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This document discusses strategies for engaging students who are disengaged in the classroom. It provides tips for teachers, such as getting to know students' individual learning styles, using a variety of activities like games and group work, and creating clear routines and expectations. The document also stresses the importance of positive behavior management, including giving specific praise, acknowledging student choices, and intervening early if misbehavior starts. Teachers are advised to take care of their own well-being as well by developing a support system and leaving work at school.
This document discusses strategies for engaging students who are disengaged in the classroom. It provides tips for teachers, such as getting to know students' individual learning styles, using a variety of activities like games and group work, and creating clear routines and expectations. The document also stresses the importance of positive behavior management, including giving specific praise, acknowledging student choices, and intervening early if misbehavior starts. Teachers are advised to take care of their own well-being as well by developing a support system and leaving work at school.
This document discusses strategies for engaging students who are disengaged in the classroom. It provides tips for teachers, such as getting to know students' individual learning styles, using a variety of activities like games and group work, and creating clear routines and expectations. The document also stresses the importance of positive behavior management, including giving specific praise, acknowledging student choices, and intervening early if misbehavior starts. Teachers are advised to take care of their own well-being as well by developing a support system and leaving work at school.
October 8,2012 What does a student that is not engaged look like? What do they do? When do you see them disengaged? Subject, time of day, specific teacher What do they say? How do they relate to their peers? How do they make you feel as a teacher?
Unaddressed learning problems Undiagnosed disability Neglect (no one at home to provide basic necessities, abandon by one or both parents) Safety Issues (drugs, gangs, abuse in home) Poor performance in class Repeat offender (multiple Discipline Complaint Reports)
Be prepared to discuss student behavior and or progress, both positive and negative with parent/guardian. Prepare a binder with parent contact information, interest inventory, progress and report cards. Student Teacher Parent When providing information about a student, do not use the students name when speaking with another person and or writing informal memos, emails, etc. Conduct all conversations concerning students privately.
Teach with emotion and universalize that every individual has a unique learning style, explore what that style is for every student. Practice and Rehearse all targeted skills Provide visuals for visual learners
Use humor, music, play, games, puzzles, plays, and cooperative learning activities.
Stay calm with a matter of fact attitude (NEVER YELL OR LOOSE CONTROL)
Allow movement in the class/stretching short breaks
Have students work in small groups to manage productivity and accountability
Develop whole class incentives
Create an atmosphere of mutual respect Provide clear and consistent boundaries Discipline in a formal/polite manner Look for patterns of misbehavior and intervene (antecedent) Clear expectations with consistent and specific classroom rituals and routines. Teach social skills and allow for rehearsal of these skills. How do you take care of yourself?
Who is your support system?
Can you leave work when you go home?
Be specific in your praise, do not connect it to a reward. Stress that your students are making choices. Directions should be phrased as directives not quest ions. Phrase statements as guesses and let students react to the guess. James M. Kaufman, http://www.people.virginia.edu/~jmk9t Council for Children with Behavioral Disorders http://www.ccbd.net/ Whole Brain Teaching www.youtube.com