education

Do they know how to do what I am asking them to do?” In Lost at School (2008), Ross Greene goes into depth about teaching particu- larly resistant students the skills they are lacking. He combines positioning the behavior as a problem to be solved, being empathetic with the student, and making a plan with […]

Students Not Knowing How to Do Expected Behaviors Students bring to school both the manners and the cognitive habits they have learned elsewhere. Failure to meet teacher expectations for lining up without running, listening to directions, lining up their work neatly on paper, or for putting materials away in an orderly way may simply come

Unclear Standards, Expectations, and Consequences A more serious and more common cause of inattentive or disruptive behav- ior is unclear expectations and consequences. The intricate web of mutual un- derstandings that goes with them may not be clearly established between the teacher and students. We have yet to find a teacher with widespread discipline problems

Are we checking for understanding frequently across all students to ensure they are getting it as instruction proceeds? Using the same format or activity structures day after day (too much lectur- ing, too many worksheets, low-level questioning, or something else) may also induce boredom and acting-out behavior in some classes. Consult Chapter 20, “Differentiated Instruction,”

Do they have time to process and make sense of them? Using the same format or activity structures day after day (too much lectur- ing, too many worksheets, low-level questioning, or something else) may also induce boredom and acting-out behavior in some classes. Consult Chapter 20, “Differentiated Instruction,” which highlights variables that can be manipulated

Are concepts presented to students in ways they can absorb and understand? Using the same format or activity structures day after day (too much lectur- ing, too many worksheets, low-level questioning, or something else) may also induce boredom and acting-out behavior in some classes. Consult Chapter 20, “Differentiated Instruction,” which highlights variables that can be

Are all students within your visual range most of the time? Are the space and furniture arrangements conducive to all students seeing the board and having adequate private or quiet time for working indepen- dently? Are all students within your visual range most of the time? (See Chapter 7, “Space.”) Place Your Order Here!

Do you use strategies that will keep students alert and on their toes throughout a learning experience? Before you begin instruction, do you ensure that students are focused and attending? Do you use strategies that will keep students alert and on their toes throughout a learning experience? When students resist or are unfo- cused, do

do you ensure that students are focused and attending? Before you begin instruction, do you ensure that students are focused and attending? Do you use strategies that will keep students alert and on their toes throughout a learning experience? When students resist or are unfo- cused, do you draw on a wide range of moves

what and how students are doing when they are working independently? Have you anticipated potential downtime, delays, and distractions, and planned in advance for them? Are you periodically monitoring what and how students are doing when they are working independently? (See Chap- ter 6, “Momentum.”) Place Your Order Here!