Does anyone have a good method for preventing students from withdrawing without turning in library books and textbooks? Our library media center has lost many books because the teachers and I find out days later that a child is not returning and no one knows how to contact them. Furthermore, there is not much incentive for them to return a book if they are gone from the county. I would appreciate any suggestions that we could benefit from as a school district.
Sincerely,
Media Maniac
Wednesday, February 6, 2008
Tuesday, February 5, 2008
Saturday, October 27, 2007
11 Techniques for Better Classroom Discipline
1. Focusing
Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.
2. Direct Instruction
Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks.
3. Monitoring
The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress. An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment.
4. Modeling
McDaniel tells us of a saying that goes “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior.
5. Non-Verbal Cuing
A standard item in the classroom of the 1950’s was the clerk’s bell. A shiny nickel bell sat on the teacher’s desk. With one tap of the button on top he had everyone’s attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Some flip light switches. Others keep clickers in their pockets.
6. Environmental Control
A classroom can be a warm cheery place. Students enjoy an environment that changes periodically. Study centers with pictures and color invite enthusiasm for your subject. Young people like to know about you and your interests. Include personal items in your classroom. A family picture or a few items from a hobby or collection on your desk will trigger personal conversations with your students. As they get to know you better, you will see fewer problems with discipline.
7. Low-Profile Intervention
Most students are sent to the principal’s office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher’s intervention is quiet and calm.
8. Assertive Discipline
This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.
9. Assertive I-Messages
A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”
10. Humanistic I-Messages
These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “...which frustrates me.”
11. Positive Discipline
Use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no-running in the room,” use “move through the building in an orderly manner.” Instead of “no fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,” use “leave gum at home.” Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.
©Copyright 2003, Budd Churchward
If you would like to read more, click on the link below http://www.honorlevel.com/x47.xml
Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.
2. Direct Instruction
Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks.
3. Monitoring
The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress. An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment.
4. Modeling
McDaniel tells us of a saying that goes “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior.
5. Non-Verbal Cuing
A standard item in the classroom of the 1950’s was the clerk’s bell. A shiny nickel bell sat on the teacher’s desk. With one tap of the button on top he had everyone’s attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Some flip light switches. Others keep clickers in their pockets.
6. Environmental Control
A classroom can be a warm cheery place. Students enjoy an environment that changes periodically. Study centers with pictures and color invite enthusiasm for your subject. Young people like to know about you and your interests. Include personal items in your classroom. A family picture or a few items from a hobby or collection on your desk will trigger personal conversations with your students. As they get to know you better, you will see fewer problems with discipline.
7. Low-Profile Intervention
Most students are sent to the principal’s office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher’s intervention is quiet and calm.
8. Assertive Discipline
This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.
9. Assertive I-Messages
A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”
10. Humanistic I-Messages
These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “...which frustrates me.”
11. Positive Discipline
Use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no-running in the room,” use “move through the building in an orderly manner.” Instead of “no fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,” use “leave gum at home.” Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.
©Copyright 2003, Budd Churchward
If you would like to read more, click on the link below http://www.honorlevel.com/x47.xml
Monday, October 15, 2007
WELCOME TO OUR - Believe, Learn, Obtain, Give, (BLOG)!
This blog was created to assist you, the teacher, with everyday classroom needs. If you have a question about how to plan an activity, how to incorporate technology, how to handle misbehavior, how to contact a parent, or whatever. Post your blog to "Teacher Assist" and someone will be glad to address your need(s).
This blog is not a place to gripe, criticize, complain, or to demean another. If you are having a problem with an individual, please consult that individual and try to resolve it without using this blog as a sounding blog.
We will use this blog to edify, encourage, and educate to the best of our ability. So, therefore, post your questions, ideas, comments, etc., and lets make our district the best by meeting the needs of each and every student in the classroom.
When posting your comments, you may leave your real name or a fictitious one, or you don't have to leave a name at all. The choice is yours. We just want to hear from you.
As always, thanks for all that you do and for serving the students in our district.
Mrs. Benitha D Mathews
Technology Coordinator
This blog is not a place to gripe, criticize, complain, or to demean another. If you are having a problem with an individual, please consult that individual and try to resolve it without using this blog as a sounding blog.
We will use this blog to edify, encourage, and educate to the best of our ability. So, therefore, post your questions, ideas, comments, etc., and lets make our district the best by meeting the needs of each and every student in the classroom.
When posting your comments, you may leave your real name or a fictitious one, or you don't have to leave a name at all. The choice is yours. We just want to hear from you.
As always, thanks for all that you do and for serving the students in our district.
Mrs. Benitha D Mathews
Technology Coordinator
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