Sped 305 Classroom Management Styles

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Questions and Answers

What are the goals of misbehavior?

  • Revenge (correct)
  • Avoidance of failure (correct)
  • Attention (correct)
  • Power (correct)

What is the purpose of Tier 1 in behavior interventions?

Preventions and interventions for all behavior types

What format should verbal statements with escalating consequences follow?

please statement n target stop do format

How often should data be examined in intensive progress monitoring?

<p>Every 5-10 days</p> Signup and view all the answers

Match the types of learning with their descriptions:

<p>Frustrational = Hardest; all new information Instructional = Most effective; just a little bit above their knowledge base Independent = Easiest; all review</p> Signup and view all the answers

What are screening measures used for?

<p>To identify possible difficulties in future learning for kindergarteners</p> Signup and view all the answers

The SSBD is designed for __________.

<p>kindergarteners</p> Signup and view all the answers

What indicators are considered in the screening measures?

<p>Socioeconomic status (SES) (A), Disciplinary actions (B), Academic performance (C), Attendance (D)</p> Signup and view all the answers

What are 3 styles of classroom management?

<p>Hands off, hands on, hands joined.</p> Signup and view all the answers

What does the Hands off style of classroom management mean?

<p>This type of classroom management is the least effective and is described as 'permissive'. It has no clear boundaries or immediate effective teacher interventions at the moment of misbehavior.</p> Signup and view all the answers

What does the 'hands on' style of classroom management mean?

<p>This type of classroom management is described as 'autocratic'. Students who tend to behave the worst will rebel against this type of classroom management even more.</p> Signup and view all the answers

What does the 'hands joined' style of classroom management mean?

<p>This type of classroom management is described as 'democratic'. It is the style of management recommended in today's classrooms.</p> Signup and view all the answers

When a teacher is faced with a misbehaving student, what type of body language should the teacher present?

<p>Remain unimpressed and adopt a businesslike attitude.</p> Signup and view all the answers

All students need to feel as if they __________.

<p>Belong.</p> Signup and view all the answers

What is meant by the 'Three C's'?

<p>The Three C's are capable, connect, and contribute.</p> Signup and view all the answers

What 3 factors affect students' ability to satisfy the Three C's?

<p>The quality of the teacher-student relationship, the strength of the classroom climate for success, and the appropriateness of the classroom structure.</p> Signup and view all the answers

The implementation of the Three C strategies is called the ____________.

<p>Encouragement process.</p> Signup and view all the answers

____________ is the most powerful tool a teacher possesses.

<p>Encouragement.</p> Signup and view all the answers

When students feel good about themselves and their ability to succeed, what do they believe about themselves?

<p>They are capable learners who can connect and contribute.</p> Signup and view all the answers

What leads to unfulfilled needs?

<p>Anger, frustration, and feelings of powerlessness.</p> Signup and view all the answers

What is inclusion?

<p>An IDEA requirement for students with special needs to be placed in the least restrictive environment.</p> Signup and view all the answers

What are the 4 goals of a student's misbehavior and who was it originally created by?

<p>Attention, power, revenge, avoidance of failure; created by Dr. Rudolf Dreikurs.</p> Signup and view all the answers

What are the two types of attention-seeking behavior?

<p>Active attention seeking and passive attention seeking.</p> Signup and view all the answers

Describe active attention seeking.

<p>Misbehaviors designed for receiving attention, such as tapping a pencil on the desk or talking out of turn.</p> Signup and view all the answers

Describe passive attention seeking behaviors.

<p>Characteristics of 'dawdlers' who are slow to take out their books or finish tasks.</p> Signup and view all the answers

How may one identify attention-seeking behavior?

<p>Three clues: feel personally annoyed, initial reaction is to nag or scold, verbal intervention temporarily satisfies their need for attention.</p> Signup and view all the answers

What is the 'silver lining' to students who possess attention-seeking behaviors?

<p>They are showing they want a relationship with the teacher.</p> Signup and view all the answers

What are the 2 principles of preventing attention-seeking behavior?

<p>Catch them being good and praise repeatedly; teach them to ask for attention.</p> Signup and view all the answers

List 7 strategies to choose from as an intervention to attention-seeking behavior.

<p>Minimize the behavior by refusing to respond, clarifying the behavior with rules, legitimizing the behavior through lessons, doing the unexpected, distracting the student, noticing appropriate behavior of others, and moving the student.</p> Signup and view all the answers

Students with active power-seeking behaviors display what type of characteristics?

<p>They have obvious overt behaviors such as tantrums or talking back.</p> Signup and view all the answers

Students with passive power-seeking behaviors display what type of characteristics?

<p>They rarely cause a scene, are quietly noncompliant, and may hide behind labels.</p> Signup and view all the answers

How do you distinguish passive power seekers' disabilities from passive power seeking?

<p>Selectivity; if a student fails to perform only when asked to do something, it may indicate passive power behavior.</p> Signup and view all the answers

Clues to identify a power seeker include:

<p>Feeling angry, wanting to fight back, and observation that the behavior does not stop easily.</p> Signup and view all the answers

What is the 'silver lining' to a power seeker?

<p>They exhibit leadership potential, assertiveness, and independent thinking.</p> Signup and view all the answers

What are 3 principal ways of preventing power-seeking behavior?

<p>Allow voice and choice; grant legitimate power; delegate responsibility.</p> Signup and view all the answers

What are the characteristics of active revenge-seeking?

<p>Direct and passive physical attacks or psychological attacks.</p> Signup and view all the answers

What are passive revenge-seeking characteristics?

<p>Most are active, but withdrawal can be deemed as passive revenge.</p> Signup and view all the answers

How do you identify revenge-seeking behavior?

<p>Personal barometer is boiling; feeling angry or hurt, and the behavior does not stop easily.</p> Signup and view all the answers

What is the revenge seeker's 'silver lining'?

<p>They are actually showing a spark of life in their actions.</p> Signup and view all the answers

What are the principles of prevention for revenge seekers?

<p>Build caring relationships and teach appropriate expression of feelings.</p> Signup and view all the answers

Describe the 3 general stages of a power and revenge seeker acting as 'volcanoes'.

<p>The rumbling stage involves a graceful exit, the eruption stage may require a time out, and the resolution stage includes setting consequences and conducting a conference.</p> Signup and view all the answers

What are 5 things a teacher can do to personally prepare for a revenge or power seeker?

<p>Have an emergency plan, remain unimpressed, use mental reminders to stay calm, check students daily, and learn to pivot attacks.</p> Signup and view all the answers

What are ways to intervene during the rumbling stage of revenge or power seekers?

<p>Acknowledge the student's power, remove the audience, table the matter, schedule a conference, and use fogging techniques.</p> Signup and view all the answers

During the eruption stage, what strategies can you use for intervention?

<p>Implement a time out, either in the classroom or elsewhere, and devise a reentry plan.</p> Signup and view all the answers

What are the guidelines for effective consequences at the resolution stage of power and revenge seekers?

<p>Consequences must be related, reasonable, respectful, and reliably enforced.</p> Signup and view all the answers

When selecting consequences after the resolution stage, what are the 4 categories to choose from?

<p>Loss or delay of privileges, loss of freedom of interaction, restitution, and reteaching appropriate behavior.</p> Signup and view all the answers

What are the characteristics of an active avoidance of failure behavior?

<p>Tantrums designed to avert the teacher's attention from the assignment.</p> Signup and view all the answers

What are the characteristics of a passive avoidance of failure behavior?

<p>Procrastination, noncompletion, and assumed disabilities.</p> Signup and view all the answers

How can you identify avoidance of failure behavior?

<p>Concern, frustration, and the feeling of wanting to give up trying to help.</p> Signup and view all the answers

What is the silver lining in avoidance of failure behavior?

<p>Ambition.</p> Signup and view all the answers

What are the principles of prevention of avoidance of failure behavior?

<p>Encourage the 'I can' belief and foster friendships.</p> Signup and view all the answers

What are the strategies used for intervention of avoidance of failure?

<p>Modify instructional methods, provide tutoring, encourage positive self-talk, reframe 'I can't', and teach procedures for becoming 'unstuck'.</p> Signup and view all the answers

Define RTI (Response to Intervention).

<p>RTI integrates assessment and intervention within a multilevel prevention system to maximize student achievement.</p> Signup and view all the answers

Define routines.

<p>Actions that occur on a regular basis to support effective management.</p> Signup and view all the answers

Define procedures.

<p>Actions that occur for a specific event or activity.</p> Signup and view all the answers

What are the 4 critical assumptions in the 3 Tier Model?

<p>Effective instruction, classroom and school rules, established expectations, routines, and procedures, and screening.</p> Signup and view all the answers

Teachers who are effective managers provide effective instruction by doing what?

<p>Using time effectively, implementing group strategies, engaging students, communicating rules, and preventing problems.</p> Signup and view all the answers

What are some guidelines for creating classroom rules?

<p>Write 3-5 specific, measurable, observable rules in positive terms, make them visible, and ensure they are taught.</p> Signup and view all the answers

How do you clarify expectations (rules, routines, procedures)?

<p>Gain attention, teach clearly, check for understanding, practice, and evaluate.</p> Signup and view all the answers

Describe the 3 tiers.

<p>Ensure critical assumptions are in place, meet the Three C's, and provide encouragement to prevent behavioral issues.</p> Signup and view all the answers

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Study Notes

Classroom Management Styles

  • Three styles: Hands off, Hands on, Hands joined.
  • Hands off is permissive, lacking clear boundaries or interventions, allowing poor behavior.
  • Hands on is autocratic; attempts to enforce behavior often lead to rebellion among students.
  • Hands joined promotes a democratic environment where students are treated as decision makers, fostering cooperation and academic achievement.

Importance of Body Language

  • Teachers should maintain an unimpressed, businesslike demeanor during misbehavior.
  • Calm and firm tone alongside relaxed body language signifies teacher control during conflicts.

Student Needs and the Three C's

  • All students need to feel they belong.
  • The Three C's: capable, connect, contribute.
  • Factors affecting satisfaction of the Three C's include teacher-student relationship quality, classroom climate, and structure appropriateness.

Encouragement and Relationships

  • The encouragement process implements the Three C strategies.
  • Encouragement is recognized as the most powerful tool in teaching.
  • Unfulfilled needs can lead to anger and frustration.

Inclusion and Misbehavior Goals

  • Inclusion requires students with special needs to be placed in the least restrictive environment.
  • Four goals of student misbehavior: attention, power, revenge, avoidance of failure (developed by Dr. Rudolf Dreikurs).

Attention-Seeking Behaviors

  • Two types: Active (obvious, disruptive) and Passive (subtle, non-compliant).
  • Identifying attention-seeking behavior involves noticing personal annoyance, impulsive reactions, and temporary behavior changes upon verbal intervention.
  • Students seeking attention may desire a relationship but struggle to connect positively.

Power-Seeking Behaviors

  • Active power seekers display clear, overt defiance; passive power seekers are quietly non-compliant.
  • Distinguishing passive power behavior involves recognizing selective compliance.
  • Power seekers can exhibit positive traits such as leadership potential and independent thinking.

Revenge-Seeking Behaviors

  • Active revenge seekers engage in direct or passive attacks and emotional manipulation.
  • Identifying revenge behaviors often involves personal feelings of anger, leading to the desire for punishment.
  • Building caring relationships and teaching appropriate emotional expression are essential prevention strategies.

Avoidance of Failure Behaviors

  • Active avoidance includes tantrums to evade assignments due to fear of failure, while passive avoidance may involve procrastination or assumed incapacities.
  • Personal feelings of concern or frustration indicate potential avoidance behaviors.
  • Encouraging a belief in personal capability and fostering friendships can prevent avoidance.

RTI and Classroom Routines

  • RTI (Response to Intervention) integrates assessment and intervention to maximize achievement and reduce behavioral issues.
  • Routines consist of regular actions supporting classroom management; procedures are for specific events.

Effective Classroom Management

  • Critical assumptions for the 3 Tier Model include effective instruction and established expectations.
  • Effective managers utilize time efficiently and engage students actively to minimize misbehavior.
  • Creating effective classroom rules involves clarity, positivity, and visibility.

Clarifying Expectations

  • Clarification involves gaining attention, teaching rules explicitly, checking understanding, practicing, and evaluating.

Tiered Interventions

  • Three tiers of behavioral intervention:
    • Tier 1 focuses on universal prevention and interventions.
    • Tier 2 addresses more specific behavioral issues with clear consequences.
    • Tier 3 entails intensive assessments and plans for students with significant challenges.

Learning Types and Screening Measures

  • Three types of learning: Frustrational (hardest), Instructional (most effective), Independent (easiest).
  • Screening measures assess at-risk students through factors like attendance, academic performance, and socioeconomic status.

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