1. Class Activity
1.1. Revenge
1.1.1. Primary
1.1.1.1. Context
1.1.1.1.1. Stealing
1.1.1.1.2. Mobile Phone
1.1.1.1.3. 1. Knew who student was
1.1.1.1.4. 2. Didn't know student
1.1.1.2. Alternative Response
1.1.1.2.1. Confront after class
1.1.1.2.2. Calm, low level voice
1.1.1.2.3. 2nd response
1.1.1.2.4. "whoever has got it, please return it to the box by the end of class"
1.1.1.2.5. Refer onto another person
1.1.2. Secondary
1.1.2.1. Context
1.1.2.1.1. Assignment that bags the teacher
1.1.2.1.2. Likens to Osama Bin Laden
1.1.2.2. Alternative Response
1.1.2.2.1. Accept it, and properly mark it
1.1.2.2.2. Go through it one on one
1.1.2.2.3. Get school counselor
1.2. Escape
1.2.1. Primary
1.2.1.1. Context
1.2.1.1.1. When subject isn’t of interest
1.2.1.1.2. 2 dogs talking to each other
1.2.1.2. Alternative Response
1.2.1.2.1. Relate the class to dogs
1.2.1.2.2. Have conversation about the behaviour
1.2.1.2.3. Ask the student to ask questions when things get hard
1.2.2. Secondary
1.2.2.1. Context
1.2.2.1.1. Teacher will despairing and inadequate
1.2.2.1.2. Year 10 boy
1.2.2.1.3. Listening to music
1.2.2.1.4. playing computer games
1.2.2.1.5. Ignored teacher and class
1.2.2.1.6. If there was no computer, the student would sit there and do nothing
1.2.2.2. Alternative Response
1.2.2.2.1. First impulse – water down the expectations of the child
1.2.2.2.2. 1 on 1 encouragement
1.2.2.2.3. 1 on 1 time – ask questions about their learning
1.3. Attention
1.3.1. Primary
1.3.1.1. Context
1.3.1.1.1. Child talking
1.3.1.1.2. Distracting other students
1.3.1.1.3. Who was the student looking to get attention from?
1.3.1.2. Alternative Response
1.3.1.2.1. Ignore the students
1.3.1.2.2. Talk to them later
1.3.1.2.3. Praise other students
1.3.1.2.4. Stand beside them
1.3.1.2.5. Give them non-verbal cue
1.3.2. Secondary
1.3.2.1. Context
1.3.2.1.1. Student continuing to interrupt by asking lots of questions
1.3.2.1.2. Questions not relevant
1.3.2.2. Alternative Response
1.3.2.2.1. Teaching period, questions at the end
1.3.2.2.2. Get everyone else engaged by naming people to answer questions
1.3.2.2.3. Be positive about the way you respond to the student
1.3.2.2.4. Use an online forum
1.4. Power
1.4.1. Primary
1.4.1.1. Context
1.4.1.1.1. Come and sit on mats
1.4.1.1.2. Refused to come away from computer
1.4.1.2. Alternative Response
1.4.1.2.1. Observe him first
1.4.1.2.2. Approach him
1.4.1.2.3. Give him choice
1.4.2. Secondary
1.4.2.1. Context
1.4.2.1.1. Verbal and physical
1.4.2.1.2. Verbal
1.4.2.2. Alternative Response
1.4.2.2.1. "You are right, I can't make you but whatever you don't do now we will make up later"
2. Behavioural Models
2.1. Canter
2.1.1. Assertive Discipline Model
2.1.2. Key Ideas
2.1.2.1. Teachers should insist on decent behaviour from students
2.1.2.2. Teacher failure is synonymous with failure to maintain discipline
2.1.2.3. Teacher are wrong to believe that firm control is stiffling for students
2.1.2.4. Teachers and students have rights
2.1.3. 5 Steps
2.1.3.1. Recognise and remove obstacles
2.1.3.1.1. No class rules
2.1.3.1.2. Move classroom
2.1.3.2. Practice use of assertive discipline response styles
2.1.3.2.1. ___ I told you not do that, please stop it now
2.1.3.3. Set clear limits
2.1.3.4. Follow through firmly
2.1.3.5. Employ a system of positive assertion
2.1.4. Tips for the model
2.1.4.1. Have positive expectations of students
2.1.4.2. Set clear guidlelines for students
2.1.4.3. Establish appropriate consequences in advance
2.1.4.4. Back up words with actions
2.1.4.5. Acknowledge appropriate behaviour
2.1.4.5.1. Personal Attention
2.1.4.5.2. Positive notes home
2.1.4.5.3. Rewards and priviledges
2.2. Balson
2.2.1. Belonging is the basic motivation
2.2.2. All behaviour has a purpose
2.2.3. Misbehaviour results from feeling inferior
2.2.4. 4 Goals of misbehavior
2.2.4.1. Attention
2.2.4.2. Power
2.2.4.3. Revenge
2.2.4.4. Withdrawal
2.2.5. Teachers should act against the first impulse
2.3. Rogers (Bill or William)
2.3.1. Key Ideas
2.3.1.1. Two Kinds of teachers
2.3.1.1.1. Indecisive Teachers
2.3.1.1.2. Decisive Teachers
2.3.1.2. Preventative Discipline
2.3.1.2.1. Done in advance
2.3.1.2.2. Preparation
2.3.1.2.3. Clear rules
2.3.1.2.4. Expectations
2.3.1.3. Corrective Discipline
2.3.1.3.1. Tactical ignoring
2.3.1.3.2. Restating rules
2.3.1.3.3. Giving Choices
2.3.1.4. Supportive Discipline
2.3.1.4.1. Follow-up
2.3.1.4.2. Contracts
2.3.1.4.3. Relationships
2.3.1.4.4. Team Approach
2.3.2. 4 Steps to Decisive Teacher Action
2.3.2.1. Is an escalation of responses
2.3.2.2. Tactical Ignoring
2.3.2.3. Direction or rule restatement
2.3.2.4. Repeat direction, then give clear choice
2.3.2.5. Follow up choice
2.3.2.5.1. Isolation, time out or exit
2.3.3. Tips using this model
2.3.3.1. Keep level of intrusion to a minimum
2.3.3.2. Tone of voice and body language must be consistent with what we are saying
2.3.3.3. Make sure the rights, rules and responsibilities are clear and known
2.3.3.4. Maintain a climate of respect
2.3.3.5. 'Thanks' assumes compliance rather than saying 'please do this'
2.4. Glasser
2.4.1. Approaches
2.4.2. Key Ideas
2.4.2.1. Make friends
2.4.2.2. What are you doing now?
2.4.2.2.1. Use the correct tone
2.4.2.2.2. Calm tone
2.4.2.3. Is it helping?
2.4.2.3.1. you to learn ...
2.4.2.4. Make a plan to do better
2.4.2.5. Get a commitment
2.4.2.6. Don't accept excuses or give up
2.4.3. 10 Steps to Approach Discipline
2.4.3.1. What am I doing?
2.4.3.1.1. Student ask this question
2.4.3.1.2. teachers can ask
2.4.3.2. Is it working/helping?
2.4.3.3. Catch the students being good
2.4.3.4. Ask "what are you doing?"
2.4.3.5. Ask "Is it against the rules"
2.4.3.6. We've got to work this out
2.4.3.7. Isolate the child within the classroom
2.4.3.8. Use the school time out area
2.4.3.9. Refer to the principal
2.4.3.10. Obtain outside assistance
2.4.4. Key Themes
2.4.4.1. Caring/mutual respect
2.4.4.2. Courtesy
2.4.4.3. Humour
2.4.4.4. Speaking and listening
2.4.4.5. Reasonably sensible education
2.4.5. Tips for using the model
2.4.5.1. Be personal
2.4.5.1.1. Be interested in students
2.4.5.2. Model and expect commitment
2.4.5.2.1. be enthusiastic about the subject
2.4.5.3. Don't accept excuses
2.4.5.4. Don't accept failure
2.4.5.5. Use consequences, not punishment
2.4.5.6. Never give up
2.5. Other Models
2.5.1. Jones
2.5.1.1. Body Language
2.5.1.1.1. Eye contact
2.5.1.1.2. Physical proximity
2.5.1.1.3. body carriage/posture
2.5.1.2. Use physical mannerisms to set and enforce behaviour limits
2.5.1.3. Use of incentive systems
2.5.1.3.1. Genuine
2.5.1.3.2. Grandma's rule
2.5.1.4. Provision of efficient help
2.5.1.4.1. Only 10-20 secs each time
2.5.1.4.2. seats in a semi-circle
2.5.2. Redl
2.5.2.1. Direct Intervention
2.5.2.2. Permitting
2.5.2.2.1. Make clear what is allowed
2.5.2.3. Tolerating
2.5.2.3.1. Otherwise unacceptable behaviour tolerated because of phase of
2.5.2.4. Intervening
2.5.2.4.1. Planned ignoring
2.5.2.4.2. Signalling
2.5.2.4.3. Proximity
2.5.2.4.4. Boosting interest
2.5.2.4.5. Injecting humour and affection
2.5.2.4.6. providing help
2.5.2.4.7. restructuring tasks
2.5.2.4.8. Appeal to students sense of right/wrong
2.5.2.4.9. Removing seductive objects
2.5.2.4.10. Time out
2.5.2.5. Preventative Planning
2.5.2.5.1. Change arrangements to avoid patterns of time/place misbehaviour
2.5.3. Nelson
2.5.3.1. "Think Time"
2.5.3.1.1. 1 warning then student is exited to partnered classroom for think time
2.5.3.2. Key Ideas
2.5.3.2.1. Co-operation between teachers
2.5.3.2.2. Reducing warnings through early intervention
2.5.3.2.3. Debriefing to help students develop self-directed behaviour
2.5.3.2.4. Teachers see every behaviour as an instructional opportunity
2.5.3.3. 7 Steps in Think TIme
2.5.3.3.1. Catch behaviour early
2.5.3.3.2. Compliance/noncompliance
2.5.3.3.3. recognition
2.5.3.3.4. think time period
2.5.3.3.5. checking responses
2.5.4. Axelrod/Skinner
2.5.4.1. "Behaviour Modification"
2.5.5. Ford
2.5.5.1. Responsible Thinking Process
2.5.6. Bennett
2.5.6.1. BUMPS
2.5.6.1.1. Series of 7 bumps for different levels of behaviour