1. chapter 4 Minimizing Off-Task Behavior and Discipline Problems

2. Strategies for Minimizing Off-Task Behavior Back-to-the-wall—being in position to observe the whole class Proximity control—positioning near students who may be off task With-it-ness –“Having eyes in the back of your head” (Kounin, 1970) –Using strategies to quickly and effectively prevent or stop off-task behavior (continued)

3. Strategies for Minimizing Off-Task Behavior (continued) Selective ignoring –Monitor, not intervene –Behavior lasts a short duration or is a minor deviation, or reacting would cause interruption Overlapping –Handling many situations simultaneously while still maintaining the flow of the lesson (continued)

4. Strategies for Minimizing Off-Task Behavior (continued) Learning names Positive pinpointing—identifying one or more children who are modeling the appropriate behavior or skill

5. Selective Ignoring

6. Discipline Systems Canter’s Assertive Discipline Model –Extrinsic motivation system –Based on specific rules with rewards and consequences –Schoolwide for greatest impact Hellison’s Personal and Social Responsibility Model –Intrinsic motivation system –Based on helping children understand and practice getting along with others and learning how to take responsibility for their own behavior

7. Canter’s Assertive Discipline Model Major Concepts All students can behave responsibly, and appropriate behavior is expected. Communicate firmly but warmly and fairly with eye contact. Clearly communicate reasonable expectations. Reinforce appropriate behavior. Communicate logical consequences for inappropriate behavior. Consistently reinforce consequences for all students equally. Mentally rehearse expectations and consequences for consistent use with students. Reprinted from A.N. Sander, 1989, “Class management skills,” Strategies 2(3): 15.

8. Desirable Rewards Motivated to achieve the rewards Less effective rewards –Popcorn or food –Free time More effective rewards –Creative objects—“golden sneaker” –Class certificate –Stickers or stamps –Enjoyable special activity

9. Undesirable Consequences Motivated to avoid the consequences Effective consequences –Loss of time to participate in PE—time-outs for individuals or the whole class –Losing privilege to participate in enjoyable special activities

10. Canter’s Assertive Discipline Model Sample Consequences for Misbehavior First offense—child is warned Second offense—5-minute time-out Third offense—10-minute time-out Fourth offense—teacher calls parents Fifth offense—meeting with parents and principal Good behavior all week—10 minutes of free-choice time or a tangible reward

11. Personal Social Responsibility Model Intrinsic motivation system developed by Don Hellison (2003) Levels of responsibility –Level 0: Irresponsibility –Level 1: Self-control –Level 2: Involvement –Level 3: Self-responsibility –Level 4: Caring

12. Characteristics of Effective Discipline Systems Developing a clear understanding of the discipline system (rules, expectations, and consequences) at the start of the school year Consistent enforcement by the teacher Support from the principal, classroom teachers, and parents

13. Handling Discipline Confrontations Try to not take it personally; most misbehavior is not directed at the teacher. Deal with a child who is misbehaving in a private situation. Ask the child what is wrong. Calmly and quietly use the child’s name, explain the rule violation, and wait for a response. Tell the child the consequence and expectations for future behavior. Follow up with the child to reinforce appropriate behavior.