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Motivation and Motivation and DisciplineDiscipline
Chapter 13Chapter 13
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Motivation and DisciplineMotivation and Discipline
Opposite sides of the same coinOpposite sides of the same coin Meaningful instruction is vital to good Meaningful instruction is vital to good
disciplinediscipline Teachers set stage for motivation and Teachers set stage for motivation and
disciplinediscipline Students contribute to maintaining or Students contribute to maintaining or
decreasing orderdecreasing order Teachers and schools must help students Teachers and schools must help students
succeedsucceed
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To prevent or Reduce discipline To prevent or Reduce discipline and motivation problemsand motivation problems
Teachers mustTeachers must::– Improve control in classes and on teamsImprove control in classes and on teams– Help students make responsible choicesHelp students make responsible choices– Help students lead more stable livesHelp students lead more stable lives– Counter the ineffectiveness of schoolsCounter the ineffectiveness of schools– Maximize participation in physical Maximize participation in physical
activityactivity
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MotivationMotivation
An inner urge or desire that activates An inner urge or desire that activates the person to do something to satisfy the person to do something to satisfy that need or desirethat need or desire
Students who are motivated engage Students who are motivated engage in approach behaviorsin approach behaviors
Unmotivated students engage in Unmotivated students engage in avoidance behaviorsavoidance behaviors
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MotivationMotivation
Teachers can’t motivate students; Teachers can’t motivate students; they can manipulate environmental they can manipulate environmental variables that may increase variables that may increase motivationmotivation
Is influenced by personal factorsIs influenced by personal factors
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Variables known to be Variables known to be related to motivationrelated to motivation
Degree of concern or tension within Degree of concern or tension within the learnerthe learner
The feeling tone (pleasant or The feeling tone (pleasant or unpleasant)unpleasant)
InterestInterest SuccessSuccess Knowledge of resultsKnowledge of results Intrinsic-extrinsic motivationIntrinsic-extrinsic motivation
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Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds
Physiological needsPhysiological needs Safety and security needsSafety and security needs Love or social needsLove or social needs Esteem needsEsteem needs Need for self-actualizationNeed for self-actualization
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Bandura’s Social Learning Bandura’s Social Learning TheoryTheory
Behavior is determined by Behavior is determined by expectations of personal efficacy and expectations of personal efficacy and estimates of behavior outcomesestimates of behavior outcomes
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Efficacy ExpectationEfficacy Expectation
Conviction that one can successfully Conviction that one can successfully execute the behavior required to execute the behavior required to produce the outcomesproduce the outcomes
Efficacy expectations differ inEfficacy expectations differ in– magnitude of task seen as possiblemagnitude of task seen as possible– generalizability of past successes to generalizability of past successes to
similar situationssimilar situations– strength in the presence of strength in the presence of
disconfirming experiencesdisconfirming experiences
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Outcome ExpectancyOutcome Expectancy
Estimate that a given behavior will Estimate that a given behavior will lead to certain outcomes, positive lead to certain outcomes, positive and/or negativeand/or negative
the person weighs the perceived the person weighs the perceived outcomes and decides whether or outcomes and decides whether or not to engage in the behaviornot to engage in the behavior
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Methods for inducing or Methods for inducing or altering efficacy altering efficacy
expectationsexpectations Personal performance Personal performance
accomplishmentsaccomplishments Vicarious experience-imitating Vicarious experience-imitating
modelsmodels Verbal persuasion-by a credible Verbal persuasion-by a credible
persuaderpersuader Emotional arousal-reduces perceived Emotional arousal-reduces perceived
chances of successchances of success
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……According to Csikszentmihaly, a According to Csikszentmihaly, a balance between challenge and balance between challenge and success produces flowsuccess produces flow
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AttributionAttribution
Study of student perceptions of the Study of student perceptions of the causes of success and failurecauses of success and failure
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Locus of controlLocus of control
Belief that events are under one’s Belief that events are under one’s own controlown control
Mastery oriented individuals take Mastery oriented individuals take credit for successcredit for success
Individuals with low self-esteem Individuals with low self-esteem attribute success or failure to attribute success or failure to external factors beyond their controlexternal factors beyond their control
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Learned HelplessnessLearned Helplessness
The inappropriate conclusion that The inappropriate conclusion that controllable events are controllable events are uncontrollableuncontrollable
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Attribution TheoryAttribution Theory
Explains that success alone is not enough Explains that success alone is not enough for motivationfor motivation
Success based on effort yields motivationSuccess based on effort yields motivation Greater helplessness may result from Greater helplessness may result from
internal attributions and stable factorsinternal attributions and stable factors Persistent subjects take more credit for Persistent subjects take more credit for
successes and more blame for failures successes and more blame for failures and emphasize effort in achieving and emphasize effort in achieving outcomesoutcomes
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Attribution TheoryAttribution Theory
In situations where control is not possible In situations where control is not possible the best response may be to give upthe best response may be to give up
Attributing failure to lack of ability Attributing failure to lack of ability facilitates performance on a later tasksfacilitates performance on a later tasks
Students can be taught to attribute failure Students can be taught to attribute failure to lack of effort and thus do better on to lack of effort and thus do better on future tasks than children provided only future tasks than children provided only with success experienceswith success experiences
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To break the cycle of failure:To break the cycle of failure:
Set goals that are specific; hard, but Set goals that are specific; hard, but attainable; and proximalattainable; and proximal
Help students select learning strategies Help students select learning strategies to help them accomplish their goalsto help them accomplish their goals
Focus on progress made rather than on Focus on progress made rather than on the end resultthe end result
Help students attribute success to effort Help students attribute success to effort and ability rather than to luck or easy and ability rather than to luck or easy taskstasks
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Teacher ExpectationsTeacher Expectations
High teacher expectations correlate positively High teacher expectations correlate positively with student achievementwith student achievement
Physical educators form expectations of Physical educators form expectations of students based on age or grade, motor ability, students based on age or grade, motor ability, attractiveness, effort, and the presence or attractiveness, effort, and the presence or absence of a handicapabsence of a handicap
Physical educators do not expect achievementPhysical educators do not expect achievement Effective teachers believe that Effective teachers believe that allall students can students can
succeed and communicate that belief to their succeed and communicate that belief to their studentsstudents
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Kounin identifies ways to Kounin identifies ways to prevent discipline problemsprevent discipline problems
Effective teachersEffective teachers– Exhibit withitnessExhibit withitness– Handle overlapping eventsHandle overlapping events– Teach with flowTeach with flow– Use accountabilityUse accountability– Keep student attention with group Keep student attention with group
alertingalerting
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Tomlinson identified five Tomlinson identified five student needsstudent needs
AcceptanceAcceptance Desire to make a differenceDesire to make a difference Sense of purposeSense of purpose AutonomyAutonomy ChallengeChallenge
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Preventive discipline Preventive discipline involves:involves:
Belief in the worth of each studentBelief in the worth of each student Warm, supportive, well-organized Warm, supportive, well-organized
environmentenvironment Teacher modelingTeacher modeling Well-planned, appropriate learning Well-planned, appropriate learning
and assessment experiencesand assessment experiences Helping students learn self-direction Helping students learn self-direction
and responsibilityand responsibility
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Belief in the worth of each Belief in the worth of each studentstudent
The key to classroom control comes The key to classroom control comes from understanding student worth and from understanding student worth and communicating this worth to studentscommunicating this worth to students
Learners achieve at levels in keeping Learners achieve at levels in keeping with the picture they have of themselveswith the picture they have of themselves
Achievement-oriented students picture Achievement-oriented students picture themselves as capable of succeeding, themselves as capable of succeeding, while learned helpless students see while learned helpless students see themselves as failuresthemselves as failures
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Concern for students Concern for students involves:involves:
Caring: helping students feel they are Caring: helping students feel they are likedliked
Understanding: creating an Understanding: creating an atmosphere of empathy and toleranceatmosphere of empathy and tolerance
Identification: considering students as Identification: considering students as separate, worthy individualsseparate, worthy individuals
Recognition: appreciating students’ Recognition: appreciating students’ unique contributionsunique contributions
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Warm, supportive, well-Warm, supportive, well-organized environmentorganized environment
Creating an invitation to physical Creating an invitation to physical educationeducation
Teach students, not sportsTeach students, not sports Listen to students in a way that Listen to students in a way that
indicates that your careindicates that your care Recognize special people and timesRecognize special people and times
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Warm, supportive, well-Warm, supportive, well-organized environmentorganized environment
Use positive comments geared toward Use positive comments geared toward improvement improvement
Get to know students’ familiesGet to know students’ families Share your personal background with Share your personal background with
studentsstudents Create an inviting physical environmentCreate an inviting physical environment Encourage interest in physical educationEncourage interest in physical education Develop class spiritDevelop class spirit
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Warm, supportive, well-Warm, supportive, well-organized environmentorganized environment
Provide opportunities for students to Provide opportunities for students to safely make avoidance responses and safely make avoidance responses and reduce aggressive behaviorreduce aggressive behavior
Invite administrators, parents and Invite administrators, parents and others to teacher special activities or others to teacher special activities or skillsskills
Create positive, pleasant relationships Create positive, pleasant relationships with all studentswith all students
Be professionally responsibleBe professionally responsible
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Teacher modeling of mature Teacher modeling of mature behavior and appropriate ways behavior and appropriate ways
to resolve problemsto resolve problems Effective discipline tends to emanate Effective discipline tends to emanate from teachers who arefrom teachers who are– Positive role modelsPositive role models– Efficient plannersEfficient planners– Effective communicatorsEffective communicators– Thorough assessors of their own and Thorough assessors of their own and
their students’ behaviortheir students’ behavior– Consistent in their expectations of Consistent in their expectations of
childrenchildren
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Well-planned, appropriate Well-planned, appropriate learning and assessment learning and assessment
experiencesexperiences Establish an interesting, relevant, Establish an interesting, relevant,
challenging curriculum that is challenging curriculum that is responsive to needs of studentsresponsive to needs of students
Students need programs that are Students need programs that are well-organized and related to their well-organized and related to their needs and abilitiesneeds and abilities
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To determine learner readiness To determine learner readiness for certain skills, ask the for certain skills, ask the
questions:questions: ““Are students physically and Are students physically and
emotionally ready to learn the emotionally ready to learn the material?”material?”
““Do students have the prerequisite Do students have the prerequisite facts, intellectual skills, and facts, intellectual skills, and strategies necessary for learning?”strategies necessary for learning?”
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Helping students learn self-Helping students learn self-direction and responsibility for direction and responsibility for
their own behaviortheir own behavior Students need guidance and security Students need guidance and security provided by well-defined rules of provided by well-defined rules of behavior and the knowledge that behavior and the knowledge that adults care enough about them to adults care enough about them to enforce those rulesenforce those rules
Discipline begins with adult rule and Discipline begins with adult rule and pupil obedience and moves toward pupil obedience and moves toward student self-managementstudent self-management
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Two types of rules:Two types of rules:
General: Cover a wide range of General: Cover a wide range of behaviorsbehaviors– Respect yourself and othersRespect yourself and others– Play fairly at all timesPlay fairly at all times– Help others when they need helpHelp others when they need help
Specific: Point precisely to one Specific: Point precisely to one behaviorbehavior– No swearing or use of profanityNo swearing or use of profanity– Be seated after entering the gymBe seated after entering the gym– Listen while the teacher is talkingListen while the teacher is talking
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Teachers who have good Teachers who have good disciplinediscipline
Keep students actively engagedKeep students actively engaged Manage resources effectivelyManage resources effectively Have well-established routinesHave well-established routines Create an environment that supports Create an environment that supports
student learningstudent learning
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DisciplineDiscipline
Schools aid academic by establishing Schools aid academic by establishing and enforcing fair, consistent and enforcing fair, consistent discipline policiesdiscipline policies
Each student has a basic right to an Each student has a basic right to an educational experience free from the educational experience free from the unnecessary distractions caused by a unnecessary distractions caused by a few unruly studentsfew unruly students
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Defining disciplineDefining discipline
Historically, classroom discipline was strict Historically, classroom discipline was strict obedience maintained by fearobedience maintained by fear
Discipline helps youngsters adjust to their Discipline helps youngsters adjust to their environment and develop acceptable inner environment and develop acceptable inner controlscontrols
Discipline is orderly social behavior in an Discipline is orderly social behavior in an atmosphere that allows meaningful atmosphere that allows meaningful learninglearning
Discipline involves both students and Discipline involves both students and teachersteachers
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Typical classroom usually Typical classroom usually consists of 3 groups of consists of 3 groups of
studentsstudents 80% rarely break rules or violate 80% rarely break rules or violate
principlesprinciples 15% break rules on a somewhat regular 15% break rules on a somewhat regular
basis and need teachers to set clear basis and need teachers to set clear expectations and consequences for expectations and consequences for them or they will disrupt learning for them or they will disrupt learning for other studentsother students
5% are chronic rule breakers and 5% are chronic rule breakers and generally out of control most of the timegenerally out of control most of the time
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Choosing/Creating a Choosing/Creating a Personal Discipline ModelPersonal Discipline Model
Should match the teacher’s philosophies Should match the teacher’s philosophies of education and physical educationof education and physical education
May choose elements from several modelsMay choose elements from several models Determine if behavior is to be increased or Determine if behavior is to be increased or
decreaseddecreased Select appropriate reinforcers or Select appropriate reinforcers or
punishmentspunishments Best technique is to prevent misbehaviorBest technique is to prevent misbehavior
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Motivation and Preventive Motivation and Preventive DisciplineDiscipline
Wise teacher realizes that discipline Wise teacher realizes that discipline problems are most often preventable problems are most often preventable when students are motivated to when students are motivated to achieve learning goalsachieve learning goals
The responsibility for discipline and The responsibility for discipline and motivation lies with teachermotivation lies with teacher
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Acceptable Disciplinary Acceptable Disciplinary PracticesPractices
Henkel’s classification of teacher Henkel’s classification of teacher control strategiescontrol strategies– Teachers suspected or anticipated Teachers suspected or anticipated
misconduct and took precautions to misconduct and took precautions to avoid problemsavoid problems
– When misconduct occurred, teachers When misconduct occurred, teachers tutored students to modify their conducttutored students to modify their conduct
– When serious misconduct occurred, When serious misconduct occurred, teachers imposed unpleasant teachers imposed unpleasant consequencesconsequences
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Acceptable Disciplinary Acceptable Disciplinary PracticesPractices
May be necessary to vary actual May be necessary to vary actual practices or consequences according practices or consequences according to individual needsto individual needs
Teachers need to decide what Teachers need to decide what discipline practices work for themdiscipline practices work for them
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Guidelines for teachers striving Guidelines for teachers striving to incorporate acceptable to incorporate acceptable
practicespractices Solve own problems whenever Solve own problems whenever
possiblepossible Be available and visibleBe available and visible Admit mistakesAdmit mistakes Take advantage of the teaching Take advantage of the teaching
momentmoment Look for causes of misconductLook for causes of misconduct
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Kounin identified two types Kounin identified two types of discipline errorsof discipline errors
Targeting the wrong studentTargeting the wrong student– Seeing the retaliation rather than the Seeing the retaliation rather than the
first “strike”first “strike” Disciplining the wrong behaviorDisciplining the wrong behavior
– Disciplining a less serious behaviorDisciplining a less serious behavior– Letting a more disruptive behavior Letting a more disruptive behavior
continuecontinue
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Waiting AggressivelyWaiting Aggressively
FrownFrown Head shakeHead shake Clearing the throatClearing the throat Disapproving look at an offenderDisapproving look at an offender Mild reproofMild reproof Movement toward the trouble spotMovement toward the trouble spot
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RewardsRewards
Extrinsic motivationExtrinsic motivation– external; result-orientedexternal; result-oriented
Intrinsic motivationIntrinsic motivation– internal; learner-controlledinternal; learner-controlled
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Intrinsic and Extrinsic Intrinsic and Extrinsic MotivationMotivation
When intrinsic motivation is present, When intrinsic motivation is present, extrinsic rewards can decrease extrinsic rewards can decrease satisfactionsatisfaction
Controlling rewards -- students do Controlling rewards -- students do what the teacher wants; decreases what the teacher wants; decreases intrinsic motivationintrinsic motivation
Informative rewards -- feedback about Informative rewards -- feedback about competence increases intrinsic competence increases intrinsic motivationmotivation
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Two general functions of Two general functions of rewardsrewards
Motivational -- increase the chances Motivational -- increase the chances of engaging in certain activitiesof engaging in certain activities
Informative -- tells what goals are Informative -- tells what goals are appropriate; provides feedback on appropriate; provides feedback on successsuccess
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Principles of reinforcementPrinciples of reinforcement
Positive reinforcementPositive reinforcement– Causes the target behavior to increaseCauses the target behavior to increase
Negative reinforcementNegative reinforcement– Causes the target behavior to decreaseCauses the target behavior to decrease
When teaching a new behavior, When teaching a new behavior, reinforce it oftenreinforce it often
As the behavior becomes more As the behavior becomes more established “thin” the schedule of established “thin” the schedule of reinforcementreinforcement
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Contingency ContractingContingency Contracting
Reinforcement contingent upon the Reinforcement contingent upon the performance of the desired behaviorperformance of the desired behavior
Can be used along with extinction to Can be used along with extinction to – reduce undesirable behaviorreduce undesirable behavior– develop new behaviordevelop new behavior– strengthen and maintain existing strengthen and maintain existing
behaviorbehavior Is heart of effective classroom Is heart of effective classroom
managementmanagement
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Contingency contracts Contingency contracts should be:should be:
ClearClear FairFair HonestHonest PositivePositive SystematicSystematic
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Procedures for establishing Procedures for establishing a contracta contract
Clearly specify a few rules that tell what is Clearly specify a few rules that tell what is expected. Limit rules to five.expected. Limit rules to five.
Initiate a contract with studentsInitiate a contract with students Ignore disruptive, nondestructive behaviorIgnore disruptive, nondestructive behavior Reward student immediatelyReward student immediately Use a variety of reinforcersUse a variety of reinforcers Be consistent in following the planBe consistent in following the plan Progress from teacher-directed contracts Progress from teacher-directed contracts
to student-initiated contractsto student-initiated contracts
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Contingent ActivitiesContingent Activities
Reward goal success with contingent Reward goal success with contingent activitiesactivities
Contingent activities should always Contingent activities should always be positivebe positive
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Social Reinforcement and Social Reinforcement and PraisePraise
Often ineffective and can be Often ineffective and can be detrimental to learningdetrimental to learning
correlates positively with academic correlates positively with academic achievement for low socioeconomic achievement for low socioeconomic students, especially in the early students, especially in the early gradesgrades
Should be contingent on correct Should be contingent on correct performance, specific to the performance, specific to the performance, and sincereperformance, and sincere
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Social Reinforcement and Social Reinforcement and PraisePraise
Boys get more praise and criticismBoys get more praise and criticism– Boys are praised for achievement and criticized Boys are praised for achievement and criticized
for poor behaviorfor poor behavior– Girls are praised for good behavior and Girls are praised for good behavior and
criticized for poor achievementcriticized for poor achievement Girls internalize teacher criticism as a Girls internalize teacher criticism as a
deficiency in their abilitiesdeficiency in their abilities Boys attribute failures to external Boys attribute failures to external
circumstances and success to their own circumstances and success to their own abilitiesabilities
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Social Reinforcement and Social Reinforcement and PraisePraise
Introverts, low-ability, minority Introverts, low-ability, minority students, and those with an external students, and those with an external locus of control respond to praiselocus of control respond to praise
The effects of praise and criticism vary The effects of praise and criticism vary with the experience, personality, and with the experience, personality, and previous successes and failures of previous successes and failures of studentsstudents
Praise correctly rather than oftenPraise correctly rather than often Catch students being goodCatch students being good
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Tokens or PointsTokens or Points
Are exchanged at a later time for a Are exchanged at a later time for a specific rewardspecific reward
Objective is to change and reward Objective is to change and reward behaviorbehavior
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PunishmentPunishment
Is negative contingency contractingIs negative contingency contracting Fair forms of punishmentFair forms of punishment
– RestitutionRestitution of things taken of things taken– ReparationReparation for things willfully damaged for things willfully damaged
or destroyedor destroyed Tells student what Tells student what not not to do, but to do, but
gives no direction as to what gives no direction as to what toto do do
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Undesirable side effects of Undesirable side effects of punishmentpunishment
Negative self-conceptNegative self-concept Dislike of school, subject, or teacherDislike of school, subject, or teacher Reduction of the behavior only in the Reduction of the behavior only in the
present of the punishing agentpresent of the punishing agent Aggressive behaviorAggressive behavior Negative reinforcement should never Negative reinforcement should never
be used to punish one student in be used to punish one student in front of a groupfront of a group
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Use of Rules and Use of Rules and ConsequencesConsequences
Assertive discipline -- teacher-Assertive discipline -- teacher-controlledcontrolled
Establish clear rulesEstablish clear rules Communicate them to studentsCommunicate them to students Teach students how to follow themTeach students how to follow them Tell students consequences for Tell students consequences for
misbehaviormisbehavior Provide firm direction and structureProvide firm direction and structure
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Social Contract--Logical Social Contract--Logical ConsequencesConsequences
Sound principles provide guidelines Sound principles provide guidelines for classroom behaviorfor classroom behavior
Effective rules, based on the Effective rules, based on the principles, define clearly what is and principles, define clearly what is and is not acceptableis not acceptable
Consequences should be clear, Consequences should be clear, specific, natural or logical, specific, natural or logical, reasonable, and related to the rulereasonable, and related to the rule
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Social Contract--Logical Social Contract--Logical ConsequencesConsequences
Copy of the contract should be Copy of the contract should be shared with parents, other teachers, shared with parents, other teachers, and administratorsand administrators
Test the students on the contract to Test the students on the contract to make sure they understand the rules make sure they understand the rules and consequencesand consequences
Be consistent in implementing the Be consistent in implementing the consequencesconsequences
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Individual conferenceIndividual conference
Outside of class timeOutside of class time One of most effective discipline One of most effective discipline
techniquestechniques Help teacher understand the causes Help teacher understand the causes
of misbehavior and problems the of misbehavior and problems the student faces and provide an student faces and provide an opportunity for the teacher to explain opportunity for the teacher to explain school or class regulations to the school or class regulations to the studentstudent
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Group DiscussionGroup Discussion
Used when an entire class is Used when an entire class is disruptivedisruptive
TechniquesTechniques– meet with ringleadersmeet with ringleaders– abandon lesson planabandon lesson plan– consider mutually creating social consider mutually creating social
contractcontract– have students make list of rewarding have students make list of rewarding
activities and privilegesactivities and privileges
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Loss of PrivilegesLoss of Privileges
Natural, logical form of correction Natural, logical form of correction with no retributionwith no retribution
After the student has had time to After the student has had time to examine the misbehavior, he or she examine the misbehavior, he or she should be restored to full privilegesshould be restored to full privileges
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Time OutTime Out
Cutting off reinforcement for a period Cutting off reinforcement for a period of timeof time
Most widely used technique to Most widely used technique to change behaviorchange behavior
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To make time-outs To make time-outs productive:productive:
Students must enjoy the activity, the Students must enjoy the activity, the company of other students, or the company of other students, or the teacherteacher
Use one warningUse one warning Student should inform instructor Student should inform instructor
when ready to returnwhen ready to return On third offense, student loses On third offense, student loses
choice of when to returnchoice of when to return
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Guidelines for using time-Guidelines for using time-outout
Use positive techniques before usingUse positive techniques before using Never put a student in time-out for Never put a student in time-out for
remainder of classremainder of class Rarely put student in for a specified Rarely put student in for a specified
period of time on first offenseperiod of time on first offense Avoid having students face the wall Avoid having students face the wall
or stand behind a dooror stand behind a door
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Use of video recordersUse of video recorders
Recordings document public Recordings document public behaviorbehavior
Valuable as feedback on behavior to Valuable as feedback on behavior to students and parentsstudents and parents
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Cooperation between Home Cooperation between Home and Schooland School
Can achieve remarkable results, Can achieve remarkable results, provided both parties are willingprovided both parties are willing
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Administrative AssistanceAdministrative Assistance
Should be secured after teacher has Should be secured after teacher has been unsuccessful in correcting a been unsuccessful in correcting a disturbing situation or after repeated disturbing situation or after repeated misbehaviormisbehavior
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Procedures for Procedures for administrative assistanceadministrative assistance
Write down rule violations you believe to be Write down rule violations you believe to be worthy of referral to administrator. Discuss worthy of referral to administrator. Discuss with administratorwith administrator
Know the studentKnow the student Send note with student that states difficulty Send note with student that states difficulty
and type of treatment expectedand type of treatment expected See administrator as soon as possibleSee administrator as soon as possible Do not send more than one student at a timeDo not send more than one student at a time If student returned, calmly readmit and ignore If student returned, calmly readmit and ignore
and face-saving behavior student displaysand face-saving behavior student displays
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MediationMediation
Uses an outside party to help settle a Uses an outside party to help settle a classroom disputeclassroom dispute
Mediator not judge or juryMediator not judge or jury Purpose to assist both sides in airing Purpose to assist both sides in airing
their grievancestheir grievances Can reaffirm respect for student Can reaffirm respect for student
rightsrights
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Handling Explosive or Handling Explosive or Violent SituationsViolent Situations
An explosive situation is one that An explosive situation is one that requires immediate action to prevent requires immediate action to prevent personal injury or property damagepersonal injury or property damage
Best to prevent explosive situation Best to prevent explosive situation from occurringfrom occurring
When explosive situation occurs, When explosive situation occurs, have a plan of action prepared in have a plan of action prepared in advanceadvance
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Creative TechniquesCreative Techniques
Allow a student to play teacherAllow a student to play teacher Use humor to diffuse disruptive Use humor to diffuse disruptive
situationssituations When students criticize, say, “There’s a When students criticize, say, “There’s a
lot of truth to that. There are times lot of truth to that. There are times when I . . . Thanks for pointing that when I . . . Thanks for pointing that out.”out.”
Make the behavior acceptableMake the behavior acceptable Throw a tantrumThrow a tantrum
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Unacceptable PracticesUnacceptable Practices
CoercionCoercion RidiculeRidicule Forced apologiesForced apologies Detention without a specified purposeDetention without a specified purpose Imposition of schoolwork or homework as Imposition of schoolwork or homework as
punishmentpunishment Punishment instigated on the spotPunishment instigated on the spot Group punishment for misbehavior by one or a Group punishment for misbehavior by one or a
fewfew Corporal punishment; exercise as punishmentCorporal punishment; exercise as punishment
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Choosing Appropriate Choosing Appropriate Techniques for the SituationTechniques for the Situation Proper action depends onProper action depends on
– teacher’s philosophy and teaching styleteacher’s philosophy and teaching style– studentsstudents– the incidentthe incident
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TeacherTeacher
Understand a variety of suitable Understand a variety of suitable techniques and how to carry out techniques and how to carry out different methodsdifferent methods
Experiment to see what works bestExperiment to see what works best Administrative policy may limit Administrative policy may limit
choices a teacher is allowed to selectchoices a teacher is allowed to select
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StudentsStudents
No method of control is effective with No method of control is effective with all studentsall students
Teachers should be alert to individual Teachers should be alert to individual needs of studentsneeds of students
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The incidentThe incident
Determine the cause of the behavior and Determine the cause of the behavior and what actually happened without relying what actually happened without relying too heavily on statements made by too heavily on statements made by studentsstudents
Stop ineffective behavior and then help Stop ineffective behavior and then help solve individual problems, thus preventing solve individual problems, thus preventing a recurrencea recurrence
Be alert to early signs of trouble and deal Be alert to early signs of trouble and deal with them firmly, calmly and with with them firmly, calmly and with consistency before they become seriousconsistency before they become serious
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Hints for New TeachersHints for New Teachers
Learn school policies and procedures Learn school policies and procedures thoroughlythoroughly
Be an example the students can emulateBe an example the students can emulate Be a teacher, not a pal, to studentsBe a teacher, not a pal, to students Plan and organizePlan and organize Be flexible but consistent in carrying out plansBe flexible but consistent in carrying out plans Respect and appreciate students as individualsRespect and appreciate students as individuals Let students know from the start what the Let students know from the start what the
payoff will be for working hard in classpayoff will be for working hard in class