Day 41:The Obvious First Step to Behavior Management

My practicum students meet once a week for class and the last 10 minutes or so of class are spent in our kāko'o circle where students are able to bring a problem of practice up to their colleagues and we spend some time in supportive, problem solving conversations. This weekʻs POP was about getting students to stop blurting and yelling out answers.

Different students gave their input until I realized that the root of the problem might really be the first step to finding the solution.

Here's the question I asked to my student: did you tell your students that you did not appreciate their behavior?

Her answer: long pause, slight grin. . ."no."

Me: well then, start there and have a conversation of what you would like to see instead.

Coincidentally, I got an article in my feeder and lo and behold, here is the first tip:

Here's a process along with a few starter ideas to move you in the right direction, whether you're an individual teacher or thinking about this on a campus-wide scale.

Be clear with your expectations.

Draft a list of memorable ways to teach these expectations (be sure to include models).

Estimate how often you will need to reteach this lesson.

Create a timeline.

Establish a list of signs that indicate when it is time to reteach this expectation

The very helpful article from Edutopia is here.

The main takeaway is that I guess as a teacher of pre-service teachers, I do not say this enough: be clear (with your expectations, with your instructions, with your assessment criteria, with your learning intentions. . .)

be clear

Hogan, A. (2015, December 23). Behavior expectations and how to teach them. [Web log]. Edutopia Retrieved from: https://goo.gl/MJnEPj

Comments

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b...

Battle of the Sexes

Ok, it's not a battle, but after being married for 20 years, I realize that there are some things that fall into the "mom's job" category, and there are some things that are strictly dad's domain. Mom's job is to find things. For 20 years I have lived in a male dominant household. The fact that the majority of the toilet seats in my house remain in the down position is a testament of the power of the one and only alpha female. However, what I can't do is teach my children (and my husband) how to do what I call "mom looking" versus "man looking." I don't need to explain this for the moms. They know exactly what I'm talking about. The guys are slower to catch on. I'll type s-l-o-w-l-y. Here's a typical "man looking" conversation: "mom! (or Cat!), where's the ______ (insert anything from socks to the car)?" "It's in the _________ (insert my instructions like refrigerator, garage, o...

5 things that teachers do when they are in all-day workshops

1. Listen attentively for 10 minutes Presenters: welcome to your worst teaching nightmare. Teachers learn how to be antsy from their students. If you have a lot of middle school teachers, expect them to act like middle schoolers, ADHD disorders and all. You have 10 minutes to hook us and we want to get up, move and be active every half hour. 2. Talk to our neighbor while the presenter is still talking This practice is a natural way for teachers to use each other as a sounding board for the connections they are making to their own teaching (or they're just gossiping). If you can't tell the difference between productive noise and idle gossip, you need to go back to the classroom and practice. 3. Text and read posts When speakers talk about another author, or another concept, we get on our smart phones and look up the links so we can expand our knowledge immediately. (Or we're blogging or catching up on our email). Don't be offended. Only kick us out if we don't realiz...

Pure Manaʻo

Search This Blog