Professional Documents
Culture Documents
Teaching Optimism
Optimism belief that setbacks are normal and can be overcome by our own actions Pessimists are more prone to depression Children can recognize and dispute their negative thinking
Attribution Theory
Attribution Statements:
1. "You seem to know your chemical equation assignments very well." 2. "You really work hard in science." 3. "You're trying more, keep at it!"
Persuasion Statements:
1. "You should be good at science." 2. "You should be getting better grades in science." 3. "You should be doing well in science."
Reinforcement Statement:
1. "I'm proud of your work." 2. "I'm pleased with your progress." 3. "Excellent progress."
2. The child is always left with a feeling that he/she has some control.
Enforceable Statements
Unenforceable
Open your books to Well be working page 54. from page 54. Please stop talking and listen. Raise your hand if you want to talk. I teach when there are no distractions. I listen to students with their hand raised.
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Sarcastic teachers do not know when the student is going to get even with them they just know that they will!
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Share Control
All human beings have a need for control. Share control by providing choices Force decision making Deliver content message (bad news) with a positive relationship message (smile)
use questions
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Examples of Choices
Would you rather have homework due Monday or Tuesday? Would you like to edit your own paper or have a partner do it? Will you be turning in your work on time, for full credit or later, for partial credit? Would you rather listen without interrupting or move to another seat? CAUTION! -- It is very easy to turn your choices into threats. (Would you rather turn in your work or go to the principals office?)
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Power Message
What do you think youre going to do? Would you like to hear what other kids have tried?
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Step Three
Offer Choices
Would you like to hear what other kids have tried?
Offer a variety of choices that range from bad to good. It is usually best to start out with the poor choices. Each time a choice is offered, go on to step four.
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Step Four
Have the child state the consequences.
And how will that work?
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Step Five
Give permission for the child to either solve the problem or not solve the problem.
Good luck. I hope it works out.
Have no fear. If the child is fortunate enough to make a poor choice, he/she may have a double learning lesson.
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Classroom Interventions
Useful when
consequences do not apply dealing with a difficult student
Two Types
One-Sentence Intervention Disciplinary Interventions
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One-Sentence Intervention
For the damaged student with low self concept A way of building a positive relationship with a difficult student The goal is to get the student to feel good about you, the teacher The student will do something for you, but for nobody else including himself. TEST: when you can say Would you try that just for me? Thank you and the student performs the task.
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Disciplinary Interventions
Most appropriate when the teacher: wants an immediate change of behavior is instructing wants to restore order without making a situation a major issue is circulating the classroom wishes to enhance her relationship with the student
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Disciplinary Interventions
Do not need to perform in order. Do not go from one extreme to another or begin with the most severe Choose the most appropriate interventions
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