| Cohen, Chapter 7 - Rebecca Letting Go What is the teacher's role in group work? ~give students clear expectations cooperative norms need to be taught ~No Hovering!! let students make decisions on their own. avoid rushing to the rescue step in only at necessary times manage conflict by guiding, not telling circulate among groups, take notes and listen provide feedback during wrap up ~End of chapter describes the gratifying experience of working with another teacher on team activities. |
| Charney Chapter 3- Gillian and Amanda Hopes and Dreams *Rules - made as an entire class- teacher = facilitator and giving positive reinforcement. Rules are: 1. Positively Phrased 2. Short List to be remembered and used 3. Respect and care for ourself, school and others. *Hopes and Dreams - Individual hopes and dreams are connected to the rules. Younger Children > Example: Drawing-something they like to do in school and made into class book. Older Children > Goal-oriented. Written response Example: Accomplishments, something you are proud of. Important. |
| Charney Chapter 4 - Erin and Sara Teaching the Rules If . . . - rules in place, then . . . > demonstrate and model - using experience they (kids) can relate to. - summarizing - repetition * paradoxical modeling - right vs. wrong - teacher and kids (be appropriate) * individual rule plans personal rule or working @ a class rule Consistent, follow through, discuss! |
| Charney, Chapter 6 - Kim & Meghan Logical Consequences Neither Punishment nor Permission - Punishment = time out - Permission = skipping record Natural Consequences - What would happen w/out adult supervision "STOP" Step - Gives time - Next Step - glare, look, gesture, few words, touch, removal. Guidelines - respectful of everyone - choices - consequences respond to choices and actions not character - consequences put into action w/empathy and structure . kind but firm - consequences describe demands of situation not authority - consequences used after assessment - stop think before consequence given - help restore self control and respect through actions not just words 1. Reparation "You broke it, You fix it." 2. Breach of Contract "If you are responsible, you lose a privilege." 3. Time-outs "Forfeit participation" |
| Charney, Chapter 7 - Emily & Kim Time Out "Time-Out sets a safe, orderly atmosphere in which children can take risks and learn." Guidelines 1.) Consistent and familiar procedure 2.) Minor disturbances 3.) Doesn't disturb class 4.) Direction not negotiation 5.) Check in 6.) Time-outs are democratic 7.) "I like you, but I don't like that behavior." 8.) Emphasize choice and faith 9.) Send them out of room 10.) Teachers need to show empathy for rule breakers Time-outs don't work for everyone! Removed but Involved . . . (Diagram) |
| Charney, Chapter 8 - Sarah & Will "The 5%" * The "5%" are those students who take up so much of the time and energy of the teacher, they feel the other 95% of the students are neglected. ~Characteristics~ ~Constant interruptions ~Pattern of behavior doesn't change despite consequences (such as time out). ~Power struggles ~Want to be "the boss" ~Teacher Strategies~ ~Bargaining > state problem, emphasize student choice, friendly tone w/a fair deal, contract > expectations & consequences ~Assigned place to cool down and collect themselves *What to do w/children who have behavioral deficits* > Such as the "explosive child" ~Support team ~Communicate w/troubled students ~Develop strategies of response ~Create team frameworks |
| Charney, Chapter 9 - Meghan & Allison Working Together to Support the Rules Team Classroom Teacher, Buddy Teacher, Parent Works together to problem solve and support the child Time-Out Problem solving that removes the student from a difficult situation. - remove child from situation to Buddy Teacher's classroom or the office (depending on severity) - child re-enters room > don't process immediately - parent notification and involvement is CRUCIAL |