Group 5 - Establishing and Maintaining Appropriate Behavior
Group 5 - Establishing and Maintaining Appropriate Behavior
and
Maintaining
Appropriate
Behavior
by Group 5
Group
Members
Delfisea Cahya (1910117220005)
This approach works best with students who are attention seeking,
as they slowly learn that the only way to get their teacher’s attention
is through their work.
Techniques: Find opportunities to notice
positives.
1. Train yourself to notice positive work and behavior. Watch out
that you don’t slip into bland praise.
2. Keep a little pad of Post-It notes or small slips of distinctive
colored paper. Write little notes and leave them in unexpected
places. Pick on ordinary good behavior that you noticed.
3. Write messages home saying what students have done well
(rather than only communicating with parents when there is a
problem).
02.
Dealing with
Small
Disruptions
Technique: State and Wait
1. State
If a scene starts up (e.g. an argument), the first response is to clearly, concisely state an order to stop
(or to do something else). Deliver it with a tone of un-angry total confidence that they will stop,
speaking as loudly as necessary, but as quietly as possible. Do not start shouting, making threats or
intervening. Be polite and avoid sarcasm.
2. Wait
Don’t immediately start coming back with repetitions and louder orders. Look as if you expect them to
do what you asked. Use eye contact (see wordless interventions below) to firmly catch and hold the
eyes of any participants who glance at you.
3. Repeat
Only if there is no response or calming down, repeat the original order in exactly the same words
(perhaps prefaced by, ‘I said,,,’) as calmly and confident as the first time. Wait again.
Technique: Wordless interventions
1. Raised eyebrow.
2. Head slightly tipped back.
3. Widened eyes.
4. Affixed stare at the person you wish to address.
5. A single clap of the hands.
6. A slow, small, discreet, slightly exaggerated ‘no’ shake of the
head.
7. A cough, ’hmmm’ or ‘ahem’ noise.
8. Using noisemaker of some kind, e.g. a bell or rainstick.
9. A raised finger, wagging ‘no’.
10. An open mouth, as if you are about to say, ‘uh-huh’.
11. A hand raised in the direction of the offender, palm up, as if
about to invite him or her into the room
1. Toilet Visits
• If it’s not a big problem for the whole class, don’t make any rules
• If one individual makes frequent visits, discuss privately with him or
her.
• If many students regularly seem to be abusing things, set some
guidelines, e.g. no visits in the first ten minutes or last ten minutes of
class.
• Discourage over-long visits students who miss classroom work to catch
up during homework
2. Late Arrivals
• Ask all students to label their phones with their names. Make a
drop box at the front of class for students to put phones in at the
start of each lesson (and reclaim from at the end, perhaps with
you checking them out).
• Appoint a phone monitor to collect phones at the start of each
lesson and hand back at the end.
• Tell students that if they use their phone in class for anything
unpermitted, there will be a sanction, e.g, they will be forbidden
from taking part in the next game activity in class, or their team
will lose points.
Technique: Set up a ‘timeout’ zone.
1. Stay calm. Speak loud and clear, but don't shout. Don't nag or beg. Do
not lose your temper.
2. Give clear directions. Say what you want them to do, not what they
must stop doing. For example, “Sit down”, rather than “Stop fighting”.
3. If there is no response, explain simply and clearly the consequences of
not doing what you said, and the timescale, e g “You have 20 seconds to
do what I said. If you don’t, I will...”.
Technique: Don’t be worried about
apologizing.