1. Attention
1.1. Tudela(2001) orFernández(2004),
1.1.1. *behaviors, attitudes or skills
1.1.2. *processing contextual information
1.2. Jiménez (2010)
1.2.1. Selective attention selective or focused, divided and sustained or monitored.
1.2.1.1. choose aspects
1.2.1.2. flow of information
1.2.1.3. two tasks at the same time
1.2.1.4. strategic selection
1.2.2. motivation
1.2.3. temporaly
1.2.4. level of complexity
1.2.5. Correction and reinforcement
1.2.6. sustained attention
1.2.6.1. remain attentive
1.2.6.1.1. vigilant
1.3. García (2014)
1.3.1. creating adequate environmental conditions
1.3.2. eliminating sources of distraction
1.3.3. Games dinamic
1.3.4. avoid extreme activation levels
1.3.5. use of emotional control
1.3.6. the intensity of the stimuli offered
1.3.7. the size of the resources used
1.3.8. the positioning of the information
1.3.9. color
1.3.10. the movement
1.3.11. the emotional charge
1.4. Lavery (2010-2012)
1.4.1. avoid extreme activation levels
1.4.2. Control
1.4.3. Involvement
1.4.4. Checking for understanding
1.4.5. Demonstrations
1.4.6. Pacing
1.4.7. dealt of media
1.4.8. information
1.5. Schmidt (2001)
1.5.1. conversion of input
2. CAMILA RIVERA Y ALIS RIVEROS
3. Carrying out functional analysis of behavior
3.1. collects specific information from a student
4. Discipline
4.1. Stenhouse (1974)
4.1.1. regulation of behaviors and the assurance of the ordering of groups of people
4.2. transmitting knowledge
4.3. is not simply being the star student who does not disobey or contradict the teache
4.4. García, Leal and Orozco (2009)
4.4.1. Discipline like a behavoirs patterns
5. Discipline problems
5.1. Aguirre et. al (2003)
5.1.1. These conflicting actions destabilize the dynamics of groups and generate states of anxiety and depression in its members.
5.2. Faced with these conflicts or disciplinary problems, the teacher can resort to three types of techniques:
5.2.1. Preventive techniques
5.2.1.1. Reduce the problems in the classroom and the institution.
5.2.2. Supportive techniques
5.2.2.1. In this case, the teacher can use visual contact, physical proximity, movement in the classroom, facial expression and body language
5.2.3. Corrective techniques
5.2.3.1. The teacher can call the student’s attention to explain what the transgression was and what the consequence is (Cubero, 2004).
6. Strategies to manage discipline effectively
6.1. Negotiated definition of behavior expectations.
6.1.1. Through agreement and dialogue, expectations about desired behaviors are established in the classroom.
6.2. Establishment of warning signals
6.2.1. These signals can be verbal (words, phrases, chants, etc.
6.3. Use of a system of positive reinforcements.
6.3.1. demonstrate who has been behaving appropriately