EDUCATIONAL PSYCHOLOGY REVIEWER- FINALS

SOCIOCULTURAL DIVERSITY BEHAVIORAL APPROACHES TO

LEARNING

CULTURE AND ETHNICITY LEARNING

● CULTURE ● Is a relatively permanent change in
● ETHNICITY behavior brought about by experience.
● SOCIOECONOMIC STATUS SANTROCK: LEARNING
● LANGUAGE ● Can be defined as a relatively permanent
influence on behavior, knowledge, and
CULTURE thinking skills, which comes about
● Behavior patterns, beliefs, and all other through experience.
products of a particular group of people APPROACHES TO LEARNING
that are passed on from generation to ● Behavioral Approach (Associative
generation. Learning)
● Results from the interaction among ● Cognitive Approach (Cognitive Learning)
groups of people and their environments THE LEARNING PROCESS
over many year
2 VIEWPOINTS:
● ASSOCIATIVE LEARNING (Habit
INDIVIDUALISTIC COLLECTIVIST
Formation)
Giving priority to Preserve group ● COGNITIVE LEARNING
personal goals rather integrity, - Learning which involves
than to group goals interdependence of the perception and knowledge –
group’s members, and cognitive processes necessary in
Values include feeling Harmonio us order to learn with understanding
good, relationships ASSOCIATIVE LEARNING
gaining personal ● Habit Formation
distinction, and ● Behavior is learned through habit
establishing formation or by associating stimulus and
independence response
A Classical conditioning
● Regardless of their cultural background, B. Operant Conditioning
people need both a positive sense of self A. CLASSICAL CONDITIONING
and connectedness to others to develop ● Is a type of learning in which a
fully as human beings. neutral stimulus comes to elicit a
CULTURE: CROSS-CULTURAL response after being paired with a
COMPARISON ADOLESCENTS’ TIME stimulus that naturally brings a
USE response.
● U.S. adolescents spent about 60 percent as ● IVAN PAVLOV
much time on schoolwork as East Asian ● (stimulus substitution)
adolescents did; US adolescents have less ● Substituting another stimulus for
homework an original one to elicit a response
 ● U.S. adolescents also spent more time in
paid work than their counterparts in most
developed countries
● U.S. adolescents had more free time than
adolescents in other industrialized
countries
● The largest amounts of U.S. adolescents’
free time were spent using the media and
engaging in unstructured leisure activities,
often with friends.
● U.S. adolescents spent more time in
voluntary structured activities—such as
sports, hobbies, and organizations—than
East Asian adolescents did.
SOCIO-ECONOMIC STATUS
● Refers to the grouping of people with
similar occupational, educational, and
economic characteristics
● Implies certain inequalities
UNEQUAL OPPORTUNITY
● OCCUPATION
● ECONOMIC RESOURCES
● EDUCATION
● POWER
WHAT IS THE RELATIONSHIP BETWEEN
SOCIOECONOMIC STATUS AND
EDUCATION?
● Increasing evidence supports the link
between lower SES and learning
disabilities or other negative
psychological outcomes that affect
academic achievement. Low SES and
exposure to adversity are linked to
decreased educational success
● Children who come from low-SES
households develop academic skills
slower than those who are from higher
SES families primarily because poor
households have less access to learning
materials which promote a positive
literacy environment.
HOW COULD WE ADDRESS DIVERSITY
IN SOCIO-ECONOMIC STATUS?
STRATEGIES FOR WORKING WITH
CHILDREN IN POVERTY
US (meat) —--UR (salivation)
NS (bell) US (meat)---- UR (salivation)
US removed, NS becomes CS
CS (bell) —-- CR (salivation)
SCENARIO:
Unconditioned Stimulus (US): The bell ringing at
the end of the class period.
Unconditioned Response (UR): Students feeling
relieved and getting ready to leave when they
hear the bell.
Neutral Stimulus (NS): The teacher's voice
announcing the end of the class.
Conditioned Stimulus (CS): The teacher's voice
announcing the end of the class.
Conditioned Response (CR): Students feeling
relieved and getting ready to leave when they
hear the teacher's voice announcing the end of
the class.
GENERALIZATION
● Tendency of a new stimulus similar to the
original conditioned stimulus to produce a
similar response
SCENARIO:
Original Conditioned Stimulus (CS): The
teacher's specific tone when praising students
(e.g., a warm and encouraging tone).
Conditioned Response (CR): Students feeling
pleased and motivated when they hear the
teacher's specific tone.
Generalization Stimulus (GS): Another teacher's
similar tone when praising students.
Generalization Response (GR): Students feeling
pleased and motivated when they hear the other
teacher's similar tone.
DISCRIMINATION:
 1. Improve thinking and language skills
2. Make student motivation a high priority
3. Think about ways to support and
collaborate with parents
4. Look for ways to involve talented people
from impoverished communities
5. Observe the strengths of children from
low-income backgrounds
ETHNICITY
● Shared pattern of characteristics such as
cultural heritage, nationality, race,
religion, and language
● The classification of a person based on
his/her common ancestry, social and
cultural identity, language, race,
motherland, etc
MULTICULTURAL EDUCATION
● Is education that values diversity and
includes the perspectives of a variety of
cultural groups on a regular basis.
GOAL:
● Educational opportunity for all students.
● The 1987 Constitution likewise
guarantees the right to education of every
Filipino.
● It provided that, “The State shall protect
and promote the right of all citizens to
quality education at all levels and shall
take appropriate steps to make education
accessible to all.”
● The right of every Filipino to quality
basic education is further emphasized in
Republic Act 9155 or the Governance of
Basic Education Act of 2001 and
Republic Act 6655 or the Free Secondary
Education Act.
● EDUCATION FOR ALL
● Republic Act 10931 or the "Universal
Access to Quality Tertiary Education
Act" exempts eligible college students
enrolled in a bachelor's degree, certificate
degree or any comparable undergraduate
degree from paying tuition and other
school fees.
HOW CAN WE PROMOTE
MULTICULTURAL EDUCATION?
● Occurs when the organism responds to
certain stimuli but not others
SCENARIO:
Stimulus 1 (S1): The teacher's announcement
using a specific phrase for a break (e.g., "It's time
for a short break, everyone!").
Stimulus 2 (S2): The teacher's announcement
using a different phrase for a regular transition
between activities (e.g., "Let's move on to the
next part of our lesson.").
Response 1 (R1): Students packing up and
getting ready for a break when they hear the first
phrase.
Response 2 (R2): Students continuing with the
lesson without expecting a break when they hear
the second phrase
Discrimination enables students to
appropriately adapt their behavior based on
specific cues, demonstrating the ability to
respond differently to different stimuli in the
learning environment.
EXTINCTION
● Involves the weakening of the
conditioned response (CR) in the absence
of the unconditioned stimulus (UCS).
SCENARIO:
Conditioned Stimulus (CS): A student raising
their hand excessively and speaking out of turn.
Unconditioned Stimulus (US): Teacher attention
provided in response to the student's raised hand.
Conditioned Response (CR): The student
continues to raise their hand frequently and speak
out of turn to gain teacher attention.
EXTINCTION PROCEDURE
● Initially, the student raises their hand
excessively (CS), and the teacher
provides attention in response (US),
 reinforcing the behavior (CR).
EMPOWERING STUDENTS ● Implementing extinction, the teacher
● Providing people with the intellectual and decides to ignore the student's raised hand
coping skills to succeed and create a more and refrain from providing attention when
just world. the student speaks out of turn.
CULTURALLY-RELEVANT TEACHING ● With repeated instances of the student's
raised hand and out-of-turn comments not
ISSUES-CENTERED EDUCATION resulting in attention from the teacher, the
association between the raised hand and
IMPROVING RELATIONSHIPS AMONG attention weakens.
CHILDREN FROM DIFFERENT ETHNIC ● Over time, the student's conditioned
GROUPS response (raising hand and speaking out
● Jigsaw Classroom of turn) diminishes as they no longer
- students are divided into small reliably receive attention for this
groups of 4-5 members with each behavior.
group responsible for becoming SYSTEMATIC DESENTIZATION
expert on a different aspect of the ● Is a therapeutic technique used to help
same problem or topic individuals overcome phobias, anxieties
- organize a classroom activity that and other fear-related responses
makes students dependent on each ● Was developed by Joseph Wolpe.
other to succeed. ● The process involves gradually exposing
● Positive personal contact with others from an individual to the feared stimulus in a
different cultural background controlled and systematic way while
● Perspective taking promoting relaxation
● Reducing bias ● This technique is widely used in
● Increasing tolerance therapeutic settings but can also be
BE SENSITIVE TO RACIST CONTENT IN adapted for educational contexts to help
MATERIALS AND CLASSROOM students overcome specific anxieties or
INTERACTIONS fears related to academic activities.
SCENARIO:
LEARN MORE ABOUT DIFFERENT
ETHNIC GROUPS Fear Stimulus (FS): Public speaking in front of
the
BE AWARE OF STUDENTS’ ETHNIC Class.
ATTITUDES
Relaxation Response (RR): Deep breathing and
PERCEIVE ALL STUDENTS IN POSITIVE muscle relaxation
WAYS AND HAVE HIGH EXPECTATIONS
OF THEM REGARDLESS OF THEIR STEP BY STEP PROCESS:
ETHNICITY. 1. Assessment: The teacher identifies a
student who
RECOGNIZE THAT THE MOST PARENTS, experiences anxiety when asked to speak in front
REGARDLESS OF ETHNICITY, ARE of the class (FS).
INTERESTED IN THEIR CHILDREN’S 2. Hierarchy Construction: The student
EDUCATION, AND WANT THEM TO and the teacher work together to create a
SUCCEED IN SCHOOL. fear hierarchy, ranking situations related
 to public speaking from least
GENDER anxiety-inducing to most anxiety
inducing. For example:
● Speaking to a mirror in an empty room
● Speaking to a small group of classmates
● Speaking to the entire class
● Refers to the characteristics of people as
3. Relaxation Training: The teacher
males and females
teaches the student relaxation techniques
● Refers to the socially constructed
such as deep breathing and muscle
characteristics of women and men, such
relaxation (RR). The student practices
as norms, roles, and relationships of and
these techniques until they can use them
between groups of women and men.
effectively to induce a state of calm.
EXPLORING GENDER VIEWS
4. Exposure: The teacher starts with the
● Some stress the influence of biological
least anxiety inducing situation (e.g.,
factors on the behavior of males and
speaking to a mirror) and guides the
females.
student through it while they maintain a
● Others emphasize social or cognitive
state of relaxation.
factors.
5. Gradual Progression: As the student
GENDER STEREOTYPING,
becomes comfortable with each step, they
SIMILARITIES, AND DIFFERENCES
gradually move up the hierarchy, facing
increasingly challenging situations related
GENDER STEREOTYPES
to public speaking.
● Are broad categories that reflect
6. Reinforcement: Positive reinforcement,
impressions and beliefs about what
encouragement, and praise are provided
behavior is appropriate for females and
as the student successfully navigates each
males.
step of the hierarchy.
GENDER SIMILARITIES AND
7. Completion: The process continues until
DIFFERENCES IN ACADEMICALLY
the student can confidently speak in front
RELEVANT DOMAINS
of the entire class without experiencing
excessive anxiety.
THE BRAIN
● Female brains are smaller than male
brains, but female brains have more folds;
the larger folds (called convolutions)
allow more surface brain tissue within the
skulls of females than in males
● An area of the parietal lobe that functions
in visuospatial skills tends to be larger in
males than in females
● The areas of the brain involved in
emotional expression tend to show more
metabolic activity in females than in
males.
PHYSICAL PERFORMANCE
● In general, boys outperform girls in
 athletic skills such as running, throwing,
and jumping
● From very early in life, boys are more
active than girls are in terms of gross
motor movements. In the classroom, this
means that boys are more likely than girls
to fidget and move around the room, and
they are less likely to pay attention.
● In physical education classes, boys
expend more energy through movement
than girls do.
INTELLIGENCE
● No gender differences occur in overall
intellectual ability, but gender differences
do appear in some cognitive areas, such as
math and verbal skills.
MATH AND SCIENCE SKILLS
● Studies have shown gender differences in
Math and Science skills
VERBAL SKILLS
● Studies have shown that girls have better
verbal skills than boys.
EDUCATIONAL ATTAINMENT
● Studies have shown that girls earn better
grades and complete high school at a
higher rate than boys do.
RELATIONSHIP SKILLS
● Researchers have found that girls are
more “people oriented” and boys are more
“things oriented”.
PROSOCIAL BEHAVIOR
● Girls view themselves as more prosocial
and empathic than boys.
● Across childhood and adolescence, girls
engage in more prosocial behavior.
AGGRESSION
● One of the most consistent gender
differences is that boys are more
physically aggressive than girls.
EMOTION AND ITS REGULATION
● Overall gender differences in children’s
emotional expression were small, with
girls showing more positive emotions
(sympathy, for example) and more
internalized emotions (sadness and
anxiety, for example)
 ● Boys usually show less self-regulation of
their emotions than girls do, and this low
self-control can translate into behavior
problems.
ELIMINATING GENDER BIAS

WHAT CAN TEACHERS DO TO REDUCE

OR ELIMINATE GENDER BIAS IN THEIR
CLASSROOM?
● Teacher-Student Interaction
● Curriculum Content

BEHAVIORAL APPROACHES TO SOCIAL-CONSTRUCTIVIST APPROACHES

LEARNING (OPERANT CONDITIONING) TO LEARNING

LEARNING CONSTRUCTIVISM VS SOCIAL

● Is a relatively permanent change in CONSTRUCTIVISM
behavior brought about by experience.
THE LEARNING PROCESS CONSTRUCTIVISM
● Individuals (learners) actively construct
CLASSICAL CONDITIONING knowledge and understanding
● Is a type of learning in which a neutral SOCIAL CONSTRUCTIVISM
stimulus comes to elicit a response after ● Involvement with others creates
being paired with a stimulus that naturally opportunities for students to evaluate and
brings a response refine their understanding as they are
STIMULUS exposed to the thinking of others and as
● Response Association they participate in creating shared
OPERANT CONDITIONING understanding.
● Learning where the organism must SITUATED COGNITION
“operate on” or do something to the ● Thinking is located (situated) in social and
environment in order to produce a result. physical contexts, not within an
individual’s mind. In other words,
knowledge is embedded in, and connected
to, the context in which the knowledge
developed.
SOCIAL CONSTRUCTIVISM
● Approaches emphasize that teachers and
peers can contribute to students’ learning.
Four tools for making this happen are
GENERALIZATION, DISCRIMINATION, scaffolding, cognitive apprenticeship,
AND EXTINCTION tutoring, and cooperative learning.
TEACHER’S PEERS AS CONTRIBUTORS
GENERALIZATION
● Giving the same response to similar
stimuli
● In a classroom setting, generalization in
operant conditioning can occur when a
student learns a particular behavior or skill
in one context and then demonstrates that
behavior or skill in a similar but slightly
different context.
DISCRIMINATION
● Differentiating among stimuli or
environmental events.
● In a classroom setting, discrimination in
operant conditioning occurs when a
student learns to respond differently to
similar stimuli based on the presence or
absence of specific cues or contextual
factors
EXTINCTION
● Occurs when a previously reinforced
response is no longer reinforced and the REMEMBER:
response decreases
● In a classroom setting, extinction in
operant conditioning occurs when a
previously reinforced behavior no longer
leads to the expected reinforcement, COGNITIVE APPRENTICESHIP
causing the behavior to decrease or
disappear over time.
APPLIED BEHAVIOR ANALYSIS IN
EDUCATION.
● Involves applying the principles of
operant conditioning to change human
behavior
GOALS:
● Shape a behavior
● Increase desirable behavior,
● Decrease undesirable behavior
INCREASED DESIRABLE BEHAVIOR
CHOOSE EFFECTIVE REINFORCERS
● Premack principle, also known as
"Grandma's Rule," states that a
high-probability behavior can be used to
reinforce a low-probability behavior.
● In a classroom setting, the Premack
OF LEARNING
Social constructivist approaches emphasize that
teachers
and peers can contribute to students’ learning.
Four tools for making this happen are:
✓ Scaffolding
✓ Cognitive apprenticeship
✓ Tutoring, and
✓ Cooperative learning
SCAFFOLDING
● Closely linked to Vygotsky’s concept of
the zone of proximal development.
● Changing the level of support over the
course of a teaching session;
● A more-skilled person (teacher or
more-advanced peer of the child) adjusts
the amount of guidance to fit the student’s
current performance.
● Strive to offer just the right amount of
assistance.
● Don’t do for students what they can do for
themselves.
● A technique in which an expert stretches
and supports a novice’s understanding and
use of a culture’s skills.
● Underscores the importance of active
learning
● Highlights the situated nature of learning
● Teachers often model strategies for
students
● Teachers or more-skilled peers support
students’ efforts at
● doing the task
● They encourage students to continue their
work independently.
TUTORING
● Cognitive apprenticeship between an
expert and a novice
● Can take place between and adult and a
child or between
● A more-skilled child and a less-skilled
 Principle can be applied effectively to
encourage students to engage in less
preferred activities by offering them
opportunities to engage in more preferred
activities as a reward.
MAKE REINFORCERS CONTINGENT
AND TIMELY
● Give it only after the child performs the
particular behavior
● Establish connection between the reward
and the behavior
SELECT THE BEST SCHEDULE OF
REINFORCEMENT
FIXED- RATIO SCHEDULE
● Behavior is reinforced after a set number
of responses
VARIABLE-RATIO SCHEDULE
● Behavior is reinforced after an
unpredictable number of responses
FIXED-INTERVAL SCHEDULE
● Determined by the amount of time elapsed
since the last behavior was reinforced
● A specific reward or reinforcement is
provided at consistent time intervals
contingent upon the occurrence of a target
behavior. In this schedule, the timing of
reinforcement is fixed, meaning it occurs
at regular intervals regardless of how
many times the behavior is exhibited.
VARIABLE- INTERVAL SCHEDULE
● Reinforcement is provided at irregular
intervals, making it difficult for
individuals to predict exactly when the
reinforcement will occur.
CONSIDER CONTRACTING
● Contracting involves putting
reinforcement contingencies in writing.
● If problems arise and children don’t
uphold their end of the bargain, the
teacher can refer the children to the
contract they agreed to.
● Classroom contract should be the result of
input from both the teacher and the
student
child
● Cognitive apprenticeship and tutoring are
both instructional approaches
● That involves one-on-one or small group
interactions between a more
knowledgeable individual and a learner.
COOPERATIVE LEARNING
● Occurs when students work in small
groups to help each other learn
● Works better for complex than simple
tasks.
● Cooperative learning approaches generally
recommend heterogeneous groupings
COMPOSING THE GROUP
● Heterogeneous Ability
● Ethnic, Socioeconomic, and Gender
Heterogeneity
STRUCTURING SMALL-GROUP WORK
TEAM BUILDING SKILLS
● Think about how to start team building at
the beginning of the school year, helping
students become better listeners, giving
students practice in contributing to a team
product, getting students to discuss the
value of a team leader, and working with
team leaders to help them deal with
problem situations.
STRUCTURING SMALL-INTERACTION
● One way to facilitate students’ work in
USE NEGATIVE REINFORCEMENT
EFFECTIVELY
DECREASING UNDESIRABLE BEHAVIOR
✓ Use differential reinforcement.
✓ Terminate reinforcement (extinction).
✓ Remove desirable stimuli.
✓ Present aversive stimuli (punishment).
PUNISHMENT SHOULD BE GIVEN ONLY
AS A LAST RESORT.
USE DIFFERENTIAL REINFORCEMENT
● The teacher reinforces behavior that is
more appropriate or that is incompatible
with what the child is doing
● Selectively reinforcing certain behaviors
while ignoring or extinguishing others.
CONSISTENCY AND PERSISTENCE
● Consistently reinforce the replacement
behavior while ignoring instances of
talking out of turn.
USE OF REINFORCEMENT SCHEDULE
● Consider implementing reinforcement
schedules, such as intermittent ENVIRONMENT OF THE CLASSROOM
reinforcement, where the reinforcement is
not provided every single time the desired PRINCIPLES WHEN ARRANGING THE
behavior occurs.
MODELING AND PROMPTING
● Model the desired behavior yourself and
provide prompts or reminders to students
to engage in the replacement behavior. For
example, you can remind students at the
beginning of a dis
FEEDBACK AND MONITORING
● Provide feedback to students about their CLASSROOM ARRANGEMENT STYLES
behavior and monitor their progress over
small groups is to assign students different
roles.
MANAGING THE CLASSROOM
CLASSROOM MANAGEMENT
● The process by which teachers and schools
create and maintain appropriate behavior
of students in classroom settings.
WHY SHOULD CLASSROOMS NEED TO
BE MANAGED EFFECTIVELY?
● The purpose of implementing classroom
management strategies is to enhance
prosocial behavior and increase student
academic engagement.
EFFECTIVE CLASSROOM
MANAGEMENT:
● Establishes and sustains an orderly
environment in the classroom.
● Increases meaningful academic learning
and facilitates social and emotional
growth.
● Decreases negative behaviors and increases
time spent academically engaged.
2 VIEWS IN CLASSROOM MANAGEMENT
● Emphasized creating and applying rules to
control students’ behavior
● Focuses more on meeting students’ needs
for nurturing relationships and creating
opportunities for self-regulation
DESIGNING THE PHYSICAL
CLASSROOM
1. Reduce congestion in high traffic areas.
2. Make sure that you can easily see the
students.
3. Make often-used teaching materials and
student supplies easily accessible.
4. Make sure that students can easily observe
whole class presentations
 time.
● This can involve tracking instances of the
replacement behavior and providing
feedback on their improvement.cushion to
raise their hands if they have something to
say.
TERMINATE REINFORCEMENT
● Involves withdrawing positive
reinforcement from a child’s inappropriate
behavior. AUDITORIUM STYLE- all students sit facing
MANY INAPPROPRIATE BEHAVIORS ARE the teacher
INADVERTENTLY MAINTAINED BY
POSITIVE REINFORCEMENT,
ESPECIALLY TEACHER’S ATTENTION.

REMOVE DESIRABLE STIMULI

TIME-OUT
● Temporarily removing a student from the
ongoing classroom activities and placing
them in a designated area for a specified
period
● The purpose of time-out is to provide FACE TO FACE STYLE- Students sit facing
students with an opportunity to calm each other.
down, reflect on their behavior, and regain
self-control, while also minimizing
disruptions to the learning environment.

OFFSET STYLE- Small numbers of students

(usually 3 or 4) sit at tables but do not sit directly
across from one another.

RESPONSE COST
● For example, after a student misbehaves,
the teacher might take away 10 minutes of SEMINAR STYLE- Large numbers of students
recess time or the privilege of being a sit in circular, square, or U-shaped arrangements.
class monitor
● Taking a positive reinforcer away from a
student
● Involves some type of penalty or fine
● Should always be used in conjunction CLUSTER STYLE- Small number of students
with strategies for increasing the student’s work in small, closely bunched group
positive behaviors
MANAGING THE CLASSROOM
CREATING A POSITIVE ENVIRONMENT FOR LEARNING

GENERAL CLASSROOM MANAGEMENT STRATEGIES

● AUTHORITARIAN CLASSROOM MANAGEMENT STYLE
● PERMISSIVE CLASSROOM STYLE
● AUTHORITATIVE CLASSROOM STYLE

CREATING, TEACHING, AND MAINTAINING RULES AND PROCEDURES

● Classrooms need clearly defined rules and procedures
FOUR PRINCIPLES TO KEEP IN MIND:
1. Rules and procedures should be reasonable and necessary.
2. Rules and procedures should be clear and comprehensible.
3. Rules and procedures should be consistent with instructional and learning goals.
4. Classroom rules should be consistent with school rules.
GETTING STUDENTS TO COOPERATE

THREE MAIN STRATEGIES:

1. Develop a positive relationship with students
2. Get students to share and assume responsibility
3. Reward appropriate behavior
SUGGESTIONS FOR ESTABLISHING POSITIVE RELATIONSHIP WITH
STUDENTS
STRATEGIES FOR GUIDING STUDENTS TO SHARE AND ASSUME
RESPONSIBILITY

BEING A GOOD COMMUNICATOR

● SPEAKING SKILLS
● LISTENING SKILLS
● NONVERBAL COMMUNICATION
SPEAKING SKILLS
● Some good strategies for speaking clearly with your class include (Florez, 1999):
1. Selecting vocabulary that is understandable and appropriate for the level of your
students
2. Speaking at an appropriate pace, neither too rapidly nor too slowly
3. Being precise in your communication and avoiding vagueness
4. Using good planning and logical thinking skills as underpinnings of speaking clearly
with your class.
LISTENING SKILLS
● Some good active listening strategies follow:
1. Pay careful attention to the person who is talking, including maintaining eye contact.
2. Paraphrase.
3. Synthesize themes and patterns.
 4. Give feedback in a competent manner
DEALING WITH PROBLEM BEHAVIORS
✓ MANAGEMENT STRATEGIES
✓ DEALING WITH AGGRESSION

MANAGEMENT STRATEGIES
1. Minor interventions. May be applied to problems which involve behaviors that, if
infrequent, usually don’t disrupt class activities and learning.
● Use nonverbal cues.
● Keep the activity moving
● Move closer to students.
● Redirect the behavior
● Provide needed instruction
● Directly and assertively tell the student to stop
● Give the student a choice
2. Moderate interventions. May be applied to problems which involve behaviors that
abuse privileges, disrupt an activity, goof off, or interfere with your instruction or other
students’ work.
● Withhold a privilege or a desired activity
● Isolate or remove students
● Impose a penalty.
3. Using others as resources
● Peer mediation
● Parent-Teacher Conference
● Enlist the help of the principal or counselor
DEALING WITH AGGRESSION

FIGHTING
● Let the fighters have a cooling-off period so that they can calm down.
● Meet with the fighters and get their points of view on what precipitated the fight.
● Question witnesses if necessary.
● Have a conference with the fighters, emphasizing the inappropriateness of fighting, the
benefits of taking each other’s perspective, and the value of cooperation.
BULLYING
● Confront a bully in a firm manner.
● Get older peers to serve as monitors for bullying and intervene when they see it taking
place
● Be aware that bullying often occurs outside the classroom, so you may not actually see
it taking place.
● If you observe bullying in your classroom or in other locations, you will need to make
a decision about whether it is serious enough to report to school authorities or parents.
● Get together with other teachers and the school administration to develop school-wide
rules and sanctions against bullying and post them throughout the school
● Become educated about ways that your school and teachers can communicate
effectively with students about cyberbullying