Chapter 4 Review:  Minimizing Off-Task Behavior & Discipline Problems

The purpose of this chapter is to describe and analyze some of the ways teachers prevent off-task behavior. 

Here are some effective strategies:

1. Back-to-the-Wall:  stand out the boundary of the activity for better and quicker monitoring
2. Proximity Control:  move around, get close to students to prevent misbehaviors
3. With-it-Ness:  Convince students that you’re on top of the activities.
4. Selectively Ignoring:  Not a problem behavior if it isn’t adversely affecting others.
5. Overlapping:  Focus on several things simultaneously.
6. Learning Names:  Easier to discipline a child from a distance.
7. Positive Pinpointing:  Acknowledge and announce desired behaviors.

It is important to have a discipline system in place in order to have a structure for making disciplinary decisions.  It may be more effective if it is implemented school-wide.

 

Canter’s Assertive Discipline Model has the following points:

1. All students can behave responsibly.
2. Firm control is fair.
3. Reasonable expectations should be clearly communicated.
4. Teachers should expect appropriate behavior.
5. Appropriate behavior should be reinforced.  Inappropriate should have logical consequences.
6. Consequences should be clearly communicated.
7. Consequences should be consistently reinforced without bias.
8. Communication with students should be firm with teacher-student eye contact.
9. Teachers should mentally practice expectations and consequences.

Reasonable consequences may include (in order): Warning. 5-minute time-out, 10-minute time-out, teacher calls parents, child sent to principal.

Some teachers use extrinsic rewards.  They must have value to be effective.  Some use intrinsic rewards.  Students are encouraged to practice self-responsibility.

Three important components of any disciplinary system:

1. Carefully explained at the beginning of the year to develop understanding.
2. Consistent implementation by the teacher.
3. Support from principal, classroom teachers, and parents.

When misbehavior occurs, remember it is not personal.  Calmly and quietly explain the rule violation.  Describe the predetermined consequence.

Assertive communication: 

1. Describe behavior without judgment.
2. Express feelings as a teacher.
3. Acknowledge the child’s feeling.
4. Explain the effect of the misbehavior.
5. State expectations for future behavior.

Reflection questions:

1. How effective are you?
2. Which strategies appeal to you?
3. Do you prefer intrinsic or extrinsic rewards?
   Response:  I prefer intrinsic rewards.  The idea of providing prizes for expected behaviors doesn’t appeal to me.  That being said, singling out and praising well-behaving students can encourage intrinsic rewards.  But I try to encourage kids to first think about their behavior and its effect on themselves and others, then act accordingly.
4. Have you ever gotten angry?  How would you handle it differently next time?