Educational Psychology

Strategies Handout:
Michelle, Beejal, Aleisha, Eric
Scenario: Student interrupts teacher frequently and constantly wants to be centre and focus of
class, blurts out answers and calls out during instruction time. Student is generally disruptive of
learning, and everyone else in the classroom. Inhibits instructor's ability to teach class
effectively and properly.
Classroom Structure/Seating arrangements: have Jason sit near the front of class and teachers
desk so silent corrections ie. hand on the desk, eye contact etc. can be easily made.
The Good Behaviour Game: break the class into small teams (table groups etc.) each team
must gain points each week to receive a reward (early recess, lunch etc.) the teams will help
keep jason in check because they will want to gain points for good behaviour. (a no tattling rule
should be in place so they dont constantly complain about each other) (Woolfolk 243)
I really like how Ashlie is putting up her hand to answer and ignore completely the out of
context/irrelevent outbursts and blurted out answers. Be consistent!! (Woolfolk 236)
Contingency Contract: the teacher draws up a specific contract with the individual student
describing exactly what the student must do to earn a particular privilege or reward. (reduced
interruptions over a given period of time, increased academic work inside and outside the
classroom, etc.) (Woolfolk 244)
Precorrection: involves identifying the context for the students misbehaviour, clearly specifying
the alternative expected behaviour, modifying the situation to make the problem behaviour less
likely (moving the student away from tempting distractions, providing a cue etc.), then
rehearsing the expected behaviours in the new context and providing powerful reinforcers.
(Woolfolk 248)
Token Reinforcement System: tokens awarded individual students for completed academic work
as well as good classroom behaviour. Tokens must add up to a certain amount before a reward
is given. (Woolfolk 244)
Goal Setting: Setting a personal goal is great, but setting a goal and announcing that that is your
goal works better. have the students make goals about bettering their classroom behaviour and
share them with their neighbors, once shared they will be more likely to actually attempt to gain
their goal. (Woolfolk 249)
Cueing: providing a stimulus that sets up a desired behaviour. Do this before the behave`ours
even starts and you wont have to reprimand the student after the fact. (Woolfolk 235)
Class motivation: having a system that once accomplished a reward for the whole class will be
given, this way the students peers will help keep them in line.
Everyone gets to go to gym early if we can out our hands up for the next hour

Classroom Job: assign a classroom job to each student that they must do for the rest of the
week (change the calendar date on the board, make sure the room is tidy etc.) this gives the
students motivation to come to school and be responsible for something.
Using I Messages: if you leave the book bags in the isles I might trip and hurt myself when
you call out I become frustrated and cannot concentrate