Classroom ManagementInstructor

Gloria D. Campbell-Whatley

Students should learn to construct their own environment

Learn to respond to external controls and to self-regulation and internally motivated controls

Behaviorist defines self-control as the application of operant procedures to one’s own behavior while cognitive behaviorists include the importance of covert events and the use of private thoughts to control overt behavior.

Cognitive Behavior Modification is a combination of both.

Teaching children to talk to themselves

5 step procedures

1. Defining what is to be done

2. Planning the strategy

3. Directing self while performing

4. Correcting errors

5. Self-reinforcing

1. Define the problem

2. Plan

3. Focus attention

4. Make a choice

5. Self-reinforcement

6. Coping statement

1. Let’s see, what I am supposed to do

2. I have to look at all the possible choices

3. I had better concentrate and focus in, and think only of what I’m doing right now

4. I think it’s this one

5. Hey, not bad. I really did a good job

6. Oh I made a mistake. Nest time I’ll try to go slower and concentrate more and maybe I’ll get the right answer

Students must create their own dialog

The teacher performs the task and talks out loud while the student observes (modeling)

The student performs the same task instructing himself or self out loud (overt self-guidance)

The teacher models the task while whispering the self-instruction

The student whispers the instructions to him/herself as s/he goes through the steps (fade, overt self-guidance

The teacher performs the task using covert self instruction (raising eyebrow, stroking chin)

The student performs the task while using private speech (covert self-instruction)

Overt-outside-see it

Covert - covered

In your group, write a dialogue for yourself on a behavior that you would like to change. Please demonstrate to the class.

The teacher’s variation of his/her own self-guided through processes, problem solving, or self-instructional activity in order to facilitate the learning process

Restructuring techniques are based on the belief that it is our interpretation of facts, not the facts, that influence our lives

There is a close connection among reasoning, emotion and behavior

Cognitive restructuring techniques seek to change the student’s thinking, and the underlying assumptions

Determining the upsetting events

Determine the underlying beliefs that incite negative emotions

Changing these beliefs

John has a firm belief that he is dumb. He knows he must be dumb because he has never done well in school and things seem to be a easier for other students, especially those who aren’t in special classes. If he weren’t dumb he’s be in a regular class wouldn’t he? John believes he could not be worth much. Since eh is dumb, there is no use in trying to complete assignments, they are too hard for him.

How do we alter thinking?

Verbal mediation is the use of inner talk to regulate behavior

The day goes smoothly until Jim receives negative criticism. Even moderate negative feedback sets him off and he begins to argue. Negative feedback is the cue, anger is the answer

The problem solving approach is an important as aspect of cognitive-behavioral therapies because it consist of various cognitive strategies which allow the person to consider all possible options, reflect on potential consequences, and make decisions about he choices.

These skills are relevant to for successful coping in social situations. These are the skills you want the student to develop

Sensitivity to interpersonal problems

Linking cause and effect (causal thinking)

View possible consequences of actions (consequential thinking)

Generate solutions (alternative thinking)

Conceptualize step-by step means for reaching goals (means to end thinking)

View situations from the perspective of others (perspective taking)

Identify problem

Generate a minimum of 3 options

Identify positive and negative consequences

Identify basic criteria for decision making and evaluation

Make a choice and implement the solution

Evaluate the results

Skillstreaming is a step by step process

Delagardelle and Struder’s Step by step processUse hypothetical situations

Provide practice

Modeling

Determine criteria for choices

Make choices among options

Determine how the person will know when the problem is solved

Provide opportunities to practice choices

How do these choices meet the criteria

Identify problems students this age might experience.

Homework

Independent problem solving

Mediation process between a child and what life holds for him

The premise is that a child or adolescent has the ability to solve his or her own problems but needs external support to do this.

Every crisis requires talk and intervention

No special equipment

The intervention will have a long term effect of the procedure

Helps to gain insight and control

The teacher needs to have empathy

Emotional first aid

Clinical exploitation of life events

Drain off frustration

Support the management of panic, fury, and guilt

Maintenance of communication in moments of relationship decay

Regulation of social and behavioral traffic

Umpire service

Reality rub

Symptom estrangement

Massaging numb value areas

New tools salesmanship

Manipulation of the boundaries of self

Focus on the incident

Students in crisis need to talk about the incident

Find the central issue and select a therapeutic goal

Choose a solution based on values Will the solution address the incident?

Will the teacher or student provide the solution

What will the student see as a satisfactory solution that can be owned?

Plan for success

Get ready to resume the activity

William Glasser

Two basic needsThe need to love and be loved

The need to feel that we are worthwhile to ourselves and others

Reflects the sociological model-groups

Ecological model – advocates for student’s rights and changes in the environment

Responsibility and indolent are basic to RT

Responsibility is mental health and is taught though a combination of discipline and love. Disciple must have an element of love and love must have within it an element of discipline. Responsibility is taught through:

Never saying no when you mean yes

Hold students responsible to a course of action

Showing responsible behavior by example

Emotional relationship with students The teacher must be

Tough InterestedHumanSensitiveStrongWilling to watch the student sufferAccept the studentUnwilling accept excusesUnwilling to accept blame

The student must be: Willing to admit responsibility

1. Make a list of what you do when students are disruptive

2. Ask yourself, are these working?

3. Make a small practical plan

4. Please stop it

5. What are you doing and is what you are doing against the rules?

5. We have to work this out. We have to come up with a plan for you to follow our rules.

6. Isolation and time out

7. In school suspension. What kind of plan can you make to do better?

8. Parents notified

9. Expelled

Which steps are teacher directed and which are student directed.

Ann has been placed in the ED room for acting out in school and truancy. She has run away from home twice. Ann and the rest of the students were working on math problems at their seats. Gary walked by Ann’s desk and grabbed the pencil out of her hand. Ann went into a rage. She started screaming and calling Gary obscenities. She threw her books on the floor and said, “I’m leaving this hellhole and I’m never coming back.” Role play or analyze LSI in your group to work through the problem.

In your group, write a dialogue for yourself on a behavior that you would like to change. Please demonstrate to the class.