 'chunks' that the student willmore willingly undertake. If the student must complete a large number ofsubtasks, include an occasional 'fun break'.
Whenthe student's misbehavior is 'covert' (hidden), increase the adult supervisionin the area. Be sure that all adults supervising a particular school settingagree on what behaviors to single out for positive or negative consequences andknow how to get additional assistance if student behaviors get out of hand.
If a student is acting out to be ejected from a classroom, it may be that student does not find the classroom setting and/or routine to be very rewarding. The teacher can make the classroom environment more attractive in a number of ways, including by posting interesting instructional materials, boosting the pace of class lecture or discussion, and including additional instructional activities of high interest to students.
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