TAP+Managing+Student+Behavior

Please list ideas here for Managing Student Behavior.

Exemplary TAP descriptors for Managing Student Behavior:


 * Students are consistently well-behaved, and on task.
 * Teacher and students establish clear rules for learning and behavior
 * The teacher uses several techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior.
 * The teacher overlooks inconsequential behavior.
 * The teacher deals with students who have caused disruptions, rather than the entire class.
 * The teacher attends to disruptions quickly and firmly.

Reaction to the article "Building Relationships with Challenging Children" by Philip S. Hall and Nancy D. Hall - David

The authors of this article believe that punishment and behavior programming are outdated, old paradigm ways of dealing with student misbehavior in the classroom. This strategy, they posit, unwisely relies on the student to be the agent of change, usually only results in temporary behavior modification, and can be the source of resentment and create a desire for revenge. They suggest instead a relationship-building model that relies on personal attention and bonding between teacher and student.

There are certainly things to be learned and salient principles that can be taken from a relationship building approach to classroom discipline; getting to know students personally, taking an interest in their lives and interests, serving as a mentor and a role model are noble and important activities. But dispensing with all classroom punishments and consequences strikes me as a very extreme position. Would a child actually feel safe physically and emotionally in a classroom where a classmate can throw a carton of milk at the teacher, consequence-free? I don’t think so. The answer is most likely in a balanced approach that includes both behavior correction and relationship building elements.

Reaction to the article "Building Relationships with Challenging Children" by Philip S. Hall and Nancy D. Hall - Lisa  In this article: The authors feel that if you build an individual relationship with your students you will have better longer lasting effects on their behavior and abilities in the classroom. They feel that punishment for one particular thing only temporarily controls the problem, and that it may not be the answer to getting these students to act properly or to become better students in the classroom. By keeping your focus on building relationships and encouraging them to focus on the good things, you help the student develop positive, socially appropriate behaviors.

Reaction to the article "Building Relationships with Challenging Children" by Philip S. Hall and Nancy D. Hall - Roxi This article focused on the central role that building meaningful relationships with students should play in classroom management strategies. The authors used an anecdote about a student displaying resentful and chronically disruptive behavior in the classroom to illustrate how taking the time to bond with students is a more effective management strategy than simply handing down punishments. In this particular story, the teacher was able to form a positive relationship with the student that resulted in the student being a more compliant and respectful member of the classroom community. I understand Mr. Bennett’s concerns about “consequence-free” environments. It would be extremely harmful to encourage students to believe there are no consequences for their actions. However, I think that the problem may be that he is equating “punishment” with “consequence.” While the authors are firm in their position on doing away with punishments, they never propose that we get rid of all consequences. To me, a consequence is more of the natural effect that results from any given behavior, as opposed to some arbitrary rule set up that has nothing at all to do with the actual behavior. A consequence teaches students to think about their actions before they act; a punishment simply perpetuates an exhausting control struggle between the student and the teacher. The reader’s reaction to this article will likely depend in large part on the experiences they have had in the classroom. In my case, I have found this to be extremely true. The way “problem” students respond to my mentor teacher as opposed to other teachers that do not even make an attempt to say hello to students when they walk down the hall is like night and day. Because she takes the time to talk to them and genuinely express interest in their non-school lives, they are more respectful to her and take directives without giving the same sort of attitude I see them display with other teachers. Respect and the valuing of opinions should never be one-sided in any relationship – including that between the student and teacher. []

Interteaching: A Strategy for Enhancing the User-Friendliness of Behavioral Arrangements in the College Classroom Thomas E. Boyce Philip N. Hineline I choice the article above because of being shocked that I never thought that the arrangement within a college classroom should be changed from what I am use to. This article makes me make the connection when thinking back to my undergrad and feeling like I never made a real connection with anyone of my teachers or peers. This article made me realize that the way the room was arrange and the format of the classroom could be the underlining reason for that experience. The other two articles seem to support the idea of respect within the classroom from teacher to student and student to student. I believe that class arrangement is a strong part of the interaction within the classroom and building the foundation for a respectful and trustworthy classroom. Thomas E. Boyce and Philip N. Hineline state “…if one teaches mainly by lecturing and emphasizes stand-alone definitions, students will learn to take notes and recite definitions…” this article focuses on the idea of teaching to all different levels and classroom arrangement is the foundation of that thinking. - Stephanie Sanschagrin

“From Ringmaster to Conductor: 10 Simple Techniques Can Turn an Unruly Classroom into a Productive One” by Matthew A. Kraft --- Roxi Jaramillo

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This article offers 10 techniques in classroom and behavior management aimed at helping teachers achieve a highly interactive classroom environment with a minimum amount of inappropriate student behavior. The author uses the analogy of moving from being the leader of a coercive and chaotic classroom (ringmaster of a circus) to being the leader of a collaborative, harmonious classroom (conductor of an orchestra) to illustrate how these techniques can improve the learning environment.

One important area addressed was managing transitions. Whether students are physically changing classrooms in a middle school campus, or simply changing subjects within the same classroom in a lower grade, transitions seem to be a time when students are especially tempted to get off task or start disrupting the students around them. The key to managing transition times seems to be tied into other management techniques, such as having established procedures in place. If students know what is expected of them (how to walk into a classroom appropriately, how to put books away/take new books out, etc.), they are more likely to make that transition without turning to disruptive behavior. Also, when starting a new activity, it is important to give clear instructions and check for understanding so that students are less likely to turn to the students around them and start asking for clarification. It is important to plan ahead for transitions so that they do not afford students the opportunity to throw off the harmonious flow of the classroom. Managing Student Behaviors – Standard: Students are consistently well-behaved, and on task.

§ Raise hand up above your head and state “give me five” then counting down until one. (this is good way to manage the noise level and control when students know when to pay attention) § Hopefully by “one” the room is quiet and students are paying attention, the goal is to keep their attention § One way to keep their attention is when exampling directions randomly call on one of the students to repeat one thing you state § Once all directions are repeated by students the teacher should direct students to the following task

By Stephanie Sanschagrin

Maryanna send this website for you to use as a resource: []

The website includes great examples and short video clips of different types of classroom procedures you could use in your classroom.

__The Wolf Pack: Are You Ready To Behave.... Like A Wolf?!?__

The Wolf Pack symbol is meant to get the students of the classroom silent and with their attention on the teacher.

Teaching The Way of the Wolf:

Step 1: Teacher demonstrates the Wolf Pack symbol and explains to the class that the teacher is the alpha dog and the students are the wolf pack. When they see the alpha dog give the hand signal that means the wolf pack needs to be quiet and give their attention to the alpha dog. They must also show the hand signal so as to show that they are ready for instruction.

Step 2: The teacher instructs the class to show the wolf pack hand signal.

Step 3: The teacher runs a drill with the class instructing them to start talking. Once the class talks for awhile the teacher shows the wolf pack signal. The class should obey the signal. The teacher then does a couple more drills with the class talking and then obeying the hand signal.

Step 4: During the teaching of the class, the teacher will use the wolf pack signal to get the students' attention and to reinforce the wolf pack procedure. The teacher will reinforce it at least twice.

-Tommy "The Wolf Man" Cannon

A&E #2 Kristina

Managing Student Behaviors

I plan to implement the Make Your Day program at that is exercised at Mirage school. 1. Model appropriate behaviors for the students 2. Ask the students to model for the rest of the class 3. Uses points, steps, and concerns to assist students in being responsible for their own behavior. 4. Be consistent, express expectations, and repeat them often.

** Managing Students Behaviors-Establish clear rules for learning and behavior ** **// Clearly stating expectation of students behavior through out lesson //** Utilize the Make Your Day program to correct student behavior, implementing the guidelines of Steps, Points and Concerns for students to redirect themselves. I speak to student individually regarding their in appropriate actions in class. Asking students “What do you think we should be doing right now? What are your thoughts of what you should be doing?” Ex. Explain to students your expectations of their participation through out a lesson. For example, explain to the student how you would like for them to raise their hand prior to responding during a lesson. Model the incorrect way and the correct way to answer a question or get the teachers attention.

Ex. During partner and group assignments state expectation of the level of participation from each person and the expectation of conversation with voices necessary through out the lesson. I explained to the students that everyone should participate and voices should be raised above a whisper however low enough where I should not be able to know exactly their conversation from the front of the class. By Dacquiri Gulley

**Managing Students Behaviors - Establish clear rules for learning and behavior**
This is a strategy used to prepare students to leave the classroom:

1. Students are told to put away all supplies and prepare to leave the classroom.

2. Students put away all art supplies in 2 designated buckets.

3. Students pass Interactive Student Notebooks to the last person in the row. This student places the notebooks on the appropriate shelf according to period number.

4. Each student closed their textbook and places it in the top left corner of the desk.

5. Each students picks up any paper/trash on the floor around their desk and ensures the desks are in straight rows.

6. Students sit in their desks quietly until dismissed by the teacher.

Lisa Frank A+E #2 Setting Expectations for Science Lab Brain-body Reaction Time:

Step 1: Explain how to do the lab and that students who do not follow directions will be sent to another room and will not be able to participate for the remainder of the lab. Step 2: Demonstrate with a student how to do the lab in 3 steps. Step 3: Have the student who helped me choose another student and explain how to do it to them and also demonstrate the lab. Step 4: Have the students who helped me demonstrate and explain answer questions from the rest of the class (if there are any) about the lab. Step 5: Have all students start the lab and monitor the class as needed.

David Michael Bennett A&E #2 – Managing Student Behaviors and Expectations

In response to constructive feedback from my mentor teacher and her suggestion for an area of focus during our weekly progress meeting, I instituted a visual quiet signal as a new technique to enhance my ability to maintain appropriate student behavior in the classroom while I am teaching. First I referenced and modeled my mentor teacher’s personal quiet signal, a raised hand, for the students in order to help them make a clear connection to my new procedure. Then I explained to the students why a visual signal may be helpful for some students and how it offers the added benefit of allowing me to not raise my voice repeatedly in class to get their attention. Then I introduced my quiet signal, the peace sign, to the class by modeling and naming it for them. I chose this signal because it is likely already a familiar sign for the majority of students and because it carries an intrinsic meaning related to the desired outcome. I attempted to incorporate humor along with some familiar, related concepts such as hippies, bell-bottom pants, and long hair in my introduction of the new procedure, hoping that students would be more willing to engage with the change if it were presented in a light-hearted manner. As I modeled the peace sign for the class, I said the word peace aloud. I told them that a proper response when I showed this visual signal and said the word was for them to cease talking and focus their attention on the front of the classroom. I allowed them the option of also showing the peace sign visual back to me or simply responding with their attention. I then asked the students to return to their bell-work, discussing a math concept with their tablemates for a short period of time, informing them that I would ask for their attention in less than a minute by showing them the visual signal / peace sign, saying “Peace,” and asking them to respond appropriately. Students returned to their work and came to attention quickly after I gave them the visual quiet signal and cue word aloud. Many students offered the peace sign back to me as well. During the course of the lesson I was able to practice and occasionally needed to re-teach the quiet signal procedure to the students in all four of my classes. I found that the procedure was embraced with a level of enthusiasm directly related to the amount of energy with which it was presented. For instance, in my first and last classes of the day I introduced the quiet signal with some excitement and a measure of fun, and the students responded equally. In my second and third classes, I was less light-hearted in my introduction of the procedure, and the classes were more reticent to participate in the showing of the peace sign – though the amount of student compliance did not vary significantly.

Step 1: The teacher shall explain and have students repeat expectations prior to each lesson. This aligns to the Tap Indicator "teacher and students establish clear rules for learning and behavior" because it makes students aware of what is expected out of them both academically and behaviorally for each lesson. Step 2: The teacher will award table points to students who are clearly following directions and tell the why they are getting the table point (example: "I like how Table_ __is following expectations and working quietly.").__ __Step 3: The teacher will take away table points from tables whose table-mates are not following expectations/ directions. He/ she must make sure to tell them why you are taking away their table points (example: "I am taking a table point away from Table__ _ because ___ is out of his seat."). This aligns to the Tap Indicator "the teacher attends to disruptions quickly and firmly" because the teacher wastes no time to take points away and she explains to not only that table, but to the whole class why that table lost their points. Step 4: The teacher will continue this process until the end of the day. Step 5: If the teacher is noticing particular students who are continuously costing their table points, they will be moved from that table to a desk on their own and be asked to go to step. This aligns to the Tap Indicator: "the teacher deals with students who have caused disruptions rather than the entire class" because the teacher is giving consequences only to the student who has been causing the problems instead of punishing the entire class. Step 5: The teacher shall tally up the table points at the end of the day to see which table has earned the most. He/ She announces the winner of the day and gives the students at that table the opportunity to pick from the coupon jar before they leave. This aligns to the Tap Indicator "students are consistently well behaved and on task" because the table points system rewards those who are consistently well behaved and on task. It also motivates the students to be well behaved and follow expectations because they all want to get compliments from the teacher and be able to pick from the coupon jar.
 * A&E #2- Using Table Points to Manage Student Behaviors Michelle DeVita**
 * This strategy is used to manage student behaviors, keeping them on task and following expectations.**